Non-Statutory Exemplification of Good Teaching and Learning in RE Focussing on Christianity for Key Stage 1 - 4 Acknowledgements

Key stage

1 - 4

Non-statutory exemplification of good teaching and learning in RE focussing on Christianity for Key Stage 1 - 4 Acknowledgements

These resources have been commissioned by the Methodist Church and written by Lat Blaylock of RE Today to enable teaching of Christianity from a Methodist perspective.

With special thanks to: Lat Blaylock, RE Adviser and Editor with RE Today, www.retoday.org.uk Meg Prowting - Methodist Children and Youth Lisa Nolan - Methodist Schools Methodist Heritage Methodist Modern Art Collection Manchester City Galleries The Revd Dr Martin Wellings and Sam Taylor for the introduction to Methodism

To those schools involved in piloting the material... Boothstown Methodist Primary School Hippings Methodist Primary School Cuerden Church School Forest of Galtres Anglican/Methodist Primary School Holly Hill Methodist/Church of England Infant and Nursery School Nutgrove Methodist Primary School Rosehill Methodist Primary School Blackrod Church School Kent College Canterbury Ashville College

Photographs & illustrations: © 2013 Photos.com a division of Getty Images, the Revd Langley Mackrell-Hey Shine Photographics, the Methodist Modern Art Collection and “The Light of the World” by William Holman Hunt © Manchester City Galleries.

Worksheet copyright information: Permission is granted for the worksheets in this resource to be copied for use with your groups. The images however may not be used in any other way or for any other purpose.

2 Contents

Contents

Introduction Introduction to Methodism 5 History of Methodism 5 Distinctiveness of Methodism 6 Structure of the Methodist Church 9

Glossary 10

Unit of work Year 2: Belonging Together 13

Unit of work Year 4: Warm Hearts 31

Unit of work Year 6: Commitment to Christianity 49

Unit of work Year 7-9: Global, local and Personal 85

Unit of work Year 9-10: Committed to Goodness 111

Goodness activity pages 130

Introduction

Introduction to Methodism

The Methodist Church is the fourth largest Christian Church in Britain, after the Anglican and Roman Catholic Churches and the Church of Scotland. It has approximately 4500 churches and a total membership of approximately 200,000 people. There are Methodist Churches in nearly every country in the world and global membership numbers over 80 million people.

This is a brief introduction to what makes Methodism what it is; below is an outline of the history, the distinctive features, and the structure of the Methodist Church. Hopefully this will provide some context to the work you will be doing with this resource.

History of Methodism

Methodism began in the 1730s as a movement for spiritual renewal within the Church of England. Its principal founders, John Wesley (1703-91) and Charles Wesley (1707-88), were Anglican priests. Born in the market town of Epworth in Lincolnshire, where their father Samuel was the Church of England rector, and then educated at Oxford University, the Wesley brothers championed a lively, thoughtful, disciplined and socially engaged approach to Christian faith and life. This first took shape in a group set up by Charles Wesley in Oxford in the late 1720s where students met to study together, to attend church and to bring practical help to poor families and prisoners. Sceptical contemporaries gave this ‘serious’ group some mocking nicknames, including ‘Holy Club’, ‘Bible Moths’, and ‘Methodists’. The last name stuck.

In 1738 John Wesley experienced a new assurance of faith at a religious meeting in Aldersgate Street, London, on 24 May. Wesley said that he went “most unwillingly” and that a sense of trust in Christ came to him while someone was reading aloud from the preface to Martin Luther’s Commentary on Paul’s Letter to the Romans. At this moment, Wesley wrote, ”I felt my heart strangely warmed. I felt I did trust in Christ, Christ alone, for salvation; and an assurance was given me that he had taken away my sins, even mine, and saved me from the law of sin and death.“ Gradually the Wesley brothers began to travel around Britain preaching about a gospel of grace and faith, open to all and leading to a transformed life – this was expressed in preaching, personal testimony, popular pamphlets and lyrical hymns. John Wesley was the eighteenth century’s best-selling author and Charles Wesley was one of the most prolific and influential hymn writers in the English language. Working with a small band of colleagues, some fellow- clergy and some lay preachers, the Wesleys established a network of groups across the country. These ‘societies’ served to nurture Methodists in their faith and Christian living, and were bases for further outreach. Charles Wesley married, and settled first in Bristol and then in London, but John Wesley continued an itinerant ministry throughout his life, overseeing the growing ‘connexion’ of societies and preachers until his death in 1791.

The Wesley’s conviction of the love of God translated into a strong tradition of practical care for others. Everywhere John established a base, the local society also offered some sort of health care and education. A generation after John’s death, almost a third of a million children received what little education they had through Methodist Sunday Schools. The brothers continued to visit people in prison and, in his later life, John became a brave champion of the anti-slavery movement.

During the Wesleys’ lifetime the Methodist movement remained within the Church of England. Although Charles Wesley was keen to keep the Methodists in the Church, a growing organisation with its own structure and leadership sat uncomfortably within the establishment and some of John Wesley’s actions helped create the conditions for separation. There was no formal split; instead, Methodism gradually moved beyond the Church of England into its own independent identity.

5 Introduction

Sites important in the Methodist story’ Methodism has many heritage sites across Britain. Visit www.methodistheritage.org.uk to find the heritage sites in your region.

Among the heritage sites of national significance, the New Room, in the centre of Bristol, is the oldest Methodist building in the world, dating from 1739.

For more information go to: www.newroombristol.org.uk/home

The Old Rectory in Epworth, Lincolnshire, was built to replace a house which was burned down in 1709, when John Wesley was rescued from an upstairs window. The legend of John as a special child, ‘a brand plucked from the burning’, has endured in Methodist mythology. The Wesley family lived in this house until John and Charles’ father, Samuel, died in 1735.

For more information go to: www.epwortholdrectory.org.uk

Wesley’s Chapel, in City Road, London, was built in 1778 to be John Wesley’s London base, replacing the Foundry (a converted cannon foundry) which was his original London chapel; this is commemorated by a plaque about 50m away from Wesley’s chapel. Today, the chapel is home to a large and multicultural congregation, as well as housing the Museum of Methodism; it’s known by many as ‘the mother church of world Methodism’.

For more information go to: www.wesleyschapel.org.uk

Englesea Brook Chapel and Museum, near Crewe, is an historic centre for the Primitive Methodists. The ‘Prims’ were one of the revivalist groups which flourished in the 19th Century as Wesleyan Methodism became more established and middle class. Staff offer a range of educational programmes, particularly using the Victorian memorabilia of the collections. Schools have sometimes combined visits with an interfaith opportunities locally.

For more information go to: www.engleseabrook.org.uk

Distinctives of Methodism

Methodism is proud to be a mainstream Christian denomination, sharing a heritage of orthodox beliefs with the wider Church. Although Methodists do not claim to hold any peculiar or eccentric ideas, or to have special truths unknown to other Christians, there are particular emphases which are distinctive. Here are some of them.

All can be saved It may not sound remarkable to claim that no one is beyond the reach of God’s love. This, though, was a source of contention within the eighteenth-century revival, with some leaders leaning towards a Reformed or Calvinist theology insisting that God chooses some, but not all, to be saved. The Wesleys disagreed, affirming that Christ died for all, and that God reaches out to everyone. In practice, this meant a commitment to take the Christian message to people wherever they were, and it inspired mission to and with the poorest in society and then across the world.

Assurance of God’s love The Aldersgate experience led John Wesley to a new sense of assurance in his faith. While acknowledging that differences of temperament and personality influence how people experience faith, and recognising that questions and doubts remain, Methodism has characteristically expressed a joyful confidence in God’s love. This note of joy is captured in many of Charles Wesley’s hymns.

Living a holy life John Wesley saw the goal of human life as transformation by the grace and love of God. Prayer, personal devotion and Christian service to others were important means to this end, but so were meeting together as community and being accountable to one another. Faith must be worked out in relationship to others. This found expression in the network of small groups which were fundamental to Methodist organisation. Most Methodist churches today have house groups or cell groups; small groups of people meeting together each week for Bible study and prayer.

6 Introduction

Grassroots movement Methodism touched a chord in the lives of many people, including some of the poorest in British society. The movement took off because it was able to recruit an army of volunteers – the people who became Wesley’s preachers, who organised and led local Methodist societies, who ran small groups and who eventually built and maintained local chapels. Although numerical growth led to the development of more formal structures, Methodism has always depended on the active involvement of ordinary members. Lay people have always mattered as much as ministers, and women as well as men have always been vital to the movement’s life and growth.

A sign of commitment: the Covenant Service Expressing faith through a covenant (a relationship of promises and commitments) is rooted in the Bible. John Wesley took the idea and made of it an annual opportunity for Methodists to reaffirm their Christian commitment in a set of searching declarations. A Covenant Service is held in each local Methodist church, usually in January. At the heart of the service is the Covenant Prayer, which can be found on the Methodist website, and which will be explored later on in this resource.

What Methodists believe, and why Methodism claims to be loyal to the Creeds of the Church and to the principles of the Protestant Reformation. John Wesley said that Methodism represented no more than the plain faith of the Bible and of the Church of England. More recent scholarship has found it helpful to discuss (and debate) the relationship between four key components in shaping Methodist beliefs: Scripture, Experience, Reason and Tradition. (This is referred to by some as the Methodist Quadrilateral.) A Methodist, it is claimed, should look carefully at the Bible (Scripture), and read the Bible in the light of the teaching of the Church (Tradition), the insights of clear thinking (Reason) and our living faith in God (Experience). How these elements interact and what the outcomes are may vary from person to person!

The Methodist Church does have a specific view on a number of topics and these can be found here: www.methodist.org.uk/who-we-are/views-of-the-church

Connexion The first Methodists were those who belonged to groups ‘in connexion with’ John Wesley, so the term ‘connexion’ (with its eighteenth-century spelling) simply denoted the network of societies and the band of preachers looking to Wesley for leadership. This sense of belonging to a whole movement beyond the merely local has continued, so that those who become members of their local Methodist church are also part of a larger ‘connected’ community across Britain. The British Methodist Connexion includes all of England, Wales, Scotland, the Channel Islands, the Shetland Islands and the Isle of Man, as well as Malta and Gibraltar. There are also strong bonds between the Methodist Church of Great Britain and the Methodist Church in Ireland, and with the Methodist family across the world.

Social action The Methodist Church has a long tradition of being involved in social action, applying Christian faith to everyday life and reaching out to help those who are in need.

Action for Children (formerly NCH, and before that National Children’s Home) is a Methodist children’s charity which has been supporting neglected children for 140 years. They work with over 250,000 children, young people, parents and carers tackling issues like child neglect and abuse.

Many of Action for Children’s supporters and volunteers come from Methodist churches, and there is an annual Action for Children Sunday where Methodist worship across the Connexion is focused on celebrating and reflecting on the work of the charity.

Find out more here: www.actionforchildren.org.uk

All We Can is another Methodist charity working with some of the poorest people and most challenging situations across the world. Through disaster relief and long-term development All We Can is working to eradicate poverty, and challenge the causes of this poverty through education and advocacy.

7 Introduction

All We Can has been running as a registered charity since 1985, starting by producing resources to encourage practical action for a better world, and moving on to build overseas partnerships in the 1990s. Today, All We Can supports over 40 local, community-based organisations in 19 countries across Africa, Asia and Latin America, helping people transform their lives and become self-sufficient.

Find out more here: www.allwecan.org.uk

Baptism, confirmation and membership Like most mainstream Christians, the Methodist Church recognises the sacrament of Baptism, where a person is welcomed into the church and the universal Christian family through Baptism in the name of the Father, Son and Holy Spirit. Most Baptisms in Methodist churches will be of young children, and on these occasions parents and godparents make promises to set a Christian example for the child, and to bring them up in a Christian community; the members of the church also make a promise to support the family and the child.

Confirmation and membership are the commitments of faith that are made later in life. Confirmation is a confirming of a person’s faith in Christ, done before a congregation, and this involves admission into membership of the Methodist Church too. Each member receives an annual membership ticket from their local Methodist Church, which reminds them of the commitment they have made.

Ethics Over the years the Methodist Church, speaking through its annual Conference, has expressed views on many ethical issues, including marriage and the family, industrial relations, racism and peace-making. The Methodist Church is well known – perhaps too well known! – for its particular views on alcohol and gambling, both of which were major concerns in late-Victorian and early twentieth century Britain, and still are today.

John Wesley was not teetotal, and the link between Methodism and the temperance movement only happened in the last decades of the nineteenth century, when awareness grew of the devastating social effects of alcohol abuse. After several generations in which Methodists were encouraged, or expected, to be teetotal, this is now left to individual choice. Alcohol cannot be not sold, promoted or used on Methodist premises, and Methodist churches use non- alcoholic wine for Holy Communion.

The Methodist Church also has a long tradition of supporting those who are alcohol dependent. This originates from a recognition of the damage this can do to personal well-being and a person’s relationship with others. Many churches host Alcoholics Anonymous meetings and some run social projects to support those with alcohol addictions.

There are similar concerns with regard to gambling, particularly when it is seen as a way of gaining money at the expense of others. Wesley counted gambling as a means of gain inconsistent with Jesus’ command to love your neighbour, and Christians have placed gambling on a par with alcohol addiction as a threat to the well-being of the poor.

Today the Church has a particular concern with ‘harder’ forms of gambling, such as casino table games, fruit machines and gambling in betting shops, because these are seen as far more addictive and harmful than minor games of chance. Gambling would be considered to be inappropriate on Methodist premises.

8 Introduction

Structure of the Methodist Church

For more detailed information on the national, regional and local structures of Methodism go to: www.methodist.org.uk/who-we-are/structure

Here are some key elements in the structure.

The local church The local church is the community of faith in which Methodist members and attendees are nurtured. Usually (but not always) based in a building (‘church’ or ‘chapel’), the church is run by a Church Council made up of church members; a minister will have pastoral responsibility for a church, but might look after a number of churches in a circuit.

The circuit A circuit is a group of local churches, served by a team of ministers, one of whom is the superintendent minister.

The district The district serves a geographical group of circuits and is led by the district chair. Representatives elected by the District Synod attend the annual Methodist Conference.

The Conference The annual Methodist Conference is the supreme decision making body of the Church. At the start of the Conference a new president and vice-president are appointed to preside over that Conference and spend the year travelling around the Connexion, and abroad representing the Methodist Church.

3Generate: Methodist Children’s & Youth Assembly Each year there is also a Children’s and Youth Assembly where children and young people can express their views and feedback to the Methodist Conference. At this event, the Methodist youth president is elected; and it is their job to represent children and young people across the Connexion, including the Methodist schools.

If you want to find out what the youth president is up to, you can read their blog here: methodistyouthpres.blogspot.co.uk/

9 Glossary

3Generate - Children and Youth Assembly: the annual meeting of Methodist children and young people which elects the youth president and agrees resolutions to bring to the Methodist Conference, as well as discussing a number of current issues and worshipping and praying together. Action for Children: children’s charity formerly known as National Children’s Home, founded by Methodists in the nineteenth century and still closely linked to the Church. All We Can: Methodist Relief & Development Fund, an aid and development charity. Church Council: governing body of a local Methodist church. Members of the Church Council are trustees of the church’s property and funds, and therefore have to be members of the Methodist Church. Circuit: group of Methodist local churches, under the oversight of a superintendent minister. Conference: governing body of Methodism, meeting annually in the summer. The Conference elects a president and a vice-Ppresident (a deacon or lay person) who serve for a year as representative leaders of the Methodist Church. The Conference determines Methodist doctrine and policy, selects, ordains and stations the ministers and owns Methodist property. Connexion: the term used for the whole of the Methodist Church in Britain. Reflects the origins of Methodism in those people and religious groups working ‘in connexion with’ John Wesley. Covenant Service: annual service for renewing personal commitment and dedication. Usually held at the beginning of the calendar year. Deacon: member of the Methodist Diaconal Order (a religious Order) and one of the two orders of ordained ministry recognised by the Methodist Church (the other being that of presbyters). District: group of circuits. Ministers and lay representatives of the circuits meet in the District Synod, under the oversight of the district chair, a senior minister. Lay people: those involved in the life of a church who are not ordained. Local Preacher: lay person called, trained and authorised to lead worship and preach in Methodist churches. Member: commitment to Christian faith and to the Church is signalled in Methodism by membership. This is marked by a service of welcome (including Baptism and confirmation if the candidate has not yet been baptized and confirmed). Members are committed to worship, service, learning and caring and evangelism. A membership card is issued every year. Methodist Homes: charity providing sheltered housing for the elderly (not just elderly Methodists!). Minister: usual Methodist word for ordained people. Methodism now recognises two ‘orders of ministry’ and officially distinguishes them by referring to ‘presbyters’ and ‘deacons’. Ministers in training are ‘on probation’, and so referred to as ‘probationers’ until they are ordained. All ministers are appointed to their particular work by the Conference. Presbyter: official term for a minister with pastoral responsibility for churches. Probation (probationer): period of training for a minister (minister in training). Society: original name for a local Methodist congregation, so called because Methodism began as a voluntary organisation (a religious society) within the Church of England. Steward: generic term for many local lay officers (eg church steward, door steward, Communion steward, property steward etc). Supernumerary: retired minister. Synod: governing body of the district. Worship Leader: lay person appointed by the Church Council to share in leading worship in a local church. Youth President: a young person appointed for a year by the delegates at the Children and Youth Assembly, whose role is to represent children and young people throughout the Connexion. Year

Belonging together: Why does it matter to be part of a community? What can we learn about Christians and community life? YEAR 2 Belonging together: Why does it matter to be part of a community?

This unit of work for Religious Education has been written as part of a project with the Methodist Church to provide some non-statutory exemplification of good teaching and learning in RE.

12 YEAR 2 Belonging together: Why does it matter to be part of a community?

Belonging together: Why does it matter to be part of a community? What can we learn about Christians and community life? Year: 2

About this unit: Belonging together: Why does it matter to be part of a community? l This RE curriculum plan for Year 2 will enable children to understand and experience the importance of community life and living well with other people for our well-being and happiness. Using examples from Methodist Christianity, children will explore belonging to a Church, a family and the ‘whole wide world’. Music and drama will be used to discover the importance of some symbols of belonging in Methodist Christianity, and children will be able to express their own sense of belonging and community life. l This unit asks: How do religious people belong together? Who do we belong to? Do people belong to God? To each other? To families? To themselves? Using art and story, pupils learn about belonging and community. They have opportunities to examine some abstract concepts simply and to respond for themselves with creative work. l RE is at its best when it is an enquiring subject, so pupils are asked to enquire and think for themselves, raising questions about God, belonging, community and their own lives, and considering answers thoughtfully. l Examples from the Bible and from children’s own experience will be compared. They hear some religious stories about who we are, and talk about some beliefs linked to these stories. They discover that some objects are special because they can help us answer the question: ‘Who am I?’ l Pupils are enabled to think simply about their own identity and sense of belonging. Belonging is explored, first in the simple sense of ‘things that belong to me’, my possessions. This is used to develop the idea that we belong in families, to each other, we belong together in some ways as people and we belong (for some) to God as well. These different kinds of belonging are part of who we are. The unit then considers religious examples of signs of belonging such as special clothes, special food and special objects with a focus on Christianity. Children choose some of their own special things and link them up to some of the religious objects they encounter. l Pupils will learn about Christian community and think about their own sense of belonging. They will find out about symbols, art, music and holy buildings. This unit of work uses cross curricular links to poetry, model making, art and design and music to explore the architecture, worship and beliefs of Christians, including some Methodist examples. l Children will identify simple similarities and differences between different places of worship. Plan a detailed study of two examples, with an emphasis on the ways worship expresses belief, belonging and emotion. Pupils will use their literacy and SEAL skills to understand religion better.

Where this unit fits in: This unit will help teachers to provide thoughtful RE by equipping them with well worked examples of teaching and learning using signs and symbols of belonging to explore the question: ‘Who am I?’ The unit will focus on belonging in Christian communities. Throughout the unit emphasis is placed on speaking, listening and thinking about ‘who I am’ (identity) and ‘how I fit in’ (belonging).

The unit will provide these opportunities: l Pupils will be able to think about different answers to the question ‘Who am I?’ l Pupils have opportunities to see the different ways in which they belong together and belong with others. l From the study of Christianity pupils will learn about some objects and beliefs that are signs of belonging. l Experiences and opportunities provided by this unit include speaking and listening, using emotional language, identifying answers to questions about ‘myself’ and expressing ideas for themselves.

13 YEAR 2 Belonging together: Why does it matter to be part of a community?

Estimated teaching time for this unit: eight – ten hours (often delivered in shorter sessions). It is recognised that this unit may provide more teaching ideas than a class will cover in eight hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything.

Issues of continuity and progression The unit helps children, as they begin KS1 RE, to understand that the subject is about big questions that matter to us. It builds upon the learning of basic Christian and other faith beliefs and practices. The unit anticipates a further study of questions of identity and diversity in Key Stage 2.

Key strands addressed by this unit l Religious beliefs and teachings l Ways of expressing meaning l Questions of identity and belonging.

Attitudes focus: pupils will explore attitudes of: l Self awareness by becoming increasingly aware of their own and others’ sense of belonging l Respect for all by developing a willingness to value difference and diversity for the common good.

Making this unit accessible for pupils with special educational needs: Use of practical activities and visual stimuli will support pupils with special educational needs. The level of support for recording ideas should enable pupils to access this work and show their understanding at their own level.

Making this unit challenging for able, gifted and talented pupils: Some pupils may extend their learning to make links and recognise similarities and differences between their own sense of belonging and the diversity of ‘belonging’ in their class, school or town. This may be facilitated by children in the class who ‘belong’ to different religions or to no religion.

For the teacher: significant background ideas l The theme of ‘myself’ is commonly used with 5s-7s to help children with self awareness. In RE the theme is useful for drawing attention to religious commitment and to diversity too. A good supplementary question is: ‘What matters most to me, and why?’ l In Christian thinking, children may develop a strong sense of belonging to a church through its community life. Many churches run groups for children’s learning and worship which make age-appropriate ways of belonging. Prayer and the place of religion in the family sometimes enable children to think of themselves as belonging to God. Methodists in the UK have a special set of ways of engaging children and young people: your local Methodist minister will be pleased to join in with the work of this unit, perhaps in welcoming a visit to the chapel/church, and its use as a ‘temporary classroom, for RE learning, rather than as a museum!

14 YEAR 2 Belonging together: Why does it matter to be part of a community?

Prior learning Vocabulary Resources

It is helpful if In this unit, pupils Teachers might use: pupils have: will have an l religious artefacts boxes l some opportunity to use l a visitor from the Christian faith community prepared to ‘bring and show’, talk knowledge words and phrases and answer children’s questions will add much to the learning in this unit. of the local related to: Books, visual and other resources community l RE Today Services (www.retoday.org.uk) publish relevant items: around them Specific religions: l Festivals 1 DVD including l Say Hello to… (Interactive whiteboard CD and book) awareness of Christianity: l Developing Primary RE: Special Times, Faith Stories some religious church l Developing Primary RE: Home and Family buildings communion l RE Ideas: Christianity, RE Today Services bread and wine l Opening Up RE: practical classroom books on Values, Belonging and Identity l an awareness of God (£8.50 each) how important Jesus. l Weddings, Linda Sonntag, (Hodder Wayland) belonging to the l Art uses light in many ways in the Christian tradition. Good resources which include family and the The language of traditional and contemporary pictures are: The Art of Faith, The Story of the Bible school is for us shared human Through the Eyes of Great Artists by Keith White (Paternoster Publishing, ISBN 1 experience: 85608 309 8), Picturing Jesus: Fresh Ideas (RE Today), and Jesus Through Art l some skills community (RMEP, ISBN 1 85175 119 X), The Bible Through Art (RMEP, ISBN 1 85175 215 3) of reflection, symbol both by Margaret Cooling. and thinking sharing l Exploring Celebrations: how and why are religious festivals important? carefully. togetherness (RE Today 2008) belonging l A Year of Religious Festivals series (Hodder Wayland) contains a variety of believing. publications relevant to this unit including Developing Primary RE: Christmas which has a section on William Holman Hunt’s painting ‘Light of the World’. l PCET, Folens and Nelson publish some useful photo/picture packs on particular religions. Look for photos that show light being used in worship and celebration. Web: l The BBC’s clip bank is a major source for short RE films that can be accessed online and shown free: www.bbc.co.uk/learningzone/clips l The BBC also offers lots of information and material on its main religion site: www.bbc.co.uk/religion l The best gateway for RE sites is: www.reonline.org.uk/ks1 l You can find and use searchable sacred texts from many religions at: www.ishwar.com l Good quality information and learning ideas on Christianity: www.request.org.uk/ infants l There is some more TV material at: www.channel4.com/learninag l The site for Cumbria and Lancashire Education Online has many useful and well thought out resources for this unit of work: www.cleo.net.uk l The websites of REToday and NATRE are useful places for pupils and teachers to see examples of work: www.retoday.org.uk and www.natre.org.uk/spiritedarts l RE Quest - www.request.org.uk is a good site for KS2 pupils to explore Christianity

15 YEAR 2 Belonging together: Why does it matter to be part of a community?

Contributions to spiritual, moral, social and cultural development of pupils l Opportunities for spiritual development come from learning about and reflecting on different answers to the question ‘Who am I?’ and various ways in which we belong, and belong together. This includes answers from Methodist Christians. l Opportunities for moral development come from learning that each person is worth respecting even when we are different and consideration of questions of fairness. l Opportunities for social development come through the exploration for each child of the questions ‘where do I belong?’ and ‘who am I?’ l Opportunities for cultural development come from considering very simply the links between religion and cultures and how religions and beliefs contribute to cultural identity and practices that show ‘belonging’ (examples include food and clothes).

EXPECTATIONS: At the end of this unit:

Pupils who are meeting some of the early learning goals will: l recognise that ‘Who am I?’ is a question with many answers (Personal, Social and Emotional Development) l recognise that some people think they belong to God, and religious beliefs can have an effect on what people do and feel (Personal, Social and Emotional Development) l communicate verbally feelings and thoughts about belonging in their own lives (Communication, Language and Literacy) l become aware that people who belong to Christian denominations can give their own answers to some puzzling questions about life, eg ‘I belong to God’ or ‘I say thank you to God for food and families.’ (Knowledge and Understanding of the World) l listen to stories and imaginative scenarios and create characters and stories of their own about belonging (Creative Development).

Pupils working at level 1 Pupils working at level 2 Pupils working at level 3 will be able to: will be able to: will be able to:

l identify some different signs of l retell religious stories and identify l describe some aspects of belonging such as a cross, a some religious beliefs (AT1). belonging for myself and for others uniform or a badge (AT1). l match some activities that children (AT1). l recognise and name some objects do with where they belong (AT1). l list some simple similarities linked to Christianity (AT1). l identify three groups I belong to, between ways Christians belong, l talk about my answers to the and three examples of belonging to and ways I belong (AT1). question ‘Who am I?’ (AT2). a religious community (AT1). l make a link between belonging l respond sensitively to questions to a religion and behaving in a about who I am (AT2). certain way (eg she goes to Church l suggest meanings in religious because she is a Christian; he symbols, especially those prays to Jesus so he is believes in associated with worship, light and Christianity) (AT2). darkness (AT2). l make links between how a Methodist church is designed to show that the space and time for worship is sacred to believers and the Bible is given special authority. l compare their own and others, experiences and feelings about worship, holy places and emotions.

16 YEAR 2 Belonging together: Why does it matter to be part of a community?

Assessment suggestions A formal assessment of each pupil is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best. 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 material studied throughout the unit across the ability range.

Suggested assessment for learning task:

Example A: What’s my identity? Who am I? Belonging to – who? l Children use an outline drawing of a boy or girl to make a picture of themselves. They show signs of belonging in words or symbols for their family, school, town, country and other kinds of belonging using pictures (and words if suitable). l This piece of work will show the most achievement where children talk to parents and carers about it. Some children may use signs of belonging in a more symbolic way.

Ask each pupil to consider the question: do you belong to God? If God was in your diagram, what would be your symbol for God? Where would God be seen? Why? Talk about what Christians would say about belonging to God.

Example B : Acrostic poems l Ask pupils to write two acrostic poems each, one using the letters of the words ‘TOGETHER’ ‘KINDNESS’ ‘CARING’ about their own feelings connected with the word. Show them an example: l Then move on to use a structured reflection, giving pupils clip art fill in outlines of a person. They are to draw or write images or words into the arms that show togetherness, kindness and caring. Each pupil does one, and a small group make a ‘human chain’ out of these. Give pupils outlines or ask them to draw either a candle, a light bulb, a searchlight and/or a lighthouse. Ask pupils to show in the words and symbols by which they decorate and complete these outlines four things that ‘light up’ their life. Look for descriptions, links to religious ideas and understanding to assess this work.

Example Task B: l Ask pupils to label a picture of a church or chapel with some selected emotional words: how does the believer going to worship feel? Words might be selected from a list including: sorry/joyful/happy/devoted/excited/full of praise/small/togetherness/awe/deep/content/peaceful. l Beyond choosing and listing the words, get pupils first in discussion then perhaps in writing to show they understand why these emotions and feelings may be experienced in worship. They might describe or explain two or three similarities or differences between the emotions of Hindu worship and the emotions of Christian worship.

17 YEAR 2 Belonging together: Why does it matter to be part of a community?

Jigsaw: Being myself Make some drawings to go in the jigsaw puzzle pieces: a picture of your favourite place, your favourite book, your favourite day of the year, yourself and a symbol or badge that says who you are. Think of some of the pieces that make up you! Put simple labels around the pieces. Draw leaves and growing branches around the jigsaw: we are all growing and changing. The jigsaw isn‘t finished yet.

This simple activity enables children to see how their own identity is made up of many interlinked aspects. Teachers can do one too. And what about the visiting minister, or doing one for Jesus? The metaphor of identity as a jigsaw is very powerful. Get children to co-operate in cutting up and making their own jigsaws, on card.

18 YEAR 2 Belonging together: Why does it matter to be part of a community? Points to note Points This work has some good has some good This work speaking and listening links to literacy and connects with SEAL approaches to emotional literacy as well. in RE should Teaching be careful to identify the story: Jesus, told by it communicates a Christian belief: God cares for every single are if they even person, ‘lost’. Learning outcomes I can talk about what I can talk about what to make choices I like (L1). I can identify some ways I am special or different to other people (L1). I can respond sensitively to questions about being I am me and about who (L2). I can recognise a Christian idea about belonging to God (L2). I can respond sensitively to the story of the lost sheep and the idea that a shepherd God is like (L2). This is the most fun if it goes by running from the middle of a space to one edge or the running by from the middle of a space to one edge This is the most fun if it goes ‘would you rather...’ Play Ask children a reason why? give can they there’ ‘get When they playground. or even hall, Use a classroom, other. climb or racing driver, train driver a sailor or pilot, at dancing, or good at swimming rather be good would if they eat doughnuts all morning or a lion cub as pet, a monkey have in the deepest sea, the highest mountain or dive can do this session You up more too. up lots more and ask them to make Make or drink smoothies all evening. are all We like. we what are, we All these choices are about who running by from side to of the class or hall. different. a list? make Can they them happy. makes times – discuss what ‘Happy’ Another list. them angry. makes times – discuss what ‘Angry’ share their The teacher may examples explored carefully. Several them sad. makes times – discuss what ‘Sad’ sad times. own park, seaside, The emotions associated with being lost through discussion of first-hand experience (at shops, busy place etc). and sad feelings What happy it dramatic). 15 (make children the parable of lost sheep – it is in Luke Tell the children that Teach the shepherd/the lost sheep? were feel if they come up in this story? they would How Ask them some wondering the sheep. the shepherd loves this story them like tells Christians that God loves would if you the sheep sometimes? I wonder are like story? if you I wonder Jesus’ like if you questions: I wonder to be the shepherd in this story?like What kind of kind of person the shepherd was. what was, kind of person Christians think Jesus about what Talk to be? each child like person would grown- or a A child shepherd or a helpful fireman? rather be a kind you would rather’s: you ‘would Do some more The work at singing? hair? Good at sport hair or brown good Yellow up? First in the family or youngest? but the use of Christian story of kindness, is all about the sense of self, can focus learning on the values or self-sacrifice. love practical caring, forgiving, patience, tell this story? lost did Jesus all get Do we Why did the sheep belong to? Ask the children: I wonder: who can. if you on jigsaws links to the earliersometimes? Make work

Me and my feelings, me and my choices Me and my feelings, and making choices about: talking about, feel at different times by they and how Children learn about times in life, l Consider some important emotions: l l l l A Christian story about belonging to God: l l l l Teaching and learning Teaching Myself: what am I like? (could be runMyself: what am I like? easily as 2 shorter lessons) Learning objectives Children learn about of seeing different ways themselves. ideas develop They and about themselves are similar to they how and different from others. learn They that Christians each person believe who belongs to God, a cares for people like shepherd. good

19 YEAR 2 Belonging together: Why does it matter to be part of a community? Points to note Points Links to literacy are the useful in RE where partnership between the subjects is clear. need RE objectives to function alongside not those from literacy, be subordinated to them. care in this Take the lesson to show children clear links the main between and the ‘myself’’ theme – ‘belonging’ idea of us relationships make are. we who Learning outcomes I can talk about who I can talk about who I belong to in relation friends and to family, school (L1). I can recall the name of a sign religious (Christian ‘belonging’ cross or other example) (L1). sensitively can respond I to different ideas about belonging (L2). I can talk about the do some ‘why question: belong they people say (L2). to God?’ I belong to... me special is... What makes belonging to... I like means... Belonging together and... school, families, all belong to friends, We This means... Some people belong to God.

Start in circle time. Talk Talk Start in circle time. about family relationships are special. they and why The teacher can ask ‘playmobile’ pupils to let a figure stand for ‘lego’ or and put the themselves, figure in the centre of a or set of ‘target’ like concentric hoops, this one (left). who Ask the children to say putting belong to by they some more figures close to them might Answers in the next circle. carers, include belonging to parents, class, school, brothers and sisters, to God. for some, and, town person! a lego not like is invisible, say believers who of God, an image can’t have we about why Talk children can talk about their ends to these prompts: In pairs, Belonging ‘Who do I belong to?’ is a question rather like ‘Who am I?’ Teach: life. It helps us not to be too lonely and enjoy is important for everyone. together

Who belongs where? l l l l l l l l l l l

Teaching and learning Teaching We belong together How do we belong to other people? (could easily be run shorter as two belong together lessons) We Learning objectives Pupils will be able to: talk about their own sense of belonging and using fit in, they where or ‘playmobile’ ‘lego’ the people to show relationships that matter a developing have of their own awareness so that they community, can talk about where belong they feel they consider how about belonging in at home and in school, other ways consider the idea that they some people say belong to God.

20 YEAR 2 Belonging together: Why does it matter to be part of a community? Of course all discussions family life, of self, and belonging weddings need to be led in ways and that are sensitive affirming to families of all different types. Special clothes vary for purity a lot: white for a bride in Christian red and gold tradition, ‘royalty’ for passion and for a bride in Hindu are worth They tradition. looking at: talk about the symbols and meanings. or dressing Dressing up, a doll or peg is into this work. fun way needs more RE generally learning. play-based Points to note Points I can recognise… some symbols that people are two show married such as getting special clothes, rings, or promises prayers (L1). I can identify a way they people show belong to each other married get they when (L1). Learning outcomes . Ask children if they can think of any words we should say more often. They may may They more often. should say we words can think of any Ask children if they it more often . Say are so important. these words about why Talk and some others! come up with the examples above, language about body Talk ‘thank you’? ‘sorry’ and ‘please’, Can the children do a facial expression for matters most? of these four words which Can the children suggest words. as spoken as well family life be would more often in our families, said these words with the children: if we Wonder good day, a When our families are having sometimes difficult to say? are these words Why better? like Some children (and adults in the classroom) may it better with these words? make can we how here. stories is good Telling meant a lot. these words to share experiences of times when and/or videotape or personal accounts about a Christian wedding Children can learn from photos, in a list of all the ways on lists and labels: make Link this to literacy work another kind of wedding. Label a picture of wedding are special to each other. they married show get people who two which do words for the people in picture: how feelings and choose five know with all the details you day? feel on a wedding they or promises. prayer from a Christian liturgy, Discuss with children the promises made at a wedding, they them when people make and why promises mean, Check that the children understand what When each other to make? love for people who think it is good promises do they married: what get and to share all their forever together to stay each other, Christians marry promise to love may they and to do promises help us to belong, How are poorly. they to look after each other when property, belong? we show matter most of all? words which said at a wedding, Ask children: of all the words

Important words: thank you, sorry, please, I love you please, sorry, Important words: thank you, l l two people who choose to belong together Weddings: l l l Expressing belonging: links in a chain of belonging Call the class. three strips of paper into links for a chain the whole Ask children to make been thinking about in the have that they can choose pictures or words They belong together’. ‘we chain something about the class on a second link and something about themself on one link, lesson to show out that a class is not like Point about on the third link. talked something about the four phrases they belong we and where and different, is special, everyone but it is a place where a family in every way, Refer back to this later in the work. into a chain of belonging. Link them together together. Teaching and learning Teaching Learning objectives Pupils think about asking being thankful, sorry saying in for help, relationships with adults and with other children. think about They in relation themselves to the family (there are of being ways great many a family – being married is only one of them). learn They about some symbols and promises made at a Christian wedding. think about They in relation themselves to importantand words families. Who am I? Myself in my family. Learning shorter about weddings (could be two lessons) Who am I? Myself in my family.

21 YEAR 2 Belonging together: Why does it matter to be part of a community? Points to note Points The core concept in this work The core concept in this work is belonging to other people. the sense In Christian life, of belonging to God is often of seeing personal: a way myself. is a Belonging together core concept for community in schools. cohesion work wish to you Think about how year teach this idea to five-six olds. An extension of this work might use the Bible story of Samuel in the temple the boy or of the boy (1 Samuel 3), in the temple (Luke Jesus 2:41-52): both these stories are about belonging to God. Learning outcomes I can talk about some ways I can talk about some ways Christians belong to their religion (L1). I can recognise some signs of including religious belonging, signs (L1). to I can respond sensitively questions about belonging for myself (L2). a meaning for I can suggest some signs of belonging for Christians (L2). Teach the children some simple starting points for learning about Christians (using Teach is artefacts worship for visual learning to touch and learn is good): or photographs in a church or chapel. offered to the Lord Jesus thousands of Christians and hundreds local community probably has many Your and school (some will be close to the school, different churches within 20 miles of your Note some of list? Map with Google?). can they many them – how children will know Christians the school has links to – Methodist chapels will be among them. these which Christians Christmas and Easter. share celebrations like belong in a community and they try they who to follow. and to Jesus, belong to God because made them, they believe name or What signs of belonging to God or the Christian community can children see, symbols (a cross, their idea about belonging by identify and talk about? Christians show (to church or chapel), go they where for example), (prayers say they bread and wine) what but Christian and sing (not usually hymns, love music they join in with, they festivals ‘I belong to Jesus’. or singing saying songs) and sometimes by children’s and ask each of a big picture church or chapel on the wall, Create a class collage to put in and around the a Christian person doing one of the things above child to draw church. belong do you the question: who of answering have they ways many Ask the children how some of these are more important than others. about whether Talk to? and talk about the different is important, ‘belonging to God’ think Ask pupils if they think of. they answers Spend some time thinking about children in the school belong together. Ask pupils which share the same because they all the children in our school belong together, whether belongs with others is worth thinking about. ‘myself’ The idea that every school. then then hands, in a circle, to finish the session: Link fingers games ‘linking’ some Play a religion? up by being linked like Are they Which links are strongest? arms.

Belonging for Christians: belonging to God and the Church l l l l answers? Belonging for the pupils: how many l l l l Teaching and learning Teaching Learning objectives Learn about a list of that people who ways their are Christians show religion. Consider the idea that belong to God. we some Think about why belong they people say to God and others do not. Think about ‘belonging we and how together’ share our lives. Belonging to God. Why do some people believe that they belong to God? Why Belonging to God.

22 YEAR 2 Belonging together: Why does it matter to be part of a community? Good teaching in this will concentrate on work helping the children to see The concepts connections. so the here can be difficult, activities need to be very simple. of There are jpeg versions the shell and orb images on the CD that available accompanies this resource. Points to note Points Can the children talk about belong they some of the ways (L1). together? I can retell a story that has something to do with (L2). belonging together I can respond sensitively to questions and feelings about being part of different communities (L2). a thoughtful I can make religion and link between belonging for myself (L3). Learning outcomes Two signs of belonging to Methodist Christianity are the shell and orb (with a Two these to children and think about other signs of belonging. Show cross in it). that wish, life if they some pictures from their own A teacher or other adult can show A box of objects belong. they something about themself and the different ways show a memento from souvenir, a holiday ring, to do this; a wedding is another way about each thing shows Children guess what map. a town a family photo, childhood, the children guess who it is fun to have adults can do this together, If two belonging. each object. owns Some children or parents can do the same. or another strategy to enable children talk about signs of Use a persona doll, a Christening a Christmas nativity set, a Bible, belonging for a Christian (maybe just a little showing wish, if you ‘through the keyhole’ this activity like Play artefact). to start with to stimulate curiosity and questioning. concentric circles on a piece Draw in different groups. about belonging together Talk what Ask children to suggest with a child pictured in the middle. paper, of large belong. they and to whom the child belongs, where in the other circles to show goes of belonging. other ways humanity, city, school, Clues: family, about how Talk of these kinds belonging matters to them. which Ask a child to say their but both have belonging to families might matter more than a city, we how go, we the signs of belonging to school are: where Ask children what place. belong. that we to show do, we what live, we where dress, on being myself and belonging. Remind children of the earlier work Set the pictures of belonging. to create their own are going pupils that they Teach you might as possible – and exciting way activity of the final lesson up in as creative their time for them to show a creative and make to the art curriculum, link this work thoughts.

Signs of belonging: what do we notice? l l l l ways in many Belonging together l l l Getting ready to express my own ideas l Teaching and learning Teaching Learning objectives Learn more about being a a group member of a family, a school and the of friends, human race. kinds of Think about what belonging matter most. Learn about the Methodist symbols of the shell and orb and cross. Who do we belong to? Do together?

23 YEAR 2 Belonging together: Why does it matter to be part of a community? Points to note Points Holman Hunt’s famous Holman Hunt’s on CD. painting is available develop SEAL programmes emotional literacy by of widening the range vocabulary children can use to talk about and There is describe feelings. and powerful an obvious link to this lesson. be fun: to let this work Try metaphors at one level, ‘playing in RE are about with language. around’ Learning outcomes Retell a story about picking out Christmas, the parts to do with light and darkness (L2). Respond to the symbolism in designing a Christmas card (L2). Describe the meaning of light for Christians in relation to belief about (L3). Jesus about ideas diverse Give the significance of light in the celebrations of and the Christmas, metaphor of light in my identity (L4). own which use light to show that Christians believe he was that Christians believe use light to show in art which of Jesus Look at some images the star as a guiding light. people are depicted with halos, those where special eg nativity scenes, William Holman Hunt and discuss the a famous painting by , World Look at The Light of the do what ways In benefit). symbolism in the painting (a little teacher research will be a huge goodness is the light of world? Beliefs include: Jesus’ Christians think Jesus faith; love, eg hope, lives to people’s ‘light’ banishes the darkness of sin or wrong-doing; he brings to the Church eg showing ‘light’ he brings forgiveness; eg peace, to the world ‘light’ he brings A copiable fill in thought-capture sheet is included this the right path to follow. people the way, on the CD. of the picture is available A copy 28. on page unit below for example in the Orthodox Church (some of Easter , pupils about the celebration Teach before At midnight on the Saturday Yorkshire). of Christians meet in South Orthodox congregations for the way death paves a service to remember Jesus’ with all lights extinguished, Easter Sunday, candle lamps are lit. when the celebration of his resurrection, Some other Christians plan a sunrise service for Easter morning – there is often one at 5.30am and Discuss with pupils the importance of light as a symbol for resurrection, Why? in a local park. compare the beliefs about life after death that Christians hold with some other ideas. a light to his followers. is like the idea that Jesus Explore again Ask points. with five each pupil a star shape, give a display: Who are our guiding lights? Make ‘lit who have or been guiding lights to them, who have people them to choose the names of five it flame with light! Make on the star. or name them, these people, Draw up their lives’. ‘learning from and create a mobile from this Decorate the stars in illuminating or symbolic ways, people as their guiding chose these five they Ask pupils for the reasons why activity. Christianity’ connect to Christian belief about Jesus? Do they lights. to create an atmosphere: when have pupils enjoyed candle light? pupils enjoyed have using some candles to create an atmosphere: when Begin by what When people want to think deeply, with the lights? What kinds of emotion and feeling go use different kinds of lights for occasions and do we Why kinds of lighting are helpful? moods?

What does light mean for Christians? l l l l l l l l and who for us? for the Christians, Guiding lights: Jesus Teaching and learning Teaching In what ways do Christians use art and light as a symbol of belonging? How why? In what ways Learning objectives their Pupils will develop links ability to make religious stories, between symbols and the beliefs, practice of worship. will link Christian They symbols and belief, to the idea of worship ‘belonging to God.’ will consider the They their own links between ideas and those held by Christians. will deepen their They understanding of why symbols of light and how are full of meaning in making links Christianity, to Christian belief about Jesus.

24 YEAR 2 Belonging together: Why does it matter to be part of a community? Points to note Points Catalogues from the mail order firms are often very useful for the here: work collage have may they section a whole selling different kinds of lights! Literacy links are strong in this opening session, and can be Words formalised. and phrases that metaphors make from light are at the heart of the intention to symbolic develop understanding of the concepts of light and dark. Learning outcomes Retell a story about a being afraid time when of the dark was not so bad (L2). Respond to symbolic ideas of light and darkness sensitively (L2). Describe the emotions connected with light and dark (L3). know they Connect what with the about festivals symbols of light and dark (L3). about ideas diverse Give ‘lights up our lives’; what with understanding (L4). Start a class discussion on the significance of light in everyday life — what night lights did children have what night lights did children have life — Starteveryday a class discussion on the significance of light in Arrange lights in the streets? have do we Why lights in our houses? have do we Why small? were they when How or an optic fibre lamp. use fairy room, lights in a darkened for example, of light, an atmospheric display are some people afraid of the dark? Connect to Why do the children feel 1) in dark 2) light? feelings. vocabulary and negative of SEAL about positive and this is sometimes is baptized, to someone who ‘Baptismal Candle’ a children that Methodists give Teach a strong reminder of belonging to God and the Methodist each year, Anniversary’ ‘Baptismal re-lit on their What are the differences? Why? a birthday? Is it a bit like community. a first step towards and this is like of a Methodist church, ‘cradle roll’ can join the baby pupils that a tiny Teach but also often something that comes with our Belonging is sometimes a choice, Christian. being a grown-up family life. and the concept of light being not only a comfort, talking about lighthouses, Broaden the use of lights by for parties. at Divali, eg at Christmas time, Lights can also be used for celebrations, but also a safety factor. and Mary Refer to Florence Nightingale Seacole, and discuss shadows. Compare electric light and candlelight, sometimes put Notice that we usually pictured holding lamps. nurses, familiar and welcome were who around with this Get children to play ‘light up our lives’. think that our heroes and we ‘in the spotlight’ celebrities kind of imagery and language. to pupils in groups Encourage and magazines. glue and newspapers scissors, sheets of paper, large Provide on the contrasting theme of light and dark: imagine that top left corner of create or contribute to a collage the show will they How and the bottom right corner represents the positive. the paper represents negative, continuum? Do light and darkness merge? as a basis Use the collages studied. have from the religions they and images on the words Pupils could also draw or in, find ourselves arise either from the situations we which lives tensions in our own all have for discussion: we what helps us to choose These tensions influence our choices and behaviour: conflicting thoughts. from our own pupils point on the continuum would At what the light rather than dark? rather than the negative, the positive or at certain times in the day? place their feelings in certain situations, ‘the light went and phrases like ‘illuminated’, and ‘enlightened’ like to literacy and consider words Link this work What does light including some in songs. and others, life’ ‘light up your ‘the light at the end of tunnel’, on’, mean or symbolise in these examples? stand for,

What does light mean to us? l l l l What can we express about light and darkness in a class collage? l l l Teaching and learning Teaching Why is light so often used as a symbol for goodness and truth? is light so often used as a symbol for goodness Why Learning objectives Pupils will be enabled to: the understand how symbols of light and dark with examples are used, sacred from worship, and art festivals texts, work ideas express their own about darkness and light ways. in varied

25 YEAR 2 Belonging together: Why does it matter to be part of a community? Points to note Points Cross curricular linking: in Music pupils are to cultural develop and critical understanding through listening and evaluating music from a wide of sources. range RE is doing this in this lesson. iTunes-sized extracts of 20 seconds or so are but for this, good pieces some longer enable deeper appreciation. There is a database 400 songs of over for RE free to use at www.natre.org. ‘Using Click on uk. Music in RE’. Learning outcomes Develop sensitive sensitive Develop responses to the ways people feel music makes (L2). music Describe how can enable Christians to express their thoughts and feelings in worship (L3). Use music/poetry to explore creatively some stories and emotions connected to Christian faith for myself (L3). thoughts Explore my own and feelings about through these art forms, applying ideas and methods for myself (L4). Listen to some short examples of contrasting pieces of music (The Planets by Holst, The Four Seasons by The Four Seasons by Holst, Listen to some short examples of contrasting pieces music (The Planets by or some contemporaryVivaldi a line for walk’ the children to respond in drawing/‘taking music) and allow listen. as they it it made them think of and how considering what or through dance drama afterwards, Respond in words Explain that music is important in creating moods and that Christians use music worship made them feel. big questions Ask pupils what especially about God and their spiritual lives. of feelings, to express a variety and record these. to think about, like about and would wonder about music they or music Do children think the words songs. or any like, – use spiritual songs if you Do some singing together Can singing together don’t understand all the words? and you sing with grown-ups, What if you matter most? then do people sing to God and in church? belong? So why feel you you make Collect a list of different feelings that children think worshippers might have. might have. Collect a list of different feelings that children think worshippers from a or two Then look at extracts of a verse Explain that Christians want to express their feelings God. These variation. a good 40 and 98 give 23, express different feelings: Psalms 13, of Psalms which variety are poems. They alongside their RE use. could be used as literacy texts, words with accompanying own Children could write a four-line Psalm/reflection/meditation in their from one of the Psalms. working illustrations or add appropriate percussion (or use ICT music programs), This could of the Christian faith. something of the message of Christian music that gives Listen to a variety be either/both traditional or contemporary. What music would it? like Who would use this music? would who some judgements: Ask pupils to make choose for their sharing of they What would Why? a funeral? a wedding, for a birth of a baby, Christians play Why? of the week? day and for thanking God any bread and wine to remember Jesus, Is all music spiritual? Could Ask pupils some questions of wonder: I wonder: Can a song be prayer? and non-religious do other religions, What if there was no music? How human life survive without music? Accept all the ideas pupils offer in response to these questions. people use music for their spiritual lives?

Teaching and learning Teaching What is spiritual about music? How do Christians make spiritual music? What is spiritual about music? How do Christians make l l Singing Together l What do Psalms express? What is a Psalm? l l l l about music: what do you think? Making judgements l l Learning objectives explore music as a To means of expressing and belonging. worship discuss the To significance of this music to Christian communities – does singing together people feel more make together? respond personally To have to the music they heard. ask questions about To music matters and why music can stir people why us deeply – it can make or feel full of another cry, emotion. How do Christians use music in worship to express ideas and feelings of belonging God?

26 YEAR 2 Belonging together: Why does it matter to be part of a community? Points to note Points Use this work to capture Use this work of achievement evidence need to – but the if you process matters much more than a product! If this is an sure then make assessment, because the children it is fun, will do it better for that. Learning outcomes I can talk simply about belonging for myself and Christians (L1). to I can respond sensitively questions about belonging or belonging to God together for myself (L2). hard it I can recognise how mystery life’s is to answer belong if you even questions, to a religion (L2). A display of children’s ‘myself’ charts or pictures is a great way of bringing the work of bringing the work way charts or pictures is a great ‘myself’ of children’s A display and see the heads of pictures children, Put thought bubbles over together. do I belong to and who myself, up questions about being me, can make if they ask lots of the idea that in RE we Encourage others to put in the thought bubbles. the answers! the teachers don’t know and sometimes even questions, Remind the children of the chain of belonging they made in an earlier lesson. made in an earlier Remind the children of chain belonging they lesson. Shells learned about. have of belonging they Remind them of all the signs and ways kinds of togetherness. there are many singing and linking arms, and orbs, some other and show a picture of themselves, Children use an outline to make might write acrostic poems of belonging They belong. they people and different ways from their names. the local village/ school, Four or more circles can represent belonging to family, community life. Britain and other parts of the children’s town/city, children talk to parents where the most achievement will show This piece of work use signs of belonging in a more symbolic Some children may and carers about it. way. more time to consider the gathering to SEAL and literacy, If possible link the work ideas involved. to TA with a in a group children could work or fast-working Some higher-achieving have all they a poster-sized example of belonging circles picture that shows make and share it with the class. been learning about religious belonging, wish to share signs of and may belong to a religion themselves, Some children may Learning Hindu or Muslim faith. belonging from Christian or for example Sikh, the taking care to keep is broadened if these are shared with the class as well, minds. religions clear in children’s several distinctions between

Belonging to – who? l l l l l we belong to God or Christianity Some children say: l l display: Wall l Teaching and learning Teaching Myself: who am I? What did we learn about belonging? Myself: who am I? Learning objectives Pupils express simply their are they sense of who own and of belonging. relate their thoughts They and others they simply to how fit in to a community such as a family or school.

27 YEAR 2 Belonging together: Why does it matter to be part of a community? 4. We’re not sure about We’re 4. 5. It made us think 5. 9. We also want to say also want We 9. 8. Our best ideas about this are 8. 3. We can see We 3. 1. We think this picture is We 1. 2. We noticed We 2. 6. We want to ask about want We 6. 7. Our deepest thoughts about it are 7. Four things we noticed and things we Four Five thought things we 28 Year

Warm Hearts: What does it feel like to experience God’s presence? The life of John Wesley, made relevant to your pupils. YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

This unit of work for Religious Education has been written as part of a project with the Methodist Church to provide some non-statutory exemplification of good teaching and learning in RE.

30 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

Warm hearts: what does it feel like to experience God’s presence? The life of John Wesley, made relevant to your pupils Year: 4

About the plan: This RE curriculum plan is designed for Year 4 pupils aged 8-9, but usable with other age groups. It uses text and music from the Methodist and wider Christian community to explore spirituality. There will be a focus on the idea of a ‘warm heart’ as a way of expressing what spiritual life feels like, and how this can lead to action for justice or out of kindness (biblical background teaching will be used here). Pupils will learn about John Wesley’s life, and the experience of having his heart “strangely warmed” by the Holy Spirit. A version of the story of John Wesley is included. Pupils will be invited to learn from Methodist Christian examples about their own sense of spiritual life and what really matters.

The curriculum plan enables pupils to engage with spiritual ideas from Christianity in reflective ways, and to be creative and imaginative in their own responses. The focus is on engagement with questions raised by Christian ideas about belief in God: Some people say they can feel God’s presence: how can we say whether people can feel God’s presence? How do some people describe this experience?

Pupils are enabled to think for themselves about questions to do with the meaning, history and spirituality behind the examples studied. Pupils are encouraged to consider what can be learned from these expressions of faith by referring to their own experiences, beliefs and values. The unit can work across a wide age range, and makes an exciting focus for an ‘arts and RE’ week, or some other way of working in intense time periods. Schools could consider using artists in residence, or visiting creative educators to enhance the approaches.

Where this unit fits in: This unit will help teachers to implement the requirements for RE by providing them with well-worked examples of teaching and learning about the theme of ‘God’s presence’ in Methodist Christian experience. Learners will explore the spiritual dimension using the concepts of worship, meditation and reflection.

This unit contributes to the continuity and progression of pupil’s learning by developing pupil’s knowledge of Christianity from other parts of the RE curriculum, and also has strong links with the history and literacy curriculum.

Estimated teaching time for this unit: 8-10 hours. It is recognised that this unit may provide more teaching ideas than a class will cover in eight hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything.

31 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

Key strands addressed by this unit

At 1: Learning about religion

l Beliefs, values and teaching l Ways of expressing meaning.

At 2: Learning from Religion

l Questions of identity, belonging and diversity l Questions of meaning, purpose and truth.

Attitudes focus: Pupils will explore and possibly develop attitudes of: l open mindedness by engaging in positive discussion and debate about the idea that some people can feel the presence of God l appreciation and wonder by developing their capacity to respond to ideas and experiences of the spiritual dimension and to enter into life’s mysteries with imagination.

The unit will provide these opportunities:

l Pupils have opportunities to investigate the concepts of worship, meditation and reflection. l Pupils have opportunities to consider a diverse range of views about questions such as: Can we feel God’s presence? Do we all have a spiritual side? What warms our hearts? l From the study of Methodism as a branch of Christianity, pupils will be able to discuss and think about their own experiences and views in relation to questions of spirituality and belief.

Background information for the teacher: This unit uses a key story in Methodist history: John Wesley’s spiritual experience of feeling his heart “strangely warmed” one evening at Aldersgate in London. He was 34 years old, and this happened in a prayer meeting on 24 May 1738. It changed his life, and the history of Britain, and the world.

Pupils will have an opportunity to engage in discussion and make sense of different ideas about belief in the presence of God. There is a vast amount of literature on Christian ideas about the presence of God. This unit of work only asks pupils to think for themselves, and varied explanations will be offered. The idea of a ’warm heart’ is used to enable pupils to think about experiences of their own which some describe as spiritual. Some teachers may find the subject matter daunting, while others may be willing to share their own experience of the ‘sense of God’s presence’.

But this unit of work can proceed with the ordinary professional tools of good teaching: clear thinking about concepts, careful reading of a story, comparison of different ideas, reflection on my own ideas, clear expression. These are what make the work in this curriculum plan educationally worthwhile.

32 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

Vocabulary + Resources: concepts In this unit, pupils will Web have an opportunity to The National Association of Teachers of RE’s ‘Art in Heaven’ gallery on the web showcases over 100 pupil’s use words and phrases responses to the questions ‘Where is God?’ and gives access to a free download of usable PPT sequences related to studying on this topic. It is a core resource for this module. www.natre.org.uk/spiritedarts religions generally: Websites on Christianity, eg www.request.org.uk. l belief Artefacts l faith Religious artefacts available to purchase from: Articles of Faith (0161 763 6232) l sacred Religion in Evidence (F0800 137525) l spiritual Icon – ‘Jesus through Art’, Margaret Cooling. l commitment Vanpoulles is a supplier of vestments and textiles to churches. They have a very easy to use visual website: l worship www.vanpoulles.co.uk. l presence of God. www.theresite.org.uk www.re-xs.ucsm.ac.uk/schools/ Specific religions: Audio, visual and video resources Christianity Contemporary classical spiritual music is good to use in this area: John Tavener, John Rutter, Andrew Lloyd l Methodist Webber are examples. l Holy Spirit Some contemporary artists such as Bill Viola ( www.billviola.com) or Mark Wallinger l Psalms (www.markwallinger.com) offer challenging imagery as well. l Scripture Cumbria and Lancashire Learning Online has excellent resources for RE: www.cleo.net.uk Look in Subjects, RE, KS2. The language of shared www.ngfl-cymru.org.uk is the Welsh virtual teacher centre. It contains some good materials for teaching to human experience: this age group. Look at the KS3 sound presentation on worship (very useful in this unit for Y3-6): l l expression examples of music from different religions l l vision posters, photographs and postcards of paintings l l dreams miracle plays translated for children l internet sites l museums and art galleries. Stephen Fischbacher is an excellent source of classroom friendly Christian music: www.fischy.com provides some of the best contemporary music for children in Christianity. Architecture and music: Schools will do well to connect with local examples of Christian architecture and music in this unit. Local parish churches, chapels and your nearest cathedral may be excellent sources. Text Margaret Cooling, 1998, ‘Jesus Through Art’, RMEP Wood, Logan and Rose, 1997, Dimensions in Religion: Places and Spaces, Nelson Thornes Phil Grice, Active Resources for Christianity 1, Heinemann, ISBN 435303724 A useful pack of materials for exploring Easter at different levels is published by the Diocese of Bath & Wells, 2002, Easter: a whole-school scheme of work, Wells: The Old Deanery RE Resources Centre. Price £10. Picturing Jesus Fresh Ideas and Picturing Easter (RE Today, 2009 / 2008) provide good ideas for visual learning Images of Jesus in Art (BBC) ISBN 1 9017 10246 (video and booklet) The Christ we Share (CMS/USPG) Lion publish a variety of Bible stories that are useful for retelling. The Lion Storyteller Bible ISBN 780745929217 CD Roms are available for a range of Christian music – both traditional and contemporary. l Online searchable sacred texts from different religions at: www.ishwar.com l www.jesusmafa.com – images of Jesus from the Cameroon l www.gallery.euroweb.hu – an online database of thousands of paintings all digitally reproduced.

33 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

Contributions to spiritual, moral, social and cultural development of pupils l Opportunities for spiritual development come from understanding how some Christians believe the Spirit of God can warm your heart, giving you a positive sense of purpose and reassurance. Pupils also have the opportunity to express their feelings and thoughts about what warms their hearts in relation to worship, community life or personal reflection and to consider their own self- expression of deep ideas and beliefs. l Opportunities for moral development come from thinking about what God might want people to do. l Opportunities for social development come from working co-operatively in teams on learning tasks. l Opportunities for cultural development come from discussing the significance of a range of religious and spiritual stories, music and experiences.

EXPECTATIONS - At the end of this unit

Pupils working at level 2 Pupils working at level 3 Pupils working at level 4 will be able to: will be able to: will be able to

l Retell a story of John Wesley by l Describe the experience of John l Use a widening religious taking part in a team drama, Wesley, when his heart was vocabulary to show that they giving some thought to characters’ ‘warmed’ (AT1). understand Christian belief about actions and feelings (AT1) l Use religious or spiritual vocabulary feeling God’s presence and the l Ask questions about some to describe what Christians believe Holy Spirits (AT1). expressions of Christian vision and about the Holy Spirit (AT1). l Suggest varied answers to the belief (AT2) l Ask good questions of their own question: Can people feel God’s l Suggest a meaning for the about how people ‘feel God’s presence? (AT2) experience of a ‘warm heart’ (AT2) presence’ (AT2) l Apply ideas such as ‘reflection’ and l Make links between the story ‘inner thoughts’ to belief about God of John Wesley and other kinds and to their own experiences of a of ‘heart warming’ experiences, ‘warm heart’ (AT2). including their own experiences (AT2).

Assessment suggestions A formal assessment of each pupil is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods are best. 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 material studied throughout the unit across the ability range. Assessment opportunities might include two or more of these tasks: l a piece of writing that captures thoughts about the question: Can people feel God’s presence? l a piece of personal reflective work in which children identify some things that warm their hearts and say why l a piece of team creative work in drama, music or art which enables pupils to present their ideas and skills to the rest of the class l a paired response to a ‘commission’ that designs a memorial for John Wesley, and describes what makes it appropriate, linking to the story and the scriptural ideas they have encountered.

Gifted and talented: To extend this work, ask high achieving pupils to consider a story of the experience of the presence of God from another religion – examples could be the first revelation of the Qur’an to the Prophet Muhammad [PBUH], the ‘still small voice’ that Elijah heard in Jewish scripture or the Sikh story of Guru Nanak’s call to the Court of Heaven. Pupils consider how stories in different religions sometimes show similarities and differences from Christian story, belief or experience.

34 YEAR 4 Warm hearts: what does it feel like to experience God’s presence? Points to note Points Some teachers find their own Some teachers find their anxiety about talking with children about God is greater difficulties. than the children’s through this The only way professional worry is to tackle big questions of the deep, religion head on. Resulting conversations and are often revealing ‘get into’ this To encouraging. might simply give you work, notes every child three Post-it and ask them to write three questions about God they to. answers to get like would This starts it all off easily. Learning outcomes I can suggest a meaning for I can suggest (L2). ‘warm hearts’ the idea of a link between I can make some experiences of mine ‘warm hearted’ and feeling (L3). I can describe emotions that link to experiences for me (L3). that I understand I can show people use the simple ways (L4). ‘spirit’ word my understanding I can show of the Christian belief in God as the Holy Spirit (L4). Begin the unit by telling your class that they will do some lessons in RE that might class that they telling your Begin the unit by and that there them think about God, or that might make help them to be happy, so as to leave do much writing, won’t will be some big questions to think about – we our brains free for thoughts. not really about It’s ‘a warm heart’. Ask the pupils to consider idea of temperature – all our hearts are beating at the same temperature of 37˚c. as a symbol of our human nature; what ‘hearts’ are thinking instead about our We each pair of Give as well. ‘spirit’ Some people call this your us unique. makes things the first five swiftly, into it, draw/sketch Can they heart shape. children a large think of that are heart-warming?they them to better to leave them some ideas from this list – but it’s give If necessary, bear/a pet rabbit/cats/hugging heart warmeda teddy by: Is your it to begin with. puppies/seeing a holiday movie/remembering Disney mum/a favourite your to the top of a mountain/a a river/getting babies/a walk by grandparents/new special piece of music /a cuddle/being with friends/feeling cosy late at night/hot chocolate? God came to Christians believe heart. Some people feel that God can warm your pupils this Teach in our hearts but also God can live and minds. earth as Jesus, is an invisible who cannot see God, we this is why and tell them Christians say idea, spirit. like the wind, that the Spirit of God is like might Christians say Why Ask the pupils: Which of these four symbols is the flowing water? or like dove a like a flame of fire, best? Can like Which metaphor for God do they ‘warm hearts’? one that links to WHAT? a... ‘God is like some more metaphors: make they

Free to think. l hearts: a metaphor about how we feel Warm l l your heart?Can God warm l metaphors: Four l Teaching and learning Teaching Warm hearts: what experiences make us feel our hearts are warm? What does this mean? hearts: us feel our hearts what experiences make are warm? Warm Learning objectives own Pupils will reflect on their makes experiences of what and identify the heart warm, them a some things that give feeling’. to be alive ‘good this will consider whether They to do with feeling is anything spirituality or with God.

35 YEAR 4 Warm hearts: what does it feel like to experience God’s presence? Points to note Points The descriptions of the Prof David by spiritual given ‘relational are all about Hay in relation to consciousness’ the planet others, the self, and the transcendent. This is the description shared simply with children in this activity. It is a hard concept of course – but no harder than many use in science concepts we and literacy. Learning outcomes I can say what I think ‘the I think what I can say means (L2). human spirit’ a link between I can make and some ‘spiritual’ the word (L3). images an image I can describe why is spiritual for me (L3). that I understand I can show that people use the word in different ways ‘spiritual’ (L4). I can apply the idea of simply spiritual for myself, (L4). Ask pupils to look at some works of art in which children have tried to show what what tried to show children have of art in which Ask pupils to look at some works www.natre.org. selection on the website There is a great their spirit means to them. to introduce way A good uk/spiritedarts matter as much the images. – the words and rank them one ask pupils to be competition judges this is to select six images, to six for artistic skill and one to six for thoughtfulness. about it, all know but they music is, what pupils that musicians cannot agree Tell but people argue sometimes, that makes is also a word ‘Spiritual’ it. and can make a useful word. world fit the you and how self, own pupils that being spiritual is about your Teach This in God). believe the planet and God (if you other people, about self, together, and Put it on a poster for the duration of this unit, description.’ ‘working is a useful at the end of unit. There is a suitable graphic referringkeep to it. spread out on desks around the room: Use a collection of photos and postcards, and some of the environment include some of the natural world and its wonders, Put some religious pictures from different faiths there and races. people of all ages and some that are more abstract. as well, Which on my wall? I like Which four cards would Ask pupils to walk round and think: cared about the spirituality a person who What would are spiritual for me today? two cared about God choose? Children a person who What would of the earth choose? spiritual for that were need to record their thoughts and share in a pair the images them.

What is the spirit? What is spiritual? What is the spirit? l l l for myself Choosing spiritual images l l Teaching and learning Teaching Spiritual – what’s that? Spiritual – what’s Learning objectives be able to use a working To definition or description of the ‘spiritual is about eg spiritual, have the deepest ideas we ‘spiritual is to or about life’, other lives, do with our own God and the Earth.’ people, notice that different people To find that different things are spiritual at different times.

36 YEAR 4 Warm hearts: what does it feel like to experience God’s presence? Points to note Points Keep referring pupils to the description of the spiritual from lesson 1. Remember that there is never in RE an intention to coerce: this lesson is not aiming to beliefs or influence pupil’s interpretations of experiences, but to help them form and ideas. express their own Learning outcomes Develop sensitive responses sensitive Develop Wesley to the story of John (L2). felt Wesley John Describe how in 1738 (L3). Aldersgate at thoughts and Explore my own feelings about the idea of presence of God (L4). Pupils hear and work with the story of John Wesley (see the version on pp. 44-45 on pp. (see the version Wesley with the story Pupils hear and work of John of the storyThis version picks way). teacher will tell it their own - but the good below 46). and sets learning tasks about them (p. moments in his life, out four key felt unsure and might have Wesley John in the story, where, Ask the pupils to say he felt sure/confident. where he felt at marking how Wesley, for John a feelings graph Ask pupils in pairs to make different points in his story – better or worse. the wrote about his heart Show warming experience in his journal. Wesley John Aldersgate very I went unwillingly to a society in “In the evening quote to the pupils: he [the leader] was describing the while about a quarter before nine, Street ... I felt my heart strangely in the heart that God works through faith in Christ, change Christ alone.” I felt did trust in Christ, warmed. and think of some ideas. some judgements Ask pupils to make What if? (Make I wonder: Can? Is? Could? Ask pupils some questions of wonder? and non- do other religions, How questions using these stem). up lots of relevant felt God warming ever have think you religious people react to these ideas? Do you heart? Wesley’s God warmed John believe heart? Do you your of course. Accept all the ideas pupils offer in response to these questions positively

Who was John Wesley? What were the big moments in John Wesley’s Wesley’s What were the big moments in John Wesley? John Who was life? l story? Wesley’s What matters most in John l l feel the presence of God? Wesley Did John l l to believe in God: what would they say Some people don’t Wesley? John l l Teaching and learning Teaching Why is John Wesley famous? What were his biggest experiences? What were his biggest famous? Wesley is John Why Learning objectives moments explore four key To Wesley, in the life of John learning some history and big reflecting on his life’s experiences. discuss the significance or To meaning of his experiences. respond personally to To been have the ideas they learning. about think for themselves To belief and the reflection, experience of the warm heart

37 YEAR 4 Warm hearts: what does it feel like to experience God’s presence? Points to note Points Cross curricular linking: in Music pupils are to cultural and develop critical understanding through listening and music from a evaluating of sources. wide range RE is doing this in lesson. Keep referring pupils to the description of spiritual from lesson 1. - sized extracts iTunes of 20 seconds or so are but some for this, good pieces enable longer deeper appreciation. pupils that Teach John’s Charles Wesley, brother wrote over are Many 6,000 hymns. still very popular today, including for example the famous Christmas the Herald “Hark, carol Sing!” Angels Learning outcomes Develop sensitive sensitive Develop responses to the ways people music makes feel (L2). music Describe how enables Christians to express their thoughts and feelings in worship (L3). Use music/poetry to explore creatively some stories and beliefs of the Christian faith for myself (L4). Explore my own thoughts and feelings about and through these art forms, applying ideas and methods for myself (L4). Listen to some contrasting pieces of music (The Planets by Holst, The Four Seasons by Vivaldi or Vivaldi The Four Seasons by Holst, Listen to some contrasting pieces of music (The Planets by as they contemporary a line for walk’ the children to respond in drawing/‘taking music) allow or through dance drama afterwards, Respond in words listen (demonstrate this to pupils yourself). Explain that music is important it made them feel. it made them think of and how considering what especially of feelings, to express a variety in creating moods and that Christians use music worship about God and their spiritual lives. Explain that Christians are might have. Collect a list of different feelings that children think worshippers express different feelings: of Psalms which Then look at a variety able to express their feelings God. alongside their These could be used as literacy texts, variation. a good 40 and 98 give 23, Psalms 13, words with own Children could write a Psalm/reflection/meditation in their are poems. They RE use. from working illustrations or add appropriate percussion (or use ICT music programs), accompanying one of the Psalms. This of the Christian faith. something of the message of Christian music that gives Listen to a variety could be either/both traditional or contemporary. Methodists – include one that is a hymn pupils six shortthat are used by extracts of music for worship Play them a Give an Easter song or some others. a carol, song, a children’s a modern piece, Wesley, Charles by Which of these links to the following Ask them to help the minister: lyrics sheet to look at in pairs or threes. ones should be which the minister’ ‘advise Ask them to ideas: joy/hope/courage/love/worship/sorrow? and why. or in a school assembly, at a festival on a Sunday, used at a wedding, What music would it? like Who would use this music? Who would some judgements: Ask pupils to make choose for weekly they What would Why? a funeral? a wedding, for a birth of a baby, Christians play Why? of the week? day and for thanking God any sharing of bread and wine to remember Jesus, too? Is all music spiritual? Could Ask pupils some questions of wonder: I wonder: Can a song be prayer and non-religious do other religions, What if there was no music? How human life survive without music? Accept all the ideas pupils offer in response to these questions. people use music for their spiritual lives? Teaching and learning Teaching

Making judgements about music: what do you think? Making judgements Music: What is spiritual about music? How do Christians make spiritual music? What is spiritual about music? How do Christians make Music: l What do Psalms express? What is a Psalm? l l Methodist Music: listen and think. l l l

How do Christians use music in worship to express a variety of ideas and feelings to God about God? How do Christians use music in worship to express a variety Learning objectives explore music as a To means of expressing worship. discuss the To significance of this music to Christian communities. learn about the To special place music has for Methodist Christians. respond personally To have to the music they heard.

38 YEAR 4 Warm hearts: what does it feel like to experience God’s presence? Points to note Points Keep referring pupils to the description of the spiritual Expect them from lesson 1. to be increasingly confident through the in using the word, examples given. many of art: work Is this Ask of any does it How Why? spiritual? the spiritual? show ‘The supper of There is a copy on the (shown at Emmaus’ on the available next page) CD. accompanying Learning outcomes Use creative materials to tell Use creative a story and identify a belief from the Christian faith (L2). Explore and describe their thoughts and feelings own about colour through these art forms (L3). and show Develop understanding of the way icons and/ banners, triptychs, or stained glass windows enable Christians to express beliefs, their worship, thoughts and/or feelings (L4). Tell the story of two disciples who meet the risen Jesus on the road to Emmaus the story meet the risen Jesus disciples who of two Tell For an experiential RE approach, Read the story 24. in Luke the first Easter Sunday. Note that this is storytell this as a guided imaginative – a script for this is available. phrase about the warm heart:disciples describe the the two Wesley’s the origin of this: ”Did not our hearts like burnexperience of the presence Jesus within us as with him?” talked we of at least a short section of the Bible text a copy It will be useful for pupils to have with texts in work as they might annotate this in the same way They 24. from Luke the literacy lesson. might talk in pairs They Ask pupils to imagine this story of art. painted as a work of figures colours and layout and consider what moment of the story, about the key of art later. might create this work they pupils some examples of paintings this story Show – there is a very famous one on there is one available Lots more can easily be found on the web, Caravaggio. by the CD. to be there? been like it have What would Ask some questions of wonder: I wonder: he was back eat when later? Did Jesus Easter 2,000 years still have do we Why from the dead? Could someone really come back Is this experience Accept all the ideas pupils offer in response to experience? Wesley’s similar to John these questions.

Two disciples meet Jesus risen from the dead disciples meet Jesus Two l l l l l Teaching and learning Teaching What happened after Jesus’ death? A story death? of a journey on the first Easter Sunday What happened after Jesus’ Learning objectives explore the meaning To behind the story of Jesus’ resurrection. explore the idea of To in another ‘warmed hearts’ setting. about think for themselves To the Christian belief that Jesus today. is alive

39 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

The Methodist Modern Art Collection includes “The supper at Emmaus” by Roy de Maistre (1894-1968), painted in 1958. It is an excellent resource for this work.

40 YEAR 4 Warm hearts: what does it feel like to experience God’s presence? Points to note Points Keep referring pupils to the description of the spiritual Expect them from lesson 1. to be increasingly confident through the in using the word, examples given. many of a PowerPoint There’s with this examples to go on the Available lesson. CD. accompanying Identify a simple idea about warm hearts (L2). Explore and describe their thoughts and feelings own through these activities (L3). understanding of varied Show ideas about warm hearts (L4). Learning outcomes Relationships – is there a person in your family or one of your friends who does friends who family or one of your Relationships – is there a person in your this for you? – religious people often feel warmed in their heartssinging praise by Worship praying. to God or by What are your need to feel better. they Music – most people use music when favourites? activity – a Energy – some people warm doing some physical their hearts by this? examples like have Do you or a dance perhaps. sport, they Thoughts – some people choose to think about particular things when need to warm their hearts. film in this way. people use some kinds of favourite - many A movie

l l l l l l Give pupils four small paper hearts of different sizes, and in warm colours – yellows, and in warm colours – yellows, pupils four small paper hearts Give of different sizes, are going them they Tell on the next page. See the image are good. reds and oranges choosing some things that are important by in their ‘warm hearts’ their own to make lives. learned about have we and to think about what done, Ask them to recall all the work heart. warms your some examples of what might give You warm hearts. will help: Sometimes our hearts are warmedSome categories by: and want to choose, they Pupils talk with a partner about the four categories Then clip the four together on their four hearts. to go and images select words to a class circle time conversation and make as the picture shows, concentrically, to share. Pupils don’t have share them. another one about an and make these home, to take like would Ask pupils if they or the Wesley these for John Some could also make parent or carer. adult friend, learned about. have they disciples of Jesus display. a lovely This makes

Making ‘Warm Making ‘Warm Hearts’ l l l l l l Teaching and learning Teaching Can we all choose things that warm our hearts? What can we learn from each other’s work? What can we learn from each other’s our hearts?Can we all choose things that warm Learning objectives explore their own To experience of things that warm the heart. explore the symbolism of To human hearts. think about spiritual ideas To for themselves

41 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

42 YEAR 4 Warm hearts: what does it feel like to experience God’s presence? Points to note Points Use a broad definition for this ‘spiritual’ of – model inclusivity work can be so that anyone are they whether ‘spiritual’ or ’religious’ conventionally not. This task meets objectives at L4 in the art curriculum: “making purposeful images to drawing and artefacts, express/visualise/dream/ imagine.” Learning outcomes I can describe some things that express the spirit of Christianity (L3). using the right I can show, that I understand how words, stories, different art works, scriptures and statues express Christian belief (L4). views I can express my own Christian about the ways I can spirituality is expressed. as well explain different views (L5). Spend some circle time with the class reviewing the unit and its stimuli. the unit and its stimuli. Spend some circle time with the class reviewing learned the most from in this work. Ask each child to choose the things they another class to share it – and invite a class book of examples work, Put together pupils through an assembly. perhaps with younger design enable pupils to plan, arts curriculum, In association with the wider creative drama or sculpture that expresses aspects of dance, poem, a painting, and make or of the disciples Wesley It might refer to the stories of learned. have they what Jesus. the others, Pupils might express their sense of the spiritual with reference to self, prefer). if you ‘the transcendent’ earth or God (teach them the word www.natre.org.uk/spiritedarts modelling. good will be enhanced by This work in ‘Art gallery in the web for the NATRE work some brilliant children’s showcases might look at the section on Spiritual Space in 2010 You competition. Heaven’ starting points too. but there are other good Gallery, starting be a great point for younger would work A gallery or exhibition of the pupils’ (Y1). ‘talking about God’ on children to see in their work

Expressing my learning: how can my own spiritual ideas be shared? l l l a piece of creative work to express your own Can you make Challenge: spirituality? l l l l Teaching and learning Teaching What have we learned in this unit of RE? What have Learning objectives on reflect for themselves To ideas about spiritual their own life and self expression. of respond to the challenge To self expression of the spiritual choose. they in a way

43 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

The story of John Wesley in Eight Mini Chapters Use this story to your class – there are some learning activity suggestions on page 46 (links with the unit on page 37).

Imagine a long time ago: before your mum was One night, when he was only five, there was a terrible born, before your gran was born, and before fire at the Wesley’s house. Mr Wesley was first to see your gran’s gran was born – over 300 hundred the flames, and he was scared: Mrs Wesley and the years ago. Way back in 1703, in Lincolnshire, in the children were all asleep. He began to shout for help, village of Epworth, a boy called John Wesley was born and called his wife. They ran to the nursery, woke into a big family. He had nine brothers and sisters. the children, and led them from the burning house. There was no school for them to go to, but their mum They had to run through the burning back door into and dad gave them lessons. People thought it was the garden. But when they counted the children, strange that they bothered teaching the girls to there was one missing – little John was still inside. read: in those days it was usual for only boys to learn Neighbours came running to help. reading and writing, but Mr and Mrs Wesley wanted all their children to learn. As well as reading, they Inside the nursery John woke up to see flames learned to sing and make music, and they learned and smell smoke. Everyone else had gone – he the stories of the Bible. was on his own, and very frightened. He looked out the window, and saw his family in the garden. He shouted for help, and his dad bravely ran back into the burning building to try and rescue his boy. But the staircase had burnt, and there was no way up to get little John. There was no time to run for a ladder.

The tallest neighbour had an idea: he got John did not want to become a rich man. He another tall man to stand on his shoulders, and decided he would become a church minister, the reached up to the window. With a terrible and try to help other people in that way. He felt crack, the floor collapsed, but they were just in that if people knew about God and followed the time, and they caught little John. He was saved. laws of the Bible, then life could be good. He studied at Oxford University, and after a couple John never forgot the night of the fire and the of years working as a minister in Lincolnshire, way he had been saved. As he grew up, he had he went to Savannah in America to run a church the idea that he should try to do something there. On the voyage, there were storms: he good with his life. Perhaps he had been saved was scared he might die in a shipwreck. John to do something important. He remembered felt his faith should help him, but he was very that when the family was all safe, while frightened. He believed in hard work, and tried neighbours were still running for water to fight his best in Georgia – but things did not go well. the fire, his dad had knelt down to thank God. He felt he could not do a good job in teaching “Let the house go”, he said. “God has given me all people about God, and he experienced many my children. That makes me rich enough.” troubles. He nearly married a woman he met in Savannah, in Georgia, but their relationship went wrong. His troubles upset him so much that he left America to return to England. He felt depressed and wondered if he would ever be any use to other people.

44 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

Back in Oxford, aged 34, John tried to work out One night, in 1738, at a spiritual meeting in what to do with his life. Most people would London, John had an experience that changed have said Wesley was a good minister, and tried his life. hard to be a Christian in every way. But in his heart he felt cold and empty. He wrote in his journal: “about a quarter before nine o’clock, while the preacher was Some of his friends belonged to a Christian describing the change which God works in the group that was new to John, and told him about heart through faith in Christ, I felt my heart their experience of feeling God’s presence. strangely warmed. I felt I did trust in Christ, He was intrigued, and went along to their Christ alone...” meetings. He was searching for a way to feel close to God, forgiven for things he had done This heart-warming experience became very wrong and clear about how to live a Christian important to John. He believed that he had felt life. the presence of God for himself. He started to trust in God in a fresh way. He believed that God’s generosity would save him. It wasn’t about how hard he tried.

Slowly, John began to teach people about God Three hundred years after John’s birth, it is amazing in new and different ways. He preached to find out what happened because of his life. All anywhere and everywhere. Thousands of over the world there are Methodist Christians who people would come to listen to him speak in a follow his teaching about how to be a Christian town square, or on a hillside. On horseback he – about 80 million of them. In England there are travelled all over England every year for many about 5000 Methodist churches. You can see years, covering 20,000 miles a year to preach statues of John Wesley all over the world – in about the presence of God, and living life to America and Australia as well as lots in Britain. help others. He set up societies for people who There have been two movies of his life story wanted to follow God like this: it made him and there are even universities named after unpopular sometimes, but he always cared for him. The BBC listed him as number 50 in their the poor and those that others did not bother about. historical vote for the greatest Britons. He became famous with his brother for making music: Charles wrote over 6000 hymns.

45 YEAR 4 Warm hearts: what does it feel like to experience God’s presence?

Story of John Wesley: Learning activities

1. Telling the story. 2. Ranking the events. 3. Ordering the story. Good teaching will make the Ask pupils to think about Make copies of the story in eight story come alive. Any teacher what matters most in John’s parts as printed above on can do this in their own story. Is it: rescue from cards. Ask pupils to sort the classroom. You might like to burning/going to America/ cards into the right order. add some props, or use circle feeling a failure/horse riding time strategies. round England/having 80 million followers/trusting in God/becoming a minister/ the warm heart? Discuss this in threes and report back.

4. Dramatising the 5. Hard ideas: 6. Simple Fact Quiz events. making sense. a. When was John Wesley born? Put pupils into eight small Ask pupils to write their ideas (1703) groups, and give them one about some difficult concepts b. How many brothers and sisters section each of the story to in the story. You could chose: did he have? (9) dramatise. Differentiate this The generosity of God/a cold carefully: some sections are and empty heart/a warm c. Where did the family live? more difficult than others. heart/trying to follow God/ (Epworth, Lincolnshire) living a good life. d. How old was John when he was rescued from the fire? (5)

e. What did Mr Wesley do after John was rescued? (Thanked God)

f. Name three subjects John 7. Make up more 8. Suggest some learned when he was small questions: answers. (Music, RE, Literacy) Interview John Wesley. Give three questions from g. Where did John study? (Oxford) Ask pairs of pupils to make up one pair to another pair. Can h. Where did he go in America three more questions about they suggest how John (Savannah, Georgia) Wesley’s story. They don’t Wesley might reply to these have to be simple facts – questions? i. In what year did he come back actually, it is best to make up to Britain? (1737) the three questions they j. Where was John when he felt would like to ask John Wesley his heart warmed by God? if they could. (at a meeting in London)

k. How many miles a year did he ride? (20,000)

46 Year

Commitment to Christianity: Is it long ago and far away, or is it here and now? This unit of work for Religious Education has been written as part of a project with the Methodist Church to provide some non-statutory exemplification of good teaching and learning in RE. YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

Commitment to Christianity: Is it long ago and far away, or is it here and now? Year: 6

About the Plan This unit enables pupils to think about questions of value and commitment in human life, and consider their own commitments, learning from examples in Methodist Christianity. The unit uses learning methods focused on conceptual development. Teachers should plan to introduce the key concepts of the unit carefully and reinforce their use for learning through all the lessons.

This curriculum plan for Year 5 or Year 6 will make a significant contribution to understanding the gospel stories of the life of Jesus, using examples from the Methodist Modern Art Collection to show that Christianity’s ancient beginnings now have global reach and have taken root in British Methodist life. The concept of commitment will be explored with reference to some examples which we will collect, showing what differences being committed to a Church can make, for young and old. The Methodist Covenant Prayer will be one example of a text of commitment – to be understood and as a basis for reflection. There will be a particular focus on commitment to social justice and fairness. Pupils will be able to explore and express their own commitments in the light of their learning.

Pupils are enabled, by various conceptual and active learning approaches, to think for themselves about questions to do with what matters in life. The unit works towards an understanding of personal commitment to values. Pupils will be able to understand the values people share, and the fact that not all values are shared. Pupils are encouraged to consider what can be learned from Christian story and art works for themselves, and at every point to explore examples and teaching referring to their own commitments, in the light of other people’s ideas.

Where this unit fits in: This unit will help teachers to implement the Methodist Church’s intentions for RE by providing them with well-worked examples of teaching and learning about the theme of commitment focused on the learning needs of 9-11s.

Pupils will be enabled to clarify and apply their own values and express their own commitments. This unit contributes to the continuity and progression of pupils’ learning by taking ideas about religious and other stories from earlier units further. The skill of applying ideas for oneself is at the heart of the learning process.

The unit builds upon earlier learning about Christianity, and anticipates further studies of religious and spiritual ideas and ways of life in RE.

Estimated teaching time for this unit: 10-12 hours. Estimated time for this unit: 10-12 hours. It is recognised that this unit may provide more teaching ideas than a class will cover in 10-12 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything

Key strands addressed by this unit l Religious beliefs, teachings and sources l Religious practices and ways of life l Questions of values and commitments.

49 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

Attitudes focus: the unit provides opportunities for the development of these attitudes: l Self awareness: being able to develop their own sense of self as they becoming increasingly clear about the commitments and values by which they live l Respect for all: developing a willingness to learn from those who see things differently, increasing their ability to demonstrate respect for all l Open mindedness: engaging in positive discussion and debate about values, including the views they disagree with, to demonstrate open-mindedness.

Contributions to spiritual, moral, social and cultural development of pupils This unit enables pupils to develop: l spiritually, by thinking about their own attitudes towards religious commitment l morally by thinking about commitments and values and studying stories that express commitment and values. Higher-level work explores the consequences of our choices in terms of good and bad, right and wrong l socially by working together in collaborative projects and activities. Higher-level work explores how commitments and values make a difference to our community and to society – the impact of morality.

Prior learning Vocabulary Resources

It would be helpful if In this unit, pupils will have Teachers might use: pupils have: an opportunity to use words Web and texts: and phrases related to: l Exploring Codes for Living (Joyce Mackley, RE today, 2007) has useful l learnt that materials for this unit. Christians try Specific religions: l The National Association of Teachers of RE (NATRE) has two excellent web to follow the Christianity: starting points for these issues: www.natre.org.uk/spiritedarts enables example and l love pupils to view and judge numerous works of pupil art on key biblical stories teaching of l forgiveness and spiritual ideas from young people. Jesus, as He l peace between people l RE Quest - www.request.org.uk is a good site for KS2 pupils to explore shows them the and God Christian values. way to live l honesty l Online searchable sacred texts from different religions at: www.ishwar.com. l a clear idea that l prayer l Try www.reonline.org.uk for a good general gateway to RE materials. not everyone l worship l RE Ideas: Christianity (ed Draycott, RE Today) Copiable pack of 50+ lessons believes in God l fellowship for KS2 Christianity l some l The series Exploring a theme in RE’ (editor Joyce Mackley), RE Today, understanding Humanism includes volumes on codes for living and the journey of life and death, of how we often l integrity relevant to this unit. face choices l love for the truth l Opening Up RE series, volumes on Values, Belonging, Christianity, Easter, where we must l personal responsibility all from RE Today, (ed Fiona Moss), also have lots of relevant and practical decide what is l reciprocity material. the right thing l atheism to do, based on Artefacts: religious artefacts for Christianity are available to purchase from: the values we Religious and human Articles of Faith (0161 763 6232) are committed experiences: Religion in Evidence/TTS (0800 137525) to. l choice l good and bad l right and wrong l morality l values l consequences

50 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

EXPECTATIONS I can… At the end of this unit:

Nearly all pupils will be able l retell some simple stories about commitment to… (L2) l identify the values found in the stories l suggest meanings for examples of the commitments Methodist Christians make l suggest meanings in the stories they study l respond sensitively and simply to questions about their own commitments.

Most pupils will be able to… l describe different commitments simply (L3) l simply describe some Christian ideas about being committed to God, including membership of a Methodist church l use vocabulary such as ‘values’, ‘right and wrong’ and ‘good and bad’ l make links between their own behaviour and their commitments l connect up signs of commitment used by Methodists – eg Covenant Prayer, church membership, giving to charity, worship.

Many pupils will be able to … l use a widening religious vocabulary to show that they understand (L4) similarities and differences between different kinds of commitment l show that I understand questions about commitment from some works of art I learn about l apply ideas about what really matters for themselves, including ideas about love, forgiveness, truth, consequences and honesty.

Some pupils will be able to... l explain different expressions of commitment clearly and thoughtfully (L5) l explain the impact of biblical ideas on contemporary Christian practice, including examples from Methodism such as the work of All We Can or the use of the Covenant Prayer l express clear and thoughtful views on questions about their own values and commitments l explain different views of Christian commitment, with reasons and examples.

ASSESSMENT SUGGESTIONS: A possible final assessment task: A formal assessment of each pupil’s work is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best. 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 material studied throughout the unit across the ability range. Suggested task: Creating a statement of their commitments and the impact these have in life. l Look together at the ways some of the religious artists featured in the Methodist Modern Art Collection were committed in making their paintings. l Review the discussions and work pupils did from the ‘Everyone’s Committed’ game, and remind them of how commitments are shown in action. l Ask pupils to create an expression (Poem? Art? Writing?) of their own commitments, including religious, spiritual or moral commitments. Ask pupils to discuss their first ideas with other pupils and refine them, coming up with a well-expressed end product. l Give the pupils time and space to express themselves – it does not need to be a lengthy piece of work, but aim for depth, thoughtfulness and clarity – hallmarks of good RE. Gifted and talented pupils: To extend this work, ask pupils to compare their commitments with the commitments of Jesus as seen in the six Bible stories they study, or the commitment of the artist whose work they have been looking at.

51 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? Points to note Points These introductory seem activities may a little distant from the core aims of RE in help, – but they to embed this unit, understanding of concept. the key Good teaching will alert pupils to links to Christianity at every point. Learning outcomes Pupils to be able to say Pupils to be able say “I can…” the meaning of suggest commitment (L2) to respond sensitively examples of people’s commitments (L2) describe three different examples and of commitment, a make they how say difference to life (L3) apply ideas about commitment for myself examples, to new a good showing understanding (L4). Doing what the Bible says Doing what daily Praying Serving the needs of community causes Raising funds for good God. to follow Trying

. Ask 11 pupils to stand up with one letter each. Can they get get Can they Ask 11 pupils to stand up with one letter each. . letters onto cards: C-O-M-M-I-T-M-E-N-T-S Put large easier if It’s the chance to beat their time. and a third group another group, Give into the right order to spell word? NICEST, in these letters that help to do a task? (Maybe other words see any Can they are committed to teamwork! you /MOMENTS/COINS/MOST/SCONE/ TINTS /COMETS /TENTS /NOTE can make: they other words TIME – see what teams of six can make You of doing some teamwork. some fun with the letters as a way Have COMMENTS/MITTENS). class. the whole involving letters each, with two pupils, this is of sport is often where The language Ask pupils to think about some jobs that require a lot of commitment. are really a cyclist if they a gymnast, an Olympic athlete, to a footballer, What difference does it make most evident. does it show? committed? How a out what can work We is probably yes. The answer Ask pupils to consider: committed to something? Is everyone studied in RE recently and faith story have Remind them of any they behave. they person is committed to from the way did it show? What to? How Who in the story was committed? ask: can see in certain signs of commitment they jobs (fire officer? Ask pupils what Which of those might matter most? Bradley Daniel Radcliffe, Swift, Taylor admire: of some people they What about the lives cleaner? school cook?). more? any Rooney, Wayne Wiggins, them Tell them all the money. ‘lottery and give winner’ Appoint one pupil a for this. Use a stack of monopoly money causes. to people in need or worthy this much away decided to give have they minutes to five get They for some of the money. ‘pitch’ Ask the other pupils in threes to prepare one of their number from destitution? donkeys save prepare an imaginary need? Do they Will help others in great they story ill? (Are they to people suffering in some way?) cure a serious illness? Bring joy Could they the been heard, have ‘pitches’ When eight or ten ‘lottery 90 seconds to pitch their idea the winner’. have Then they their commitments are. what It shows the money. will get lottery who winner says

What is commitment? How does it show? l l l A Christian minister might be committed to: l l l l l l Monopoly money: imaginary fun. l l l Teaching and learning Teaching Commitment: What’s that? What are we committed to, and how does it show? What are we committed to, that? What’s Commitment: Learning objectives Pupils should learn: to use the idea of commitment with confidence in their RE from taking a work, number of examples to build up their understanding of including commitment, religious/Christian commitment.

52 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? Points to note Points This kind of RE a activity makes contribution large to SEAL work, PSHE and and Citizenship, speaking and listening skills are used as well. Learning outcomes Pupils to be able to say Pupils to be able say “I can…” describe some things Christians are committed to simply (L3) use concepts like or ‘more important’ to ‘less significant’ describe the impact of commitments on life for myself (L4) clearly explain the impact of my own commitments and those of others (L5). I show I’m committed when I... This matters to me because... Use a set of game boards and cards that list many commitments including some religious ones. This is published by This is published by commitments including some religious ones. boards and cards that list many Use a set of game 69-70). to Methodist schools (pp. and available RE Today in discussion for thirtywill create a pattern minutes: they of the game of three or four to play Ask pupils in groups the commitments that will talk over and they care about most, the things pupils in group commitments showing reject. but they others hold, these commitments what makes group: put in the first selected the ones that they have they why Ask pupils to say What difference do these commitments make? most important? You could compile the why. and commitments a Christian might put top of the list, five as a class about which Talk five which can suggest Ask pupils if they answers. different valid There will be many to this on the whiteboard. answers top commitments. been Jesus’ have would some simple top commitments and suggest own five Ask pupils to complete a writing task that identifies their “I’m committed do: eg they Ask them to identify the impact of commitments on what hold these. they reasons why and this shows “I’m committed to God, though it is smelly.” so I clean their hutch even to looking after my rabbits, and I also try to Church, be kind people.” because I go My first commitment is to...

Everyone’s Committed: a speak and listen game for learning Committed: a speak and listen game Everyone’s l l l l l Teaching and learning Teaching What can we learn from the game ‘Everyone’s Committed’? ‘Everyone’s What can we learn from the game Learning objectives Pupils should learn: to use a speaking and listening strategy to clarify the commitments that matter most to and explore each pupil, the fact that different different people have commitments to think for themselves difference about what our commitments make.

53 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

All religious communities are committed to helping There those in need. charities that are many do this from different Can and All We religions, co-operates with other partners wherever that helps. Points to note Points

Pupils to be able to say Pupils to be able say “I can…” to respond sensitively a story about world (L2) development describe Can All We how help people in a poor part of Ethiopia a link I can make Jesus what between said and helping needy people (L3) apply ideas about and generosity commitment for myself (L4). Learning outcomes Use the All We Can Partners story (p. 66) with your pupils. Teach them about the way the story them about the way shows Teach pupils. 66) with your story Can Partners (p. We All Use the train farmers and from the from those who harvestdonations, make festival commitment from people who commitment is put into action. Keep asking pupils how farmers themselves. do it you do for the least of brothers and sisters mine, you “Whatever of Jesus: pupils some sayings Show to a person one away give shirts, two have “If you yourself,’” love neighbour as much you your “Love for me.” in Ethiopia would work Can’s We All committed to? Do the children think that What was Jesus has no shirt”’. who Can putting his teaching into action? We All Are please Jesus? Cut up the story is the right order? to sort into six parts it out: what and ask a group What solutions to the problems are there? What problems are there in the story? Ask children: Why? Discuss: Is it more important to feed starving people or to help in need themselves? Which one is best? things SUNARMA is doing to help people with their problems. a list of seven Make Can and SUNARMA. We All of to thank God for the work Create a poem or prayer onto these Ask children to write their reflections and prayers pot. Use an outline of apple and/or a honey of all the ideas. a display and make images, be celebrated in school or as it may charitable activities or the harvest festival links to the school’s Make thanks for the beauty of our fruitful world? of saying What are the best ways local churches.

Bees and trees in Ethiopia: a story to think about l l l l or reflection Responding with a prayer l l to use the story: Questions and activities – ways l l l Teaching and learning Teaching All We Can: Can it change the world? Can: Can it change We All Learning objectives Pupils should learn: Can is one We All that international of many agencies, development committed to working poorest for the world’s people in the name of Christ Jesus about a story from people Ethiopia in which are changing their own All with help from lives Can and its partners We to think for themselves those most in about how need can be helped to a better life.

54 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

There are cross-curricular links with art and design, using the correct colours, styles and textures for of Jesus. painting images are all from These works centurythe twentieth – the activity is about the art of faith in the contemporary world. The paintings are laid out in pupil response sheets for schools to use, asking deep questions. are best tackled in They on pages Available pairs. of Colour versions 74-79. the pictures are available CD on the accompanying or online. Wider learning opportunities / points to note Pupils to be able to say Pupils to be able say “I can…” in describe some ways art can express which beliefs commitments, and emotions (L3) that describe and show I understand the ways some Christian in which artists express their beliefs about Jesus through their work (L3/4) in a team to work express some views, beliefs and ideas of in a piece of our own art that is spiritual work (L5). Learning outcomes The Methodist Modern Art Collection is the main resource for this lesson and the two that follow. It can be seen Art that follow. Collection is the main resource for this lesson and two The Methodist Modern www.methodist.org.uk/static/artcollection online in the excellent website: washing the flight into Egypt, life (nativity, Jesus’ stories from key of paintings (thumbnails below) Through five These five them. and the relations between images pupils will explore texts, crucifixion), trial, feet, disciple’s one approach. Here’s This is rich learning material. CD. on the accompanying are available images Their biblical story. and the accompanying group has one picture, Each learninggroups. Put the class into five So, are looking at. they work in the same style as artist’s image, happened next?’ ‘what job is to create a The crucifixion painting the nativity painting might lead to a of visit shepherds. for example, might lead to a resurrection painting. What did the artist from the Bible? take these: questions like pupils will need to investigate do the task, To sense of the story?What is style this painting? It good does the painting make Add to the Bible? How Clarity? The Bible? Pattern? Colour? What is this painter committed to? Jesus? asking: by to focus the work Depth? in 90 seconds, First, parts. in two a short must make presentation to the class, the group When the task is done, created, have they using the image Second, at and the story looked explain all about the painting they behind it. happened next. explain what is it a good Why questions: ask children to think in pairs about these two After hearing about all the pictures, be the would which a Methodist arthad to sell some paintings raise money, collection? If they idea to have the most important one to keep? last one to sell,

Looking at six stories of Jesus shown in works of art: what do we notice? What do we like? What do we like? shown in works of art: Looking at six stories of Jesus what do we notice? on? What is going l l art works and presenting to the class Investigating l l l Teaching and learning Teaching How do paintings by Christians today express beliefs about Jesus and the worship of God? express beliefs about Jesus Christians today How do paintings by Learning objectives Pupils should learn: artistsworks, that five found in the Methodist Modern Art Collection, the artist’s all show commitment in action that stories from the life are often used of Jesus of art, to create works are themselves which examples of commitment that art can be sacred and spiritual for believers understand the variety of symbolic meanings in paintings.

55 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? Some of the titles is given Jesus Christians: by God Son of God, to come down Christ, earth, Using these Lord. titles to describe shows Jesus commitment. How? Points to note Points This class activity gives This class activity gives the teacher significant and enables feedback, pupils to come simple conclusions of their own describe how Can they people are committed to (L3) Jesus? use the right Can they their to show words understanding of commitment? (L4) explain their Can they with a simple views, own for their ideas? reason, (L5). Learning outcomes

Jesus’ life story? Jesus’ his teachings? he helped people to be happy? the ways his miracles? his death and resurrection? inspires Christians because… I think Jesus learntJesus are… from finding out more about Three things I have is… One thing I think is inspiring about Jesus inspires me is… Another person who because… This person is similar to/different from Jesus

Ask the children to suggest why people engage in artistic activity: why did the artists do the paintings? in artistic activity: why people engage why Ask the children to suggest Explore and his teachings. death and resurrection of Jesus, of the life, portrayals reproductions of famous artists’ Study of traditional and modern art. Compare a range colour and texture to express meaning. use symbolism, they how used are images think the artist felt? How do you feel? How of art you make does the work How questioning. Explore by much do artists try or to inspire passions? How to instil moral values to illustrate religious to teach religious beliefs, is being and what What is the artist taking from the Bible, texts authentically or present personal interpretations? added to the Bible? links to Make choose themselves. of moments from the Gospel narratives they images Children could paint their own resources and skills for this activity. the art curriculum to find appropriate time, and writing notes different factors, to the five – giving different weightings ‘slice the pie’ Ask pupils in pairs to of the chart. and create a class version Share responses on the IWB, to explain their judgements. in response to these prompts: Then ask pupils to write a more personal piece,

Teaching and learning Teaching (These can easily be made into a writing frame with some choices built in to it, or some flash cards for discussion in groups). or some flash cards for discussion in (These can easily be made into a writing frame with some choices built in to it, In what different ways have artists expressed their beliefs about Jesus? have In what different ways l l l Five factors weighed up l l l l l l l l l l l l Use the Interactive Whiteboard (IWB) to explore the pictures you choose – the searchlight tool is particularly for this. Whiteboard (IWB) to explore the pictures you good Use the Interactive Use an outline of a pie chart for the first part of this final activity. Teach pupils that there are five reasons why Jesus inspires why five reasons Teach pupils that there are Use an outline of a pie chart for the first part of this final activity. Does the inspiration come mostly from: him. people to be committed following Why do Christians think Jesus is an inspiration? How does being committed to Jesus make a difference? make How does being committed to Jesus is an inspiration? do Christians think Jesus Why Learning objectives Pupils should learn: up different to weigh factors in describing the to gives inspiration Jesus Christians to describe and express ideas about own pupils’ as an inspiration. Jesus

56 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? A package like ‘Kids like A package can be used to Paint’ initial designs make ideas. Art and Links to NC “use a Design 2c: of methods variety & approaches to communicate ideas and observations, and to design feelings, and images and make artefacts.” Wider learning opportunities / points to note Pupils to be able to say Pupils to be able say “I can…” describe my designs for art of creative a work that expresses reasons is inspiring Jesus why (L3) apply and express my understanding and as an ideas about Jesus inspiration (L4) my art work explain how different what shows people think about being (L5). committed to Jesus Learning outcomes “Come to me and I will give you rest” you “Come to me and I will give World” I am the Light of “I am the Bread of Life. me.” cross and follow up your must take you want to be my disciple, “If you are doing.” they what don’t know they them, forgive “Father,

Pupils are to imagine that they have been asked by a local church to design a new work of art – it could work a local church to design new by been asked have Pupils are to imagine that they The church wants the artto express Christian work or a stained glass window. or a painting, be a mural, teaching and example . Jesus’ but also to refer commitments in the twenty first century, the importancefor Christian of Jesus inspiring and informative show Their design needs to be eye-catching, pupils a choice). from one of the Gospels as its title (give or verse It should use a saying commitment today. one (less than 100 words). their design is a good Pupils to write an explanation of why Titles could be: cut foil or translucent tissue paper is with perspex, Work This task enables links to the art and design curriculum. quality artist or smaller scale but good MDF sheet for a mural, about a large appropriate for stained glass – how results. good materials for other kinds of painting? Good help pupils achieve – not out to pupils that one thing school asks is all children are committed doing their best work Point Ask for and expect 100% effort here. just in RE! and gallery, reference point for this – ask children to look on the web is a great www.natre.org.uk/spiritedarts There are hundreds of examples really like. of artthey cut and past three works about the life of Jesus choose, to choose from. work pupils’

Image making from commitment: creative ideas Image l l l l l l l l l l Teaching and learning Teaching What kind of image of Jesus for the twenty first century of Jesus to create? Might it be inspiring others? What kind of image would pupils like Learning objectives Pupils should learn: to express their own and understanding ideas, insight into the meaning and significance of life and teaching Jesus’ in a contemporary context.

57 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? The Covenant Prayer is Prayer The Covenant text a key in some ways for Methodist Christians how because it shows the relationship of a in God makes believer an impact in life. a serious It’s and this commitment, lesson is at the heart of It does require the unit. careful thinking! There is a powerpoint on the Covenant on the available Prayer CD and a accompanying 81. on page worksheet Wider learning opportunities / Note To Points Pupils to be able to say Pupils to be able say “I can…” the meaning of some suggest Prayer lines in the Covenant (L2) to the idea respond sensitively of giving my life to God happens at a describe what ServiceCovenant (L3) it means to give describe what life to God your my a link between make commitments and Christian commitments apply ideas about commitment and choice for myself (L4) explain the impact of a on a person Prayer Covenant it (L5). by tried to live who Learning outcomes

Methodists hold an annual Covenant Service to celebrate all that God means to them. They affirm They Service Methodists hold an annual Covenant to celebrate all that God means them. over in 1755 – This first began and all their choices to serve lives God. their whole will give that they at the but some hold it in September, Year, Most churches hold the service in the New ago. 250 years it very makes clear that this commitment Prayer The traditional Covenant beginning of the Methodist year. and it, Most people find it quite tough to say life to God. whole It is about giving your is a serious one. of is so central to the Christian life that other Churches also use it as a way But the prayer really mean it. commitment to God. showing not God wants, is about doing what But this prayer belong to themselves. to think they people like Many is but this prayer choices, it? It can feel very up our own hard to give dare say you Would want. we what choice! It is only said by poem to God. a love like in small Get them to work with it. pattern to go and a movement a chant of this prayer, Ask pupils to make pattern to others in the class. and perform their chant and movement of about eight for this, groups

A famous new year prayer from the Methodist Church from the Methodist Church A famous new year prayer l l A movement pattern for the Prayer l A poetry activity them it is a poem about Tell poem using the stems from prayer. Ask pupils to write a seven-sentence In all that I do...When there is...When am...When have...I For example: I am no longer... turning point in life. it be... willingly...May I me... Give Let me be... Line me up with... Or alternatively use these sentence starters: I am no longer... Let it be... So now... freely give... David Bart Simpson, or in role – Harry Potter, could write for themselves, They Use this as a possible starter. Teresa. Mother (and Goliath), An art activity Different pupils do different of art to illustrate the meaning of one line prayer? create a work can you or Prezi sequence. in a book or on PowerPoint lines and put them all together Teaching and learning Teaching The Covenant Prayer: what can we learn?The Covenant Prayer: Learning objectives Pupils should learn: that Methodist Christians a special servicehave their to give once a year to God. lives whole is ‘Covenant’ that a a serious-minded sided promise or two agreement. that the special is said Prayer Covenant many by free choice, by Methodists.

58 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? A PowerPoint resource A PowerPoint that will be available compares Methodist membership cards – and through the ages the ticket explores why of membership is a good symbol for commitment. of the The website Methodist Peace is a good Fellowship place for teachers to information look to get for this. www.mpf.org.uk Points to note Points Pupils to be able to say Pupils to be able say “I can…” to respond sensitively examples of Methodist commitments (L2) people say link up what matters to them with (L3) their behaviour use the vocabulary of Methodist commitment and why to explore how Methodists seek to help the old and the young, and to church, their own I understand hard show questions about praying (L4) explain the impact of commitment and on different of prayer giving reasons people, for my ideas (L5). Learning outcomes Explore how youth work has been part of Methodism for years: do a case study on the annual children’s and on the annual children’s do a case study has been part of Methodism for years: work youth Explore how at the ‘rep’ committed to that and being a have Pupils could collect stories from people who assembly. youth think a they Pupils could discuss why that commitment is important to them. Methodist Conference and why happens in the church? on what a say people have people: should young church should be committed to young What put together? they would sort of programme what ‘church conference’ a to organise going were If they the studying making decisions about issues, discussing finance, allocate to worship, portion they of time would decisions should children make? and what What decisions should adults make Bible and so on? about does this say of Methodist Homes (MHA)– what of the work Commitment to the old: do a case study of people? Is it true that older people are sometimes excluded in our society? About the value Christian beliefs? it is important for churches to support is this such a bad thing? Pupils could think about whether care Why homes for older people. membership into the Methodist Church was important to them – showing a story person and why of a young Tell Look at examples of the membership card through ages as to Christ. commitment to a local church as well Ask pupils to prefer and why. they appeared: discuss which and the different symbols pictures that have it Would rather than a card? App for the phone, it be an of the future – would ‘card’ imagine the membership the same meaning? it have would look different? But how commit to when you is what Look at the four Our Calling statements inside membership card which What statements membership card (for church/school/club?): own Design your becoming a Methodist member. important How is it to put on the front and why? you What symbols would put inside to commit to? you would could it help people (think of all the other membership cards that they ways a membership card? In what have club)? local youth club card, Tesco eg gym membership, or members of their family might have By all the means you can. you can. rule of conduct: “Do all the good Wesley’s to be committed Is it good As long as all the people you can. To At all the times you can. In all the places you can. you can. In all the ways to way A great it is a helpful guide. think about this and whether they Pupils could explore what ever you can.” one lines of the rule and says as leader uses the seven Teacher a knee-slapping chant. introduce it is to have it the pupils a minute to think of what Give Pupils reply with a line at time in unison. to each knee-slap. word line about goodness? Add a new – can pupils lead? then do it again means,

How do Methodists show commitment to old and young? l l How do Methodists show their Christian commitment through membership? l l l Teaching and learning Teaching What can we learn from Methodist commitments to membership, to young and old personal shared prayer? What can we learn from Methodist commitments to membership, Learning objectives Pupils will learn about the expressions of commitment found in Methodist Christianity. will consider They numerous big questions the skills and develop as they of investigation seek answers

59 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? In all the ways you can. In all the ways Do all the good you can. Do all the good As long as ever youAs long as ever can. At all the times you can. In all the places you can. To all the people you can. To By all the means you can. , both past and present eg Thomas both past and present eg shown commitment , Explore some stories about Methodists who have Someone from Action for Children. called is now which Home, founded the National Children’s Stephenson who to study. is also good Fellowship the Methodist Peace included are – some prayers Handbook is based around a different theme each year The Methodist Prayer reflections and Ask pupils to write some prayers, examples of these with pupils. people – study from young Here are some occasions to aim include: Covenant a class book. could make – they meditations of their own start of a Holidays/the Friday/Easter/Summer Year/Lent/Good Services/the Baptism/New anniversary of your anniversary. wedding silver birth of a child/a wedding/a time of bereavement/the termnew or school year/a religions/the Holy Spirit/community between global justice/peace harmony Here are some themes for prayer: life. Which of these questions would style enquiry into questions about prayer: ‘P4C’ Run a Questioning prayer: Does answered others never? daily, do some people pray Why work? Does prayer choose to study? the group that there is no God? If evidence give prayer Does unanswered reality and love? for God’s evidence give prayer in all different religions heal people? Is prayer Can prayer answer? you would kind of prayers what God, were you mostly the same or different?

If pupils chant this, it is fun. Have a group leader to get it going. Choose or create an illustration for each line. it going. leader to get a group Have it is fun. If pupils chant this, l What does it mean to be committed prayer? l l

60 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? The concepts of fairness, The concepts of fairness, and forgiveness justice, freedom are central should Teachers here. introduce them carefully. Points to note Points Pupils to be able to say Pupils to be able say “I can…” to respond sensitively aspects of the drama activity (L2) link up actions and their consequences likely in our drama and discussions (L3) use the vocabulary of freedom and justice, to show forgiveness my understanding of (L4) questions of value explain the impact on different of values giving reasons people, for my ideas (L5). Learning outcomes In a learning circle (10 is better than 30 if possible) each pupil gives their response to the words fairness, fairness, In a learningtheir response to the words circle (10 is better than 30 if possible) each pupil gives freedom is…). and freedom (eg justice is…., forgiveness justice, from reports from the local press or drawn have may consider a moral dilemma or issue which In groups an a bullying incident in the playground, burglary, issues within school (eg a report on a court case involving or cruelty to animals). example of vandalism do they Why reactions to these? What are the pupils’ the consequences were. happened and what Discuss what What stops that? act like don’t they or why do they Why that? act like did? Do they they think people acted like have? What choices (freedom) did those involved there justice involved? Was them? act in most situations, they Each individual is free to choose how Introduce the idea of freedom action. situation is based on beliefs about the and given to do in any but the decision about what consequences of the action taken. or someone is hurt, of six-eight the opening to a dramatic situation eg there is robbery, pupils in groups Give and and especially to think about good to discuss the situation, Ask the group or animal cruelty is discovered. bad reactions to it. One ending to carry Get the group different endings. on the storymaking up two through a simple drama, are rules’ ‘good happens if what The other ending shows are kept. rules’ ‘good happens if what should show broken.

Class discussion to clarify ideas l l l l improvisation activity drama A group l l The whole class can enjoy the performances of different groups. class can enjoy The whole Teaching and learning Teaching What can we learn from discussion and drama about good and bad, right and wrong? and bad, about good What can we learn from discussion and drama Learning objectives Pupils should learn: to use dilemmas for noticing and learning, reacting to difficult cases good of right and wrong, and bad to build up understanding of the concepts of fairness, and forgiveness justice, free choice through speaking and listening and drama work.

61 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? This work links with the This work literacy strategy. texts from Luke’s The two Gospel are suitable for or on narratives work stories from a different culture. Points to note Points Pupils to be able to say Pupils to be able say “I can…” links between make thoughts and ideas and actions, and words thinking how suggesting can lead to action (L3) consider moral questions there about whether and ‘bad thoughts’ are understand the impact of (L4). ideas on behaviour Learning outcomes Read with children the account of love for the neighbour that introduces story Read with children the account of love of the Good Samaritan (Luke 10:25-37). who killed him (Luke for those for forgiveness Jesus prays which in Also read the account of crucifixion, values. texts for similarities in Jesus’ Look at the two 23:32-35). (as Christians believe). a path’ ‘showed he and how wanted people to follow, Jesus kinds of values Discuss what of See if the pupils understand that values seem to be in the stories. of Jesus the values Ask the class what and fellowship worship prayer, honesty, people and God, peace between forgiveness, Christianity include love, (togetherness). lead us to act values or motives what leads up to actions – illustrate the idea that first about actions and Talk Value: charitable giving. action, generosity, to an action: value, Connect a value with a story from school life. action: confronting injustice bravely. Courage; Value: respect; action: interfaith talking. hidden thoughts and intentions, inside us, The roots are down compared actions to fruits. times, several Jesus, from a flipchart. sheet of paper – maybe pupils in threes a huge Give value. you what do shows you but what it easier – just a pencil outline can really of a tree (or prepare these if it will make Ask pupils to create an image them little card fruits of might give You and carrying branches, fruits trunk, as well. its roots, showing help), and melons. grapes bananas, different kinds – apples, leads Ask them to think about what actions. choose to represent good that they Write onto the fruits the words Does the trunk and the roots of their trees. and write some of these things onto the branches, actions, to good it others? Can a friendship make help us to love actions? Does being loved a strong family lead to good having easier to be friendly (only sometimes?)? and consider carefully the links between devised, compare the different trees pupils have In circle time, and actions. words thoughts, is a whole which tree, – each pupil making fruits for the values This activity could be done as a class display class piece of work.

Learning about Jesus’ values from two texts the Bible values Learning about Jesus’ l l l l trees: roots and fruits –a big picture Values l l l l l Teaching and learning Teaching What codes for living do Christians try to follow? Learning objectives Pupils should learn: to think carefully about the Christian ideas of and such as love values forgiveness to continue think about the idea that in what show values people do to begin understand that the impact of our people can make values – or unhappy happy thoughtful to make connections between beliefs, experiences, and behaviour values (L4).

62 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? Deepening conceptual learning: help pupils to see links between asking ‘can concepts, there be peace without or without freedom, These hard justice?’ ideas often emerge a when from pupils work for children’ ‘philosophy approach is used for RE. Points to note Points Pupils to be able to say Pupils to be able say “I can…” describe some ways people try to increase peace (L3) use a wider vocabulary to show my understanding of and the idea of peace, to build ways suggest peace in our society (L4) I explain reasons why on what hold my views a peaceful society makes (L5). Learning outcomes Think about someone you know who is a peacemaker - take turns to name the person and say why. Make a Make why. turns - take to name the person and say is a peacemaker who know Think about someone you one for ideas that make peace, make one kind for people who using three different kinds of leaves, ‘peace tree’ peace in the world make “To Pupils write their ideas on leaves: things peace brings. peace and one for the good ought to…” all should… Nobody We I will… the symbol of their organisation, to others, ‘peace’ bring they from a charity to talk about how a speaker Invite Christian OXFAM, Army, The Salvation Action for Children (formerly NCH), (eg NSPCC, do and why they the work religious and non-religious people can cooperate for peace. about how Ask the speaker Aid). own your mean - make they and discuss what organisations with a collection of symbols from various Work for peace. that works symbol for an organisation music, dance, songs, Plan and present a school assembly/celebration on the theme of peace using symbols, readings studied/written in other lessons above. art, as a model or frame using a famous prayer/song/poem peace meditation/prayer/song Pupils write their own Ebony peace a chance/a Christmas carol, peace/the Lord is my shepherd/give me a channel of your (eg Make vocabulary. Use this literacy task to explore non-fiction writing skills and adjective and ivory). and write some reasons for their answer to this question, answer Ask all the children to think about their own people are where for the tree: peace only grows ‘roots’ These can be made into paper. onto strips of brown committed to it. in RE. achievements and the pupils’ of peace, celebrating the value in a class book, together Collect the work

Exploring one value that Christians share: commitment to peace Exploring one value l l l l l Are you committed to peace? l l Teaching and learning Teaching Why do some people say they are most committed to peace? do some people say Why Learning objectives Pupils should learn: to understand more deeply that peace is non- many by valued religious people who for the want to live of all and by wellbeing but peace is Christians, easy to build not always to deepen their understanding of the on life impact of values to think about what it might mean to be committed to peace.

63 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? This task can be used to progress assess pupils’ if such an opportunity or can be is planned, class. tackled as a whole Note that both Christians and other people are a bit hostile to just for the rules’ ‘keeping Is it a sake. their own better idea that choices are made out of love rather than and respect, are ‘doing as they just this is Consider why told.’ G&T important with your olds pupils! 10 -11 year for this in their are ready moral development. Points to note Points Pupils to be able to say Pupils to be able say “I can…” respond to questions for myself about values with some sensitivity (L2) describe some rules I and make think are good values links between and their impact or consequences (L3) consider questions about rules for living applying ideas myself, about commitment from Christians and others for myself (L4). Learning outcomes Look at some ‘codes for living’ that Christians try to follow together, such as the Ten Commandments or some Ten such as the that Christians try together, to follow ‘codes for living’ Look at some alone or in a pair Ask pupils – working text for this. – Romans 12:9-16 is a good Testament from the New verses version asks A simpler good world. rules for a happier would make sentences that – to come up with five-ten ideas and but should also add their own re-use ideas from Christian teaching, may They ‘a happier town’. for expression. community is the one that to enable children see that their own ‘on a desert island’ might set this task You the pieces of moral code all around drama then hide cards that say do this, If you should think about. they Maybe! as useful finding water and food? Are they finding them. them begin by and have space, good rules or coming up with ten or less Ask pupils to discuss their first ideas with other and refine them, reasons for their choices. Ask them to give with. all agree ideas they the pupils time and space to express their rules Give ‘tablets of stone’. written on were Commandments’ ‘Ten The or ICT. calligraphy through art, or ideas with dignity and high quality – whether to these help people to keep would expect: what would Ask about the impact of rules or codes for living they be the right thing to do stop a person from breaking codes for living? would and what codes, committed in making their paintings. some of the religious artists were at the ways Look together and remind them of how game, Committed’ ‘Everyone’s pupils did from the the discussions and work Review in action. commitments are shown spiritual including religious, commitments, Ask pupils to create an expression (poem? art? writing?) of their own coming up with Ask pupils to discuss their first ideas with other and refine them, or moral commitments. Good links to literacy can be made here. expressed end product that benefits from drafting and redrafting. a well but aim piece of work, – it does not need to be a lengthy the pupils time and space to express themselves Give RE. thoughtfulness and clarity – hallmarks of good for depth,

Making a code for living: what are we committed to? l l l l l in life. Creating a statement of their commitments and the impact these have l l l l Teaching and learning Teaching Can we create a code for living that will help the world? Learning objectives Pupils should learn: learning about to draw and together values express ideas of their values about how own a community can make happier.

64 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

Resources

The resources on the following pages provide materials for the classroom. Permssion is given to photocopy these pages for use in schools. The worksheets on pages 74-79 are accompanied by jpeg versions of the images on the CD. A powerpoint also supports the work on the Covenant Prayer on pages 80-81.

65 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? Harvest: thank you Time to say His mum gave in October. to church one Sunday went aged ten, Danny, am I taking these?” “Why to take. him a bag of apples and some honey so we said mum. “There will be a sale of gifts, harvest,” “It’s he asked. to Churches in Britain send money can help people who are in need.” Can at harvestAll We time. It is a time for Christians to thank God the goodness of earth. to do this is help those with One way is to supporttoo little to eat. Another way people to work for their own help themselves and their families. futures and so they and being a good neighbour too! More honey Kindu became a better honey After going on a SUNARMA training course, the training I learnt how to choose better breeds “From He says famer. of bees and how to manage the bees. I also got two modern beehives. learnt to breed with the queen bee I have Now I am gaining the honey! so now I can also give her to other farmers neighbours. They who are my can also breed bees. I am very glad to be an example so that others can this experience also.” bees and have learn to keep more honey. Better beehives, I got about four kg of honey old beehives, “When I had my Kindu says, The modern beehives that SUNARMA gives to the a year from them.” in them. Lots more bees live them, farmers three layers honey have “I get about 30kg of Kindu, says “Now,” lots more noney. and make every at honey times more than before. I can sell the honey year – seven and use the income to buy more food better clothes a good profit, children.” for my Sweet Success in Ethiopia Sweet Kindu is a 48 year old dad. He has two children with his wife and they bees and make he learned to keep ago, too. Years adopted another boy But Ethiopia and feed the family. to get a little money for sale, honey but district of Dibele used to be full trees, Kindu’s is a poor country. Things and dusty. and the soil became rocky people cut the wood to sell, grow so well. didn’t for training to bee keepers money Can gave All We The charity SUNARMA works Ethiopia to help people who are all over just give out food. SUNARMA helps people to look after It doesn’t poor. found out that not a hand out. When they a hand up, themselves. It’s kind of showing him a new helped him by they bees, keeping Kindu was helped him to breed some stronger bees as well. and they hive, too! and water Not just bees! Trees SUNARMA has been trying the land more fruitful to make in Dibele. More a million saplings! planted over have so they a big difference, trees make flows to where channel so that water to help is build a water Another way Then farmers can get two harvestsit will help crops grow. a year instead could: what they of just one. In one community 250 people each gave all year round water work:all enjoy now they days a few land, rocks, flowing to their fields. Committed to reducing hunger: A story Can from All We

66 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? Cut up the story into six parts and ask a group to sort it out: what is the right order? Ask children: What problems are there in the story? What solutions to the problems are there? Discuss: Is it more important to help people in need themselves? Why? to feed starving people, things SUNARMA is doing to help people with their problems. Which one best? a list of seven Make Can and SUNARMA. to thank God for the work of All We Create a poem or prayer Here is another story: started Metaferia is 35 years old and lives in Shola Meda village Ethiopia with his wife. They growing apple trees with help from SUNARMA and their first harvest 55kg of was 32kg of apples in 2010. The next year his trees gave some for his family to eat and sells the rest. In 2012 Metaferia started apples. He keeps them even grading his trees to make next year. and will get more apples than ever more fruitful. SUNARMA trained him to do this. Now he has 30 trees,

Can: http://www.sunarma.org/Success-Stories/ the Ethiopian Partner of All We of SUNARMA, Look at the website pupils to choose another storyAsk some high achieving of their work to tell the rest of class. l l l l l Questions and activities – ways to use the story:Questions and activities – ways

67 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

What are your commitments? A powerful classroom tool for every pupil to explore questions of commitment by Lat Blaylock, RE Today. Use this discussion game with pupils in the 9-11 age range doing work about commitment.

For the teacher Curriculum relevance Here I present a powerful and innovative game The game is purpose built to address questions of strategy for primary RE which enables all pupils commitment, which feature in every level of the RE 8 to clarify their own commitments, including level scale, as a key part of learning from religion. The religious commitments. theme is ‘religion and the individual’: what is expected of people in following their religion? The aims for the activity are to enable pupils to: Achievement l think for themselves about commitments, including Here are some ‘I can…’ statements based upon religious commitments the QCDA non-statutory RE levels that describe the l discuss issues of commitment and the impact of achievements pupils may show when they play the game belief thoughtfully in a small group and tackle the follow up work. l clarify their own commitments through reasoned conversation l think carefully about the commitments of religious If a pupil can say ‘yes’ to some of these, people, including some key leaders. Level they are achieving the level. I can… RE too often ignores or marginalises its concerns about individual expression, and makes too much, by l identify some examples of religious commitments comparison, of its intentions to teach facts. Use this 2 game with your 9-11 year old pupils, and the follow up l respond sensitively to questions about activities that go with it, and let them set the my commitments. expectations of the level of discussion in RE at a high l describe the commitments of others level. 3 l make a link between a religious idea and an idea of mine. Practicalities l show that I understand some examples For a class of 30, you will need to make 8 copies of the of religious commitments gameboard and playing pieces. These are available in 4 l apply ideas like commitment, influence full colour to RE today subscribers on our website, or can or hypocrisy for myself. be copied from pages 69 and 70 below. Cut up the playing pieces, and put a set in an envelope for each l explain the impact of religious group of four players. Arrange the class to sit in groups commitments on people’s lives 5 of four – five works as well, but three is too few. Mixed l explain the impact of my commitments and unusual groups are positively good for this game. on myself and my family. Allow about 25 minutes to play the game, then about 90 minutes if you want to do most of the follow up work. This can be ‘chunked’ into two or three more lessons if you like.

68 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

Working out your own commitments

I’m very committed to…

I’m not sure if I’m committed to…

I’m not at all committed to…

69 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

How to play this game: 1. Make a board and set of cards for each group of four pupils. On the board, a green square stands for things you are committed to, a red one for the things you are not committed to, and an orange space is for things you’re not so sure about. The game still works if you download it as greyscale.

2. Pupils must put the cards in a pile, face downwards, and play in turns, around the group.

3. When itís your turn, you must do three things:

a. read out the top card b. ask the other players where they would put it and why c. ignore them, and put it where you think it goes for you.

Loving my Doing what my Being kind to Working hard family mum says my friends at school

Helping people Getting better Being a better Eating a good less fortunate at football dancer diet than me

Caring for my Getting a lot of Worshipping My future animals money at my holy place

Making the Going to bed Doing my My God world a better on time homework place

Looking after Never being Listening to Being fair my brother racist wise advice and / or sister

Getting a My music: so I My art: so I Playing on a brilliant job practise a lot practise a lot games console

Being a spiritual Being a happy Being a good Being a person person person friendly person

70 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

Afterwards: teaching and learning strategies developed from the game a. Get each group to think about how a character from fiction would play: What are the top commitments for these: Buzz Lightyear/Princess Fiona from Shrek/Hermione Granger/Luke Skywalker/Simba the Lion King/any others. b. Ask pupils what their top five commitments would be. How do these make a difference to their lives? c. Can pupils remember learning about John Wesley? What was he committed to? How about God/other people/ teaching the Bible/a warm heart/loving others? d. Ask pupils which five things in the game they are definitely not committed to, and why. e. Use the three statements overleaf to explore religious commitments. They come from a Hindu, a Jew and a Christian. Get pupils in their groups to read the speech bubbles carefully, and see if they can spot six commitments from each of these twelve year olds. Can they also write a similar speech about their own lives? These should be no longer than 150 words. f. Can pupils suggest why religious commitments are so strong for some people? g. Can pupils think and talk about the commitments of some great leaders or heroes from the religions? What is the rabbi, or the minister or pastor committed to? What about Gandhi or Moses, Jesus or Mother Teresa? h. Use the writing frame below to get pupils to record their thoughts about their own commitments. The focus is on the skill of giving reasons for their answers to questions of commitment. It can be simplified for lower achieving pupils. i. Discuss two big ideas with the class (this is hard, but well worth the effort):

l INFLUENCE. What does it mean? Who is an influence on us? What is it in our lives that makes us committed to some things, not to others? Ask pupils to try and say who has influenced their commitments. l HYPOCRISY. What does this mean? Why do people often say one thing and do another? Why do we find it hard to live up to our commitments?

Adapting the game for younger pupils l Ask six-seven year olds: what really, really matters? l In circle time, write ten items that matter onto cards and have ten number cards as well. l Invite a pupil to say ‘what matters least’ from the ten, and say why. Another pupil does number nine, and so on. l When the list of ten is done, invite any pupil to swap two around, giving a reason. l Produce more numbers, up to fifteen and ask pupils to suggest what five more things we should talk about. Anyone can move the items up or down – if they can say why. l This simple values clarification activity usually shows what matter more than money. l Invite children to do an individual piece of work: money matters, but what matters more – and why? l Ten items you might use: playstation/safety/life/football/love/pets/family/God/learning/food.

71 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

Karam: “I live in Leicester, which is a city of four religions. In my religion, we worship different gods and goddesses. At home we have a shrine to the god Shiva. There’s a murti (you would call it a statue) and we pray together there, all the family, in the morning. It helps us to be calm and to think clearly. I am learning to play rugby at school at the moment. Leicester has one of the best rugby clubs in Europe. One of my commitments is to be vegetarian. We never eat meat, because animals have lives just like us, so it’s better not to kill them. When I grow up, I’d like to run my own business, and make enough money to travel to visit my Indian relatives whenever I want to.”

Hannah: “We are a large family from London, and our faith makes a lot of differences to our way of life. I don’t go to a Jewish school (there isn’t one near to us) but we do lots of Jewish things in our family and on Shabbat at the Synagogue. We try to keep all the Commandments of the Torah. I like the festivals best, and my favourite is Pesach, because I’m the youngest in our family. I am a dancer, but sometimes I miss a performance if it’s on Shabbat. I don’t mind this, because it matters to me to follow the Torah. I want to be a professional dancer when I grow up.”

Chris: “Me and my family live in Lincoln. I like football, and I usually play every Saturday in the season. I like Spiderman comics. I draw my own versions of Spiderman stories when I have time. My religion is important to me as well. My family go to worship every Sunday, and I enjoy my group at church (It’s called ‘Pathfinders’, because we’re trying to find the best path to live life). I think it’s important to pray and worship. Jesus gave us life, he gave his life for us, so I want to give something back. When I grow up, if I’m not good enough to be a footballer, then I’d like to work for Christian Aid, travelling in less developed countries to try and help people in need.”

72 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

My own top five Some reasons for my Something I do to show commitments commitments I am committed

1 This matters most to me To put this into action I…

2 I’m very committed to this one This makes a difference to because… my life by…

3 My reason for choosing this The impact of this one is… is…

4 This is important because… This commitment means that I have to…

5 I care about this because… I show this commitment by…

73 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

Making sense of art in RE

The Dalit Madonna The Crucifixion The mocking of Christ

The washing of the feet Flight into Egypt

74 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? Think of three questions you would like to ask Think of three questions you would like about the Christmas story. Jesus’ mother, Mary, about the what you like Write a sentence to say too. like you don’t and anything picture, The picture shows Mary Jesus. and the baby What do you Imagine Mary a prayer. is saying think she is praying? 6. 1. 2. 3. 8. 5. You have been learning about commitment. have You to be committed What do you think mums have a baby? have to when they Choose five words that say how the picture Choose five words that say why you feel. Write them here and say makes you chose them. 7. 4. What three colours did the artist use most? This painting was made by Jyoti Sahi, born in Jyoti Sahi, made by This painting was India in 1944. It is called ‘The Dalit Madonna’. as one of the Jesus’ mother, It pictures Mary, who are often left out or Dalit people of India, Jesus’ might Mary, victims of prejudice. Why been left out? have mother, What can you see in the picture? 3. 2. 1. Making sense of a work of art in RE / eight questions

75 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? You have been learning about commitment. have You What does this picture show about Jesus’ commitments? Is he more committed to himself or other people? Why? about the what you like Write a sentence to say too. like you don’t and anything picture, In a group of three, make a photo of this scene. make In a group of three, the other two try the picture, to set One take this. How do you feel doing it up exactly like this? What is good about your photo? do thinking in this were you think Jesus and Peter scene? 7. 8. 6. This picture shows that Jesus was not proud. This picture shows that Jesus was The opposite of ‘proud’ is ‘humble’. Who do you know who is humble? How does it show? Think of three questions you would like to ask Think of three questions you would like about this story. Peter 5. 4. Your teacher will read you the part of the Bible Your that this painting comes from. Choose some words from the reading that explain what is and write them here. going on, Jesus is washing Peter’s feet. Washing people’s people’s feet. Washing Peter’s Jesus is washing it was Why feet is not done much today. important feet in Jesus’ time? to wash What can you see in the picture by Ghislaine What can you see in the picture by born in 1953? who was Howard, 3. 2. 1. 2. 3. 1. Making sense of a work of art in RE / eight questions

76 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? You have been learning about commitment. have You What does this picture show about Jesus’ commitments? Is he more committed to himself or other people? Why? about the what you like Write a sentence to say too. like you don’t and anything picture, been learning about commitment. have You What does this picture show about Jesus’ commitments? Is he more committed to himself or other people? Why? about the what you like Write a sentence to say too. like you don’t and anything picture, In a group of three, make a photo of this scene. make In a group of three, the other two try the picture, to set One take this. How do you feel doing it up exactly like this? What is good about your photo? do thinking in this were you think Jesus and Peter scene? The painter has imagined the story happening crucifiedin modern in your times. If Jesus was where would it happen? Describe what town, would be like. 7. 8. 7. 8. 6. 6. This picture shows that Jesus was not proud. This picture shows that Jesus was The opposite of ‘proud’ is ‘humble’. Who do you know who is humble? How does it show? What colours has the artist used mostly in the picture? Think of three questions you would like to ask Think of three questions you would like about this story. Peter a good man. How Most people think Jesus was did it happen that he had such a horrible death, do you think? 5. 5. 4. 4. Your teacher will read you the part of the Bible Your that this painting comes from. Choose some words from the reading that explain what is and write them here. going on, teacher will read you the part of the Bible Your that this painting comes from. What did you notice that you did not know before? Jesus is washing Peter’s feet. Washing people’s people’s feet. Washing Peter’s Jesus is washing it was Why feet is not done much today. important feet in Jesus’ time? to wash crucifixion. killed by Compare the Jesus was Count the people in picture to the Bible story. of the See how many the picture – how many? Can you get four? people you can identify. What can you see in the picture by Ghislaine What can you see in the picture by born in 1953? who was Howard, William What can you see in the picture by 90 years ago? painted over Roberts, 3. 3. 2. 1. 2. 3. 2. 1. 2. 3. 4. 1. 1. Making sense of a work of art in RE / eight questions Making sense of a work of art in RE / eight questions

77 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? You have been learning about commitment. have You What do you think a soldier is committed to? or Are these soldiers doing something wrong, do you think? just doing their job, about the what you like Write a sentence to say too. like you don’t and anything picture, Think of three questions you would like to ask Think of three questions you would like the soldiers. 7. 8. 6. 1. 2. 3. The picture shows Roman soldiers. What do you know about the Romans? Choose five words that describe how Jesus looks in this picture. What might his feelings be? 5. 4. Choose four words that describe the picture. This painting shows soldiers (how many?) being This painting shows soldiers (how many?) cruel. What does it remind you of? What can you see in the picture? It is called Rogers painted The Mocking of Christ and Peter it in 1961. 3. 1. 2. 3. 4. 2. 1. Making sense of a work of art in RE / eight questions

78 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now? You have been learning about have You commitment. What can you tell from this story about how mums and dads show their commitment to their children? 7. You have been learning about commitment. have You What do you think a soldier is committed to? or Are these soldiers doing something wrong, do you think? just doing their job, about the what you like Write a sentence to say too. like you don’t and anything picture, Think of three questions you would like to ask Think of three questions you would like the artist. Discuss with a partner how he might answer. Think of three questions you would like to ask Think of three questions you would like the soldiers. Write a sentence to say what you like about the what you like Write a sentence to say too. like you don’t and anything picture, 7. 8. 6. 1. 2. 3. 6. 1. 2. 3. 8. The picture shows Roman soldiers. What do you know about the Romans? Choose five words that describe the Holy Family Choose five words that describe the Holy Mary (Joseph, and Jesus) in the picture. Choose five words that describe how Jesus looks in this picture. What might his feelings be? The picture shows the family escaping from asylum were King Herod. They a vicious man, in Egypt.seekers What do you know about today? asylum seekers 5. 4. 4. 5. Choose four words that describe the picture. What can you see in the picture? It is called Nicholas ‘Rest on the Flight into Egypt’ by Mynheer. This painting shows a tree in desert. about What do you like it? What does it remind you of? This painting shows soldiers (how many?) being This painting shows soldiers (how many?) cruel. What does it remind you of? What can you see in the picture? It is called Rogers painted The Mocking of Christ and Peter it in 1961. How much of each colour has Nicholas used? his top five colours of paint here? What were What mood does that make? 3. 1. 2. 3. 4. 1. 2. 2. 1. 3. Making sense of a work of art in RE / eight questions Making sense of a work of art in RE / eight questions

79 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

A famous new year prayer from the Methodist Church Methodists hold an annual Covenant Service to celebrate all that God means to them. They affirm that they will give their whole lives and all their choices to serve God. This first began in 1755 – over 250 years ago. Most churches hold the service in the New Year, but some hold it in September, at the beginning of the Methodist year. The traditional Covenant Prayer (shown below) makes it very clear that this commitment is a serious one. It is about giving your whole life to God. Most people find it quite tough to say it, and really mean it. But the prayer is so central to the Christian life that other Churches also use it as a way of showing commitment to God.

Many people like to think they belong to themselves. But this prayer is about doing what God wants, not what we want. Would you dare say it? It can feel very hard to give up our own choices, but this prayer is like a love poem to God. It is only said by choice!

Original version: Alternate version: I am no longer my own but yours. I am no longer my own, but yours. Put me to what you will, Your will, not mine, be done in all things, rank me with whom you will; wherever you may place me, put me to doing, in all that I do put me to suffering; and in all that I may endure; let me be employed for you, when there is work for me or laid aside for you, and when there is none; exalted for you, when I am troubled or brought low for you; and when I am at peace. let me be full, Your will be done let me be empty, when I am valued let me have all things, and when I am disregarded; let me have nothing: when I find fulfilment I freely and wholeheartedly yield all things and when it is lacking; to your pleasure and disposal. when I have all things, and when I have nothing. And now, Glorious and blessèd God, I willingly offer all I have and am Father, Son and Holy Spirit, to serve you, as and where you chose. you are mine and I am yours. So be it. Glorious and blessèd God, And the covenant now made on earth, Father Son and Holy Spirit, Let it be ratified in heaven. Amen. you are mine and I am yours. May it be so for ever. Let this covenant now made on earth be fulfilled in heaven. Amen

A movement pattern for the prayer Ask pupils to make a chant of this prayer, and a movement pattern to go with it. Get them to work in small groups of about eight for this, and perform their chant and movement pattern to others in the class. A poetry activity: Ask pupils to write a seven-sentence poem using the stems from the prayer. Tell them it is a poem about a turning point in life. For example: I am no longer... In all that I do...When there is...When I am...When I have...I willingly...May it be... Or alternatively use these sentence starters: I am no longer... Line me up with... Let me be... Give me... I freely give... So now... Let it be... Use this as a possible starter. They could write for themselves, or in role – Harry Potter, Bart Simpson, David (and Goliath), Mother Teresa.

An art activity: can you create a work of art to illustrate the meaning of one line of the prayer?

80 YEAR 6 Commitment to Christianity: Is it long ago and far away, or is it here and now?

Picturing the Covenant Prayer: Create seven symbols, logos or pictures that express the meaning of each section of the prayer. Sketch yours out in column three.

I am no longer my own, but yours. Put me to what you will,

rank me with whom you will; put me to doing, put me to suffering; let me be employed for you or laid aside for you,

exalted for you or let me be brought low for you;

let me be full, let me be empty. let me have all things, let me have nothing.

I freely and whole heartedly yield all things to your pleasure and disposal.

And now, glorious and blessèd God, Father, Son and Holy Spirit, you are mine and I am yours. So be it.

And the covenant now made on earth, let it be ratified in heaven. Amen.

Years

7 - 9

Global, local and personal: How does Christian identity make a difference to life? This unit of work for Religious Education has been written as part of a project with the Methodist Church to provide some non-statutory exemplification of good teaching and learning in RE. YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

Global, Local and Personal: How does Christian identity make a difference to life? Years: 7-9

About this unit: This RE Curriculum plan for pupils aged 11-14 uses questions about belief to focus learning.

There will be an emphasis on pupils’ own developing enquiry skills and on their ability to develop arguments, express ideas and insights of their own, handle diverse views and consider questions about respect for all and about spiritual issues. Using controversy and role play, some issues facing the Methodist Church will be presented in highly interactive ways to prompt the students to engage, reflect and respond for themselves. This will include case studies from the different agencies of the Methodist Church. There will be a focus on relating the teaching and example of Jesus to issues of justice in the modern world.

The themes on which the unit is based are to do with beliefs, teachings and authorities and to do with religious community life.

Pupils will be offered experiences such as discussing religious and philosophical questions, considering a wide range of human feelings and emotions, and reflecting on their own beliefs and values in the light of what others say. They will learn about the work of a Methodist minister, and the charity All We Can, and will consider a role play about Methodist church buildings.

Estimated teaching time for this unit: 10 one hour lessons. The unit provides enough material for about 16 lessons, so be selective and use what helps your pupils most. Of course, the learning can be delivered in many different ways over longer or shorter sessions, and teachers might be selective in planning which parts of the unit to highlight. The emphasis should be on depth of understanding, not mere coverage!

Key concepts addressed in this plan This unit enables pupils to examine questions with regard to beliefs, teachings and sources (AT1), and questions of identity, belonging, values and commitments (AT2).

Attitudes focus: the unit provides opportunities for the development of these attitudes This unit will help pupils to explore attitudes of: l appreciation and wonder by recognising that knowledge is bounded by mystery, and ideas and beliefs about God are often shared in stories and symbols l self-awareness by recognising their own uniqueness, their own beliefs and values and their own sources for a sense of self worth and becoming increasingly alert to the challenges each person faces in trying to live for the wellbeing of all l respect for all by developing a willingness to learn from those whose beliefs they may not share l open-mindedness by engaging in positive discussion and debate about varieties of religious and human identity.

85 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

The unit will provide these opportunities: l Pupils have opportunities to consider concepts of love, justice, unselfishness and altruism in examples from Methodist Christianity l Pupils have opportunities to consider a diverse range of views about questions of motivation, spiritual power, changing lives and the impact of love, forgiveness, respect and the pursuit of justice on human life; l From the study of Christianity, pupils are encouraged to meet the challenges of their own lives with virtues such as hope, courage or determination l Pupils will be able to think about their own experiences and views in relation to questions of wealth and equality, conflict and forgiveness, and commitment and conviction.

Contributions to spiritual, moral, social and cultural development of pupils: l Opportunities for spiritual development come from thinking about the challenges of Christian love to both believers and non-believers and from considering the impact of beliefs about God on people’s lives, and their own views. l Opportunities for moral development come from expressing students’ own views about justice, love and the ‘better world’ that so many claim to believe in, and developing ideas about the links between beliefs and values beyond a simple level. l Opportunities for social development come from thinking about Methodist community life and its impact on individuals, congregations and the wider world. l Opportunities for cultural development come from engaging with some of the cultural diversity of Methodism in the UK and globally, thinking about the range of cultural expressions Christian faith takes and their own ideas and taking account of the diverse stories, community life and beliefs they encounter.

86 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

Vocabulary & Resources Concepts In this unit, pupils Teachers might use: will have an Web opportunity to use The National Association of Teachers of RE (NATRE) has two excellent web starting points for these issues: words and phrases www.natre.org.uk/spiritedarts enables pupils to view and judge numerous works of pupil art on key related to: Biblical stories and spiritual ideas from young people. Online searchable sacred texts from different religions at: www.ishwar.com Agape www.reonline.co.uk (excellent Gateway) Ageism www.christianityonline.com (general site on Christianity) Apartheid www.request.org.uk (excellent General Site on Christianity) Charity www.globalgang.org.uk/reallife/toptrends/index.htm (Christian Aid) Christian www.methodist.org.uk/ (The Methodist Church) Discrimination www.church-of-england.org/ (The Church of England) Eros www.anglicansonline.org/ (Anglicanism Online) Forgiveness www.quaker.org The Society of Friends (Quakers) Justice www.baptist.org (Baptist news and views) Love www.salvationarmy.org.uk/ (The Salvation Army) Philia www.allre.org.uk/shells/strath cafacts.html (Christian artefacts) Poverty www.wcc-coe/org (World Council of Churches) Prejudice http://ds.dial.pipex.com/srtscot/ (Science, Religion & Technology project) Racism http://bible.gospelcom.net (Bible Gateway) Reconciliation www.bbc.co.uk/religion/sog/index.shtml (Son of God TV Series by Jeremy Bowen 2001) Service www.culham.ac.uk/sec (Christian Festivals Culham College Resource) Storge http://graphics.crosssdaily.com/christianwebdir.php (Christian Graphics) Sexism www.dark.net/pub/webbge/jesus.htm (Jesus Christ – Images, art & photographs) http://bestmark.com/christms.html Victorian Christmas carols (sound) www.churhmusic.org.uk/ Anglican church music (sound) Books Christianity for Today – Carrie Mercier (Oxford University Press) ISBN 0-19-917240-4 Jesus for Today – Chris Wright (Oxford University Press) ISBN 0-19-917239-0 Directions BK 1 – Ina Taylor (Nelson Thornes) ISBN 0-7487-6387-2 Directions BK 2 – Ina Taylor (Nelson Thornes) ISBN 0-7487-6388-0 Connections’ Books A and B – Ahluwalia, Lovelace, Mayled, Walker & White ISBN 0-340-80484-X (Hodder & Stoughton) This is Christianity books 2 and 3 Michael Keene (Stanley Thornes) Understanding Christianity 2 – Sue Penney (Heinemann) ISBN 0-435-36795-1 Christianity – Ina Taylor (Stanley Thornes) ISBN 0-7487-4342-1 Committed To Christianity – Series of different denominations RMEP Faith In Action – Series of different inspirational biographies RMEP This is RE! Bk2 – Large, Ingham & Parker (John Murray) ISBN 0-7195-7521-4 Think R.E.! Bk2 – Brewer, Mantin, Smith & Wood (Heineman) ISBN 0-435-30726-6 Thinking Through Religious Education – Vivienne Baumfield (Chris Kingston Publishing) Film and video Wishing you Were Here – Christian Aid More Than Champions – SP Trust What’s It Like…? – Channel 4 Tourism – Don’t Forget Your Ethics – Tearfund Bridging The Gap – Tearfund Words Into Action – BBC Speaking For Ourselves – RMEP Martin Luther King & The Civil Rights Movement – Educational Media Film & Video Ltd Mother Teresa & Her World – St Paul AV Productions The RE Collection – BBC

87 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

Expectations: At the end of this unit:

Pupils working l describe some ways in which Methodists worship, serve and share their lives at level 3 will l use some of the key vocabulary of belief and community be able to: l make links between Methodist Christian beliefs and actions and behaviour in the community l make links between different aspects of Methodist community life – eg how does All We Can link to a church in Britain? How is Christian belief about Jesus connected to Methodist worship?

Pupils working l use religious concepts simply, such as belief, community, sacred text, holy writings at level 4 will l show an understanding of some different perspectives on Methodist community life be able to: l apply ideas from two different perspectives to what believers say about what matters in Methodist community life l show how religious beliefs, ideas and feelings can be expressed in a variety of forms, giving meanings for symbolism used.

Pupils working l use accurately and thoughtfully the language of religion and of Methodist Christianity to at level 5 will explain similarities and differences between beliefs be able to: l explain the impact of aspects of Methodist life - eg All We Can, worship, community action – relating this to the teachings of the Bible l express thoughtful opinions, supported with reasons, about issues in spiritual and religious life l explain some ways in which Methodist beliefs and values have an impact and make a difference l make informed responses to Christian values and commitments in the light of their learning l use accurately and thoughtfully the language of spirituality and morality to explain their responses to questions about God, worship, justice and spiritual life.

Pupils working l use concepts and ideas from religious study and from Methodist Christianity to interpret at level 6 will ritual, scripture or ethical principles in Methodist life be able to: l explain with reasons what it means to belong to a faith community such as Methodism, and how religious beliefs and ideas can be expressed in a variety of forms l develop and express clear arguments in relation to religious, spiritual and moral issues l develop and express insights into the reasons why Methodism grows and declines in different contexts l express insightful views and interpretations of their own into questions such as: does every human need a community? Can All We Can change the world? Why is justice so hard to establish? What functions and purposes does worship serve for the community and the individual?

88 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

ASSESSMENT SUGGESTION: A formal assessment of each pupil’s work is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best. 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 material studied throughout the unit across the ability range.

For this task, pairs or individuals are asked to reflect upon and express their learning from the unit by tackling four questions selected from the ten below.

1. What are the three main ways you have noticed that being a Christian influences a person’s life? Do you think Christianity is a good influence? Why?

2. John Wesley said: “Reading, hearing, and meditating on the Bible are God’s means of grace for all persons”. Many Methodist Christians read the Bible every day. How do you think your life would change if you followed the teaching of the Bible? If everyone did this in your town, how might life get better?

3. Describe three ways Methodist Christians try to put the love of God into action. Explain your own reaction to these activities.

4. What different factors have an influence on the behaviour of Methodist Christians when they worship? What do people put into worship, and what do they get out of it? Answer, making reference to Christian teachings and your own views as appropriate.

5. What has All We Can done to change the world? If you were advising All We Can about links with other charities, what would you suggest?

6. If a Methodist church building is no longer in use for worship, what do you think should be done with the building and why?

7. What have Methodist Christians done to make a more just world? Which examples impress you the most and why?

8. What would be good and what would be not so good if all Methodist churches used modern music for their worship? If you were trying to attract young people to a church, what sort of worship would you set up?

9. What does a minister do to support people in the community? How does the Bible guide a minister in this?

10. Imagine Jesus is coming back, and he takes a look at the Methodist churches around Britain. What would he like about what he sees and why?

89 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Points to note Points Soaps like EastEndersSoaps like of a range usually have moral dilemmas ongoing be suitable: would which teachers need to focus thinking on religious and spiritual questions arising. Focus on the concept of made INFLUENCE – what Who made them them do it? that? like behave Alternative G&T activity – sort influences in those that come from the wider society/religious tradition; and the individual the group; approach (use of interpretive – children as ethnographers Use concentric pedagogy). circles representation to sort influences into the three sections and aid visual Pupils can next learning. of the three consider which spheres had the strongest influence on the individual for each case. Learning outcomes Pupils can understand that things influence the many decisions people make way (L4) Pupils can reflect thoughtfully upon the influences that cause people certainto make decisions in certain ways and behave (L4) Pupils can explain their responses to moral varied dilemmas and the influences upon their decisions (L5) Pupils can interpret insightfully some examples people make of how decisions based upon and certain influences, account for the impact of morality on individuals and communities (L6). Give groups role play situations or discussion cards to act out/discuss. (eg incidents of stealing, (eg incidents of stealing, situations or discussion cards to act out/discuss. role play groups Give variety of Groups then come up with a exclusion). betrayal, lying, selfishness, dishonesty, bullying, endings feel most pupils discuss which In pairs, and negative. positive different possible endings, What influenced their decisions? with their reasons. individually, appropriate to them, What influenced their decision? Why? different decisions? Did people make Groups reconvene. class. school, tradition, family, Peers, of influences upon people. Discuss the range books, TV, community, school, friends, Feedback and compile findings: influences on us all (eg parents, religion etc). law, internet, In trios, discuss important values/beliefs eg do you feel it’s wrong to kill animals for pleasure? But feel it’s eg do you discuss important values/beliefs In trios, to world give of ending starvation for children? But do you in favour Are you vegetarian? are you impacted upon have would such values/beliefs Feedback and consider if any charities?). development the decisions made in response to situations first activity. Pupils pick out the there is a moral dilemma. TV Soap where or an extract from a current movie Show those them to make What motivated the character/s and discuss. moral decisions that are made by own would their How had a bearing on the decision taken? What influences/values/beliefs decisions? decisions compare/why? Groups prioritise for the characters in soap and Write four-six different influences on cards. before Discuss in groups at the beginning. for the decisions made in role plays/discussions then revisit with examples. recording individual views will learn and tell them they more pupils with some striking quotations from Christian ethics, Challenge This task Pupils write a reflection on the things that influence them. lessons. about this in the next few this influences columns: things that influence me: how into two dividing answers could be supported by decisions I make.

Role play peer pressure: Role play l l l Influence: a subtle factor in all our lives l l l l Teaching and learning Teaching Key Question: What influences people in making decisions? How does faith influence Christian people? Question: Key Learning objectives Pupils should learn: things that many to know influence people in decision making to understand how beliefs influence behaviour and to reflect upon, moral respond to, dilemmas to begin apply Christian ethical ideas for themselves.

90 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Points to note Points Using the Bible is a sophisticated process: beyond goes this work but proof texts, to only halfway maybe adult understanding. will want to Teachers to get think about how their GCSE or 14-16 olds to become year interpreters of the Bible. The main resource need for this is you Tray’ In ‘The Minister’s See pages exercise. 104-107. Learning outcomes Describe what a minister does to Describe what (L3) to Friday help people Monday Apply the idea of Christian or community for fellowship (L4) themselves and why Explain with reasons how Christians use the Bible as a guide to life (L5) texts from the Bible Interpret key in the light of that for themselves stories carry beliefs in a symbolic to a storyway from a religion and written themselves story have they (L6) Interpret biblical texts in relation to contemporary moral or religious and express issues for themselves, study insights into the issues they (L6) on human religious views Evaluate questions of meaning identity, and and purpose on values commitments using appropriate and examples (L7). evidence What was the item you dealt with? What was the item you ‘a tricky one’? is this Why does the Bible guide minister? ways In what What alternatives or choices does the minister face? to the minister? advice What is your

Pupils work in pairs on some issues facing a minister in their weekly work. Pupils learn to apply ideas work. in pairs on some issues facing a minister their weekly Pupils work opinions and responses in the light of Bible their own developing from the teaching of Bible, some Christians use the Bible as a moral and and why This will help to understand how teaching. spiritual guide. the teacher for learning:parts These should be selected by one or two The class will be split into groups. will enable progress but mixed ability grouping are more suited to the most able pupils, of the work well in many groups enable learning gender Mixed are too large. fives Threes or fours are good, for all. circumstances. to deal with one Monday ‘in-tray’ one of nine items that the minister finds in their are given Pupil groups research and report on should discuss, Each of the groups 105-106). morning (see pages referring to the Bible in detail. (at least) one of the problems to rest class, fifty-minute lessons: ten minutes to brief the two have If you The activity should be structured. class about sources of information; Next lesson: 9 x 4 minute forty minutes to prepare their report. Last 15 minutes for preparing to write up the explain and respond to the situations. presentations which learning. questions for students bring some structure The following to the work. 1. 2. 3. 4. 5. or a A PPT slide, or a report back sheet. prompts could be structured into a writing frame, These five keeping it focused and group feedback, good aid to this kind of a is always piece of flip chart paper, informative. can be copied They but no easy answers. students something to think about, Biblical references will give up. or looked like, if you in advance maximum. should each report The small groups back to the rest of class in four minutes,

The minister’s in-tray The minister’s l l l l Group work structure: l l l l

Teaching and learning Teaching Key Question: What does a Methodist minister do all week? How the Bible help Christians deal with their problems? Question: Key Learning objectives Pupils will: deepen and develop their understanding of Christianity through careful consideration of some typical issues and might problems which face a leader of church community key practice and develop especially their skills, working skills of enquiry, with others and problem solving apply their learning about Christian beliefs including and values, to a biblical text, particular situation or problem.

91 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Interpretation skills: A structure for thinking about sacred texts called ‘Spiral Commentaries’ Text to enable is available pupils to develop their thinking about making sense of the Bible – email [email protected] like would if you a copy. How and why do Christian ministers try to help the community? and why How questions? wisdom, advice, giving support, these kinds of roles, else have Does anyone activities? with the minister’s to go (or just one or two) write nine prayers Can you makes find that prayer can you What evidence and why? these? How help in situations like Does prayer ask?) a difference? (Who could you

To reflect on: To l l l l

92 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Points to note Points Many text books have text books have Many quotes from Christians, such as Christianity – Carrier For Today Mercier (Oxford) RMEP produce a called video/DVD Speaking For may which Ourselves , be also useful. G&T activity: Introduce comparison element. Examine Sikh identity picture (“Everything printed in RE Am”, I textbook Framework and online) – which are are beliefs/which Identify behaviour? some similarities and differences between the Sikh example and the Christian example. Learning outcomes Pupils can make sense of text Pupils can make and other sources to identify beliefs of apply some of the key Christianity (L4). Pupils can understand the different factors that help Methodists to tradition, decisions (Scripture, make applying the reason experience), (L4). ideas for themselves some key Pupils can explain how kinds various Christian beliefs make of individuals of impact on the lives and communities (L5). Pupils can explain the impact of experience and reason, Scripture, tradition on Methodists as they decisions about ethics (L5). make arguments Pupils can develop their interpretations of that show (L6). different ethical points of view

a quote sheet of 15 biblical texts, drawn from sources such as: drawn a quote sheet of 15 biblical texts, quotes from Christians re: Christian teachings video clips/DVDs extracts from sermons.

What do Christians get from the Bible? What do Christians get on flip chart outlines of a human being – maybe large two students to make of three or four get In groups of resources to enable pupils identify the principle beliefs a Christian and a range Provide paper. impact on behaviour. might use; You l l l l Discussion: How do Christian beliefs impact on behaviour? - 1 Corinthians 13 5–7 - Matthew 22 - Matthew 6 - Luke look at and write each they Christian beliefs and teachings from the evidence Groups identify six to ten key out: if you Then ask them to work Stick these on the inside of human outline. item on a post it notes. must translate beliefs and teachings They do? you to what difference does it make then what this, believe and link them with arrows to the beliefs Write these outside the human outline, into possible behaviours. interior The purpose of this activity is to help pupils see the links between and teachings on the inside. looking at another to circulate, Get groups beliefs and their visible impact: reinforce this idea carefully. does belief or teaching findings: how then ask each pupil to compile their own and outlines, evidence group’s or action? a difference to behaviour make Teaching and learning Teaching What implications are there for the Christian’s way of life? How might this impact on the community in which might this impact on the community in which of life? How way What implications are there for the Christian’s to back up opinions a reason for point of view, pupils to give need to encourge Teachers live/work? they Use the resource on next page, in speaking and writing. at every point, with ideas and arguments, Scripture and experience are tradition, thinking about reason, how – it shows ‘Methodist Quadrilateral’ the pupils some examples of current debates in Methodism, Give combined to help with ethical decision making. be found via www.methodist.org.uk/conference. may which Key Question: What influences a Christian in their decision making? Question: Key Learning objectives Pupils should learn: to understand some beliefs of of the key Christianity and their origin beliefs to consider how influence the behaviour of some Christians.

93 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

The Methodist Quadrilateral is a way of relating the influences of Scripture, reason, experience and tradition in making Christian decisions.

Scripture: Tradition: We seek to discover the word This is the wisdom and creativity of God through reading the Bible. of Christians over time and across There are different understandings the world. It includes inspirational among Methodists about the Bible’s material like hymns, songs, prayers, authority in our lives. We need to poetry, Christian art and devotional use resources like different Bible books. There are also formally translations, commentaries and agreed teachings like the creeds, Bible reading notes. the content of the catechism, and statements and reports from the Methodist Conference.

Reason: Experience : We are called to love God with our Methodism particularly stresses minds as well as with our hearts. the importance of our own To the best of our ability we need to experience of God’s grace working think things through in the light of in our lives. We gain wisdom reason. This means becoming aware and maturity from life experience, of different points of view, and using especially when we pray and our own critical thinking to make reflect about our story with other sense of God’s world. Christians.

94 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Points to note Points As with many RE As with many this is a topics, area. sensitive their develop Teachers of making ways own own sure the pupils’ experience is valued, and troubled children work can find this them a Give powerful. chance to talk more with need it, if they or another yourself qualified adult. in action Love matters to Methodist following Christians, teaching St Paul’s is ‘Love in the Bible: or more than words Examples such talk.’ as Hugh Price Hughes, and the Lord Soper, Martyrs Tolpuddle an aspect each show Twenty- of this idea. first-century examples are important too. Learning outcomes Pupils can: the simple links between make and Christian teachings of Jesus actions (L3) Christian links between make from the Bible teaching about love (L3) and ideas of their own of meanings understand a variety (L4) ‘love’ the concept of Christianity understand what (L4) teaches about love makes explain with reasons what ‘both sides’ relationship on a good (L5). Idea storm what pupils think of when they hear the word ‘love’. Use this to generate a mind-map that Use this to generate ‘love’. hear the word they pupils think of when Idea storm what uses the ideas to describe term in its fullest sense. Eros caritas), (altruistic Agape love, – (from CS Lewis) the four Christian definitions of love Investigate one word Consider how of things). (the love Storge brotherly love), of a friend, Philia (love love), (lovers’ or just one? for love, four words to have Is it good has become all-encompassing. Through DVD, Report back and discuss. 6:27-36. Luke Groups research texts such as 1 Corinthians 13, means to Christians in its love add details to understand more fully what Christian texts etc. visitors, Christians put this into practice. in which broadest sense and ways the meaning of concept love to convey Pupils could then create posters for a Christian company in real life situations and read out different examples of love Scenarios on types of love: in the religion. to four different corners of Pupils could move in action. it shows type of love pupils must explain which the scenario demonstrates. the room to express their position of type love What does love like? What is love making lists in pairs of the characteristics love. Pupils begin by between and emphasise the love here, about the different kinds of love Talk feel? does love do? How and respond sensitively. discussion, Recognise that this is a sensitive members of the family. from 1 Corinthians 13 on the of Saint Paul and think about the words Ask pupils to listen and study this and ask the pupils why are often read at Christian weddings, Explain that these words topic of love. Why? are also read at funerals sometimes. They might be. might create some They can. of this chapter the Bible if you Ask pupils to listen a sung version in a PowerPoint might select photos to go They with the song. or dance patterns to go movement task. homework the reading – a good sequence to accompany and see if there are links between Ask pupils to think of other poetry about love, know or songs they these songs and poems the text from 1 Corinthians 13. own about Ask them to write reflections of their centred on a page. of the text, each pupil a copy Give and decoration. the text beautiful with calligraphy and to make around the edges, love

What different types of love are there? l l What do you believe? Christians believe God has given humanity the gift of love. l l teach about love? What did Jesus l l l l l Teaching and learning Teaching Key Question: What do Christians think about the meaning of love? What do I think? What do Christians think about the meaning of love? Question: Key Learning objectives is to consider what meant ‘love’ by to understand the different meanings of in Christianity love to identify Christian love in action to understand that behaviour Christians’ by their is influenced describe To beliefs. and understand the teachings of Saint in the Bible about Paul and to broaden love, and deepen their own understanding.

95 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? All may be saved. be saved. All may All need to be saved. All need to be saved. All may know themselves saved. know themselves saved. All may All may be saved to the uttermost. be saved All may Methodists teach that all can be saved, and that all can know they are saved. A traditional summary of are saved. they and that all can know Methodists teach that all can be saved, Methodist teaching says:

Methodists have always been clear that no-one is beyond the reach of God’s love. Salvation is there for Salvation love. the reach of God’s been clear that no-one is beyond always Methodists have Methodist and why Consider with pupils how and not just for a chosen few. turns to God, who everyone in to the question: Can ways Here are some good into action. theology’ ‘inclusive Christians can put this story Billie McCurrie’s (see it in nine minutes at vimeo.com/25321746 ) is one example murderer be saved? but a Baptist minister. became not just a Christian, – a murderer who What is an ‘inclusive theology’? What is an l

96 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

All of these charities have excellent All of these charities have can form the main part which websites of their research. KS2 pupils look at Christianity in so ensure there is no repetition Action, if at of chosen organisations/people Where it is unavoidable all possible. is built on and ensure prior knowledge extended. Muslim Aid www.muslimaid.org/ Islamic Relief www.islamic-relief.com/ Hindu Food Relief www.foodrelief.org/ InternationalSewa www.sewainternational.com/ action for a just world Tzedek - Jewish www.tzedek.org.uk/ Christian Aid www.christian-aid.org.uk/ Fund: Christian Tear www.tearfund.org/ Buddhist: The Rahula Trust www.rahula-trust.org Rokpa UK: Buddhist www.rokpauk.org/ Aid Sikh: Khalsa www.khalsaaid.org/ Points to note Points Pupils can: Christians describe how to demonstrate endeavour in action (L3) ‘love’ compassion apply ideas like and service to the needs of face starvation (L4) those who in explain some of the ways Christians and others which put their faith into action may through charity in global settings (L5) explain similarities and charities differences between giving from different religions, about reasons for their views them (L5) interpret and account for the impact of faith in global giving charitable activity, of arguments in favour work strengthening charities’ (L6). Learning outcomes In groups, pupils should investigate All We Can’s work. They might do this alongside an They work. Can’s We All pupils should investigate In groups, examples of a better known There are many charity. of another development investigation Fund, Tear Aid, eg Christian in action, demonstrate Christian love Christian charity which Can We All but use Refer to these, CAFOD. Young, Care and Relief for the Army, Salvation the charity does and Pupils should research into what as an example for shared work. a specific recent example of its actions/ lives/explore to people’s the difference it makes examine its Christian inspiration and links to love. Groups could research a different charity each and present (‘teach’) their findings to the rest of the class. from Christian charities to come visiting speakers organise or in addition to, Alternatively, Christian love shows their work into the school to talk from a personal standpoint about how with such organisations. work Pupils can prepare questions to put people who in action. thinking of questions that relate to by Pupils could prepare questions for visiting speakers This will enable a wide tradition. the three spheres of influence – individual/group/wider pupils to understand the and will allow both personal and general, of questions, variety group and the individual, dynamic interaction between influence of beliefs on actions as a wider tradition. for relief and There are lots of charities from other religious communities that work Ask pupils to research and find out about one of in relation to global poverty. development See the notes column for examples. starting points. are good Websites these with a partner. look to non-Christian Include possible sideways Discussion/reflection on visiting speakers. Link to other charities and consider that charitable action is not the preserve of the religious. the visiting speakers on individual non-Christian motivations (possibly drawing motivations all the same? Does religion Are they Should all these charities be united? referred to). the world for better? Raise and to human compassion? Can faith change add anything on this theme. ‘big questions’ explore some

All We All We Can l l l l world religions charities need, World l What do we think? l Teaching and learning Teaching Key Question: How is Christian love shown in the work of All We Can? How does it relate to other charities? We All Question: How is Christian love shown in the work of Key Learning objectives Pupils should learn: to understand the work of a Methodist Christian charity to identify Christian love in action to understand that behaviour Christians’ by their is influenced beliefs.

97 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

Points to note Points The Britkid website has The Britkid website resources some good in on Islamophobia, particular on a grid closed and open views of Islam. http://www.britkid. org/si-islamophobia. html written in This unit, will always 2012, benefit from up to The date case studies. Methodist Education be Department may able to help – but the best ones are probably those teachers find locally. Pupils can: describe some things that are just unjust in their opinion, and others, injustice, justice, apply ideas like prejudice and fairness for (L4) themselves understand that justice is a but that it matters to disputed idea, (L4) everyone Christianity in which explain ways tries to combat prejudice and discrimination (L5) explain similarities and differences in teachings about prejudice and Christianity and racism between of the world (L5). other views Learning outcomes Ask for examples of justice and injustice. Martin Luther King campaigned against injustice. What is Martininjustice. Luther King campaigned against Ask for examples of justice and injustice. Could include link to Human Rights and UN justice? Create a class mind-map or areas. meant by Look at British justice Discuss if justice is the same thing as being fair to another person. Declaration. should happen Discuss what such as the Birmingham Six. of justice, system and possible miscarriages groups scenarios more recent cases? Give Other, What about Guantanamo Bay? justice misfires. when Groups discuss and report back on their situations. illustrate possible injustice. on cards which is. the real mother of a baby read 1 Kings 3:16-28 about King Solomon judging who From the Bible, story is this a good about justice? Why Discuss the decision! Look at examples of prejudice and each other on and why. sorts Idea-storm of things people judge what religious intolerance). & poverty, wealth racism, ageism, the effects of it (eg sexism, Christianity is standing up in which Identify ways Christianity teaches about such things. Look at what Council of Churches – Community and Race Council for Racial Justice, (eg Evangelical to racism today. in which More able pupils could look at ways Relations Unit.) Describe some of the main activities. other religions try to combat prejudice and discrimination (for example a comparison of Hinduism, to help end things like Christianity endeavours in which Islam and Christianity) or look further at ways Anti-Semitism (Interfaith Dialogue etc). Islamophobia and Could to class members). (Be sensitive pupils think racism and prejudice still exist. Discuss whether link to roles of perpetrators and bystanders.

What is justice? l l l l Plenary: l example: An extra Methodist a young is the blog of Syntiche Dedji, www.christianaidcollective.org/blog/im-christian and she writes The example is current in 2012, Aid. with Christian year is doing a gap Christian who High achieving AIDS. and her encounter with issues around HIV beautifully about her visit to Zimbabwe pupils could use her blog for further independent research. Teaching and learning Teaching Key Question: What is justice? Question: Key Learning objectives Pupils should learn: is to understand what justice meant by of to consider judgement different situations people to consider how each other and the judge of this danger to understand what Christianity teaches about prejudice and racism to begin understand Hinduism and Islam what teach about prejudice and racism to reflect on the and effects concepts of, prejudice and racism of, today.

98 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Points to note Points Remember that the whole Remember that the whole unit is seeking to enable the of the learner engagement that with the challenges or in taught, living as Jesus line with Christian ideals might present to them. can be This challenge sharpened and pupils will be informed well able to make responses. The purposes of this are not at all to encourage Christian belief in any pupil – but to explore the that human challenges come to people from these their own examples whatever convictions. Pupils can describe Paul’s Pupils can describe Paul’s teachings on forgiveness, fairness, equality, revenge, and love not judging, concern for all (L3) Pupils can describe Jesus’ they teachings and how They Paul. by followed were in which consider ways Christians interpret scripture differently (L4) in Pupils can explain ways one or more famous which Christians put their teachings on justice into practice (L5). Learning outcomes Christian teachings cards and modern day examples. Pupils are each given a card and have to find a card and have Pupils are each given examples. Christian teachings cards and modern day example of the teaching in action. match the teaching with a modern day their partner, Romans: 12:17- Galatians: 3:28, Acts 16:16-40, Paul: for example, and Paul: Use teachings from Jesus 25:35- Matthew 6:27-35, Luke Luke7:1-10, 10:25-37, Luke 18:18-29, Luke 15:11-31, Luke Jesus: 21. quotations. using single verse need to by the activity simpler if you Make 46. More able pupils could teachings compare with Paul’s. Jesus’ examining how the learning by Develop intended Jesus believe they different denominations within Christianity differ in the ways look at how the Methodist Church Wesley, John Teach pupils that right back from the time of them to fight injustice. Examples include here. studying Methodist leaders are worth and many has had a concern for justice, ANC leaders in Tambo, Albert Lutuli and Oliver or civil rights activists, and Rosa Parks, Tubman Harriet in RE of Desmond The common study Martyrs. Tolpuddle Africa and anti-apartheid activists or the South injustice against examples of people working (or others) as good Jackie Pullinger Teresa, Mother Tutu, because of their Christian beliefs could also be set alongside these Methodist examples. they what those people were, understanding of who of activities could be undertaken to gain A range fought for justice. they put Christian beliefs into action and how they the way did, about justice and say What might they people came to a school assembly. imagine one of the above might give. Write a short speech that they injustice in the world today? one of these people. poem or rap about the injustice being fought by write a song, the campaign of one these people. to show or stained glass window create a collage Albert Prize Committee has decided to award the Nobel Peace write a press release explaining why Write a (1984) the prize. Tutu (1979) or Desmond Teresa Mother Lutuli (1960 – he was a Methodist), of one these people. reportnewspaper to illustrate the work

Using the Bible to understand justice l l l l example pupils could: For l l l l Teaching and learning Teaching Key Question: What does Christianity teach about justice? Question: Key Learning objectives Pupils should learn: to understand what Christianity teaches about justice some to understand how Christians put teachings about justice into practice in their lives to consider examples Christians who of great the world changed have African such as South Prize winner Nobel Peace Albert Lutuli.

99 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Points to note Points Pupils can: describe different examples (L3) of worship links between make ‘fresh and traditional worship and of worship expressions’ church life (L3) their understanding show of the essence Christian (L4) worship in which explain ways is changing Christian worship at the moment (L5). Learning outcomes What helps young people to pray? What helps young in nature, – maybe yourself’ ‘beyond feel you been through where you What experiences have than your greater had an experience of a presence or power you Have art or teamwork. music, self? everyday suggest you would what area, church in your a Christian community setting up new advised If you people? do to meet the spiritual needs of young they be the best musical styles or think would do you music: what to select worship are asked You pieces of music to use praise God? But in the world, in Britain has become less common the last 50 years. Religious worship What might happen in the next 50 years? Why? Christianity has trebled in 50 years.

Ask pupils to pick from this list what five things they think are characteristic of Christian worship: think are characteristic of Christian things they five Ask pupils to pick from this list what man at the front/noisy/peaceful/Bible readings/sermons/rock music/ crowds/groups/hymns/a age dancing/cup of tea/coca cola/boring/deep/intense/cheerful/shouting/whispering/average 20/40/60/80. These of worship. ‘fresh expressions’ use Christian communities in Britain today pupils that many Tell But this is singing event. clubbing than a solemn hymn people going look more like churches may in honour of Jesus. is arranged event ‘fresh expression’ so the Christian worship, You of worship. their view or similar clips to pupils and ask them if this changes YouTube several Show a good There’s in to this. as a way could use: https://www.youtube.com/watch?v=2M-sQq5lmvo clip at: http://www.bbc.co.uk/learningzone/clips/charismatic-prayer-and-worship-in-south- What do pupils notice about these examples of worship? africa/8431.html Questions at here. looked have they to describe what from the list above Ask pupils to choose words does Why style of music for worship? any have Could you What is the essence of worship? to discuss: more Would need to change? Does worship a bit of an old fashioned image? have church worship more common? were of worship ‘fresh expressions’ being in church if people like young Assembly often runs consultations about Christianity. Youth and pupils that the Methodist Children’s Tell questions. – to the following but anyone people – not just Christians, from young answers like would They Collate and share them for the next lesson. in pairs. Pupils answer

Case Study: A Fresh Expression of Christianity Case Study: l l l l Consultation: changing worship l l l l l l Teaching and learning Teaching Key Question: What impact do praying and worshipping have on young Methodist Christians? What accounts for these impacts? on young Methodist Christians? and worshipping have What impact do praying Question: Key Learning objectives Pupils should learn: to understand what Christianity teaches of prayer about the value and worship and to understand how some Christians why in answered believe prayer and how prayer, life to difference a makes to enquire into the fact that sometimes prayers are not ‘answered’ own to reflect on my attitudes and beliefs and about prayer communication with God.

100 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Points to note Points Teach the pupils that there Teach are around 5,000 Methodist churches in the UK today, of them are small many chapels because Methodists emphasise local always community life. point be a good This would to bring in and at which use some local Methodist They could Christians. watch the debate and offer expert comments from the Methodist quadrilateral of sources – their own the the Bible, experiences, Methodist tradition and what seems reasonable. Pupils can: describe some issues Methodist facing the two in the today congregations are these issues Why story. so tricky? (L3) beliefs links between make and what and values – happens in the role play What say? Jesus would what will be best for the church? (L3) their understanding show of dilemmas about holy buildings for Methodist Christians (L4) apply ideas such as ‘fresh expressions’ ‘tradition’ and the mission of (L4) for themselves church’ the in which explain ways dilemmas in the role play connect with real life in Christian communities today (L5). Learning outcomes

This lesson uses a developing scenario in which pupils play the roles of a local Methodist Christian pupils play scenario in which This lesson uses a developing and can be profound. can be fun, The learning from the role play community facing some dilemmas. need to prepare carefully for this lesson. Teachers needs some people out some roles – each group Give roughly even. groups, Split the class into two people or committed in ministers or lay organist, grandparents, parents, in charge, old, to be young, three details age, them a name, Give a role as member of the church. Each pupil takes another way. and ask them to all introduce themselves! about their role, are about one mile different Methodist churches which are all members of two pupils that they Tell near you. in a town apart, One is more traditional and the and both are considering their future. are small, Both the congregations churches merge. has been made that the two The suggestion other is more trendy. What to discuss the merger: churches, for a joint meeting of the two ready should get Each group be answered? concernswill they and issues will come up? How reasons, arguments, Run the meeting. at the meeting. might say they what Get pupils in role to write down has the more traditional one, fact: one of the churches, introduce a new through the meeting, Half way town. supermarket that wants to open a branch in your a new been offered £300,000 for its building by There church. to become one new and merge the money, should take to consider if they Ask the groups do How down. mean the church was knocked It would supermarkets nearby. large two are already and the possibilities? people feel about the sum of money introduce another possibility: but perhaps before it has been decided, After this has been discussed, not from a £150,000) to buy the building, offer (half as much money: there has been a much lower needs a which This is a local coffee shop and restaurant, ‘GlobalCoffeeDiner’. supermarket but from will then they sell the chapel to them, that if you suggest They very popular. building because it’s bigger restaurant. cafe and an evening turn it into a daytime

Scenario C: and coffee shop? What about turning a chapel into licensed restaurant What do we do with two chapels that have small numbers in the congregation? What do we with two chapels that have l l Scenario A: merge? Should two small churches l l l l Scenario B: close down to open a supermarket? Should a Methodist church l l l Teaching and learning Teaching Key Question: How important building not in use? is worship in Methodist Christianity? How should Methodists decide what to do with a church Key Learning objectives Pupils should learn: to understand what Christianity teaches about community life and to understand how some Christians are why very attached to their buildings and places of worship to enquire into the changing patterns of Methodist Christianity in Britain and the wider world to reflect on the meaning of holy buildings for themselves.

101 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

They don’t want to change the building much because they think it will be a quirky and good setting for think it will be a quirky and good the building much because they don’t want to change They need catering. you on using it for some occasions when could go you suggest even They their business. a strong line on alcohol and drinking. Some Methodists take an alcohol license. will get They Is it a better or time to prepare their speeches about this. still in role, members of the meeting, Give idea than selling out to the supermarket and why? worse could they year, bring them these figures: For £40,000 a After the meeting has considered this idea, to be could easily rebuild the second chapel, For £50,000 they minister in their area. for a new provide and community centre. modern worship and to be a lovely more useful to the public and community, Methodist Christian church needs a new One member of the church has a connection in Haiti where meet in a tent at the moment! building – for 200 people who £30,000 for a new work me a vision to start “God has given a schools and youth Another member of the community says, cost It would people and share our faith with them”. can support young so that we project in this town, £30,000 a year. to open a homelessness should sell the building and use money “I think we Someone else says, Someone else cost £20,000 a year. This would to sleep rough in our town.” have shelter for people who can carry should only start projects if we new “We them on for at least three years.” says, took do if they would they the members consider what group, then in a whole to begin with, In groups from the supermarket or the GlobalCoffeeDiner. the money some votes. Take Get pupils to write up their learning in detail and depth. years? the next two it all pan out over Elaborate some furtherwould scenarios – how

l l a difference in the world?Scenario D: Can Methodists make l l l l l l l l

102 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life? Points to note Points The element of choice in this is important. work Pupils will do this best in drafting and by conversation, and redrafting their work. be excellent if the It would Methodist Education Office could collect examples of outcomes to this task share with other schools – contribute? Please can you send some in to: 25 Marylebone Road, London NW1 5JR Learning outcomes Pupils can: describe some aspects of Methodist Christianity (L3) scripture links between make and practice or belief in describing the behaviour Christian community (L3) their understanding of show matters to Methodists what (L4) apply ideas such as faith, identity, commitment, service and community to their learning (L4) in which explain ways a Methodism makes difference giving reasons for the impact (L5) insightful interpretations give of how of their own Methodists put the teaching into action (L6). of Jesus What are the three main ways you have noticed that being a Christian influences a person’s life? Do you life? Do noticed that being a Christian influences person’s have you What are the three main ways Why? influence? think Christianity is a good for all means of grace and meditating on the Bible are God’s hearing, “Reading, said: Wesley John if change life would think your do you How Methodist Christians read the Bible every day. Many persons.” better? life get would how town, did this in your the teaching of Bible? If everyone followed you own Explain your Methodist Christians try of God into action. Describe three ways to put the love reaction to these activities. worship? when they of Methodist Christians an influence on the behaviour What different factors have making reference to Christian Answer out of it? get do they and what What do people put into worship, as appropriate. views own teachings and your Can about links with other We All advising were the world? If you Can done to change We All What has suggest? you would what charities, think should be done with the do you what in use for worship, If a Methodist church building is no longer building and why? the most Which examples impress you a more just world? Methodist Christians done to make What have and why? if all Methodist churches used the music for their be not so good would and what be good What would set up? you sortwould of worship what trying people to a church, were to attract young If you worship? What does a minister do to supportthe Bible guide in people in the community? How this? What would a look at Methodist churches around Britain. and he takes is coming back, Imagine Jesus he sees and why? about what he like

Final assessment and learning summary want setting a learningpupils choice about the issues they task that gives by can assess this work Teachers of each one in a paragraph should choose 4 out of these 10 questions and answer They to focus on most. responses to the material studied throughout and reflective The task aims to elicit engaged 70-90 words. unit across the ability range. to reflect upon and express their learningby pairs or individuals are asked from the unit For this task, tackling four questions selected from the ten below. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Teaching and Learning Teaching Key Question: What have we learned about the challenges Christianity presents? What are my own responses to the big questions we have considered? What are my own responses to the big questions we have Christianity presents? we learned about the challenges What have Question: Key Learning objectives Pupils should learn: to understand what Methodist Christianity teaches about worship, service, community and belief and to understand how some Methodist why up a lot Christians give to serve God through the Church to enquire into different aspects of Methodist Christianity to reflect on their response to own that the challenges Christianity presents to and of life, modern ways on the examples from Methodist Christianity studied. have they

103 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

The minister’s in-tray

This activity is designed to promote The class will be put into groups. Assessment some of the key skills of enquiry These should be selected by the You might ask pupils to fill in a and problem solving, and the RE teacher for learning: one or two parts simple sheet and all sign, to say skill of application through an ‘off of the work are more suited to the who did what, and how well each the shelf’ group work role play. most able pupils, but mixed ability person contributed to the group It paints the picture of a church grouping will enable progress for all. (very much/a fair amount/not a lot). minister’s diverse work, relating to Threes or fours are good, fives too a number of different issues facing large. Mixed gender groups enable Evidence of the key skills of problem both Christians and all people. learning well in many circumstances. solving and working with others It aims to enable pupils to think could be gathered by the teacher about the ways in which religious On the next three sheets, which can through the presentations. beliefs and values might be applied be copied for pupils’ use, are nine in practice today. It can function items that the minister finds in their The eight-level scale for assessing at many levels: 8-year-olds can do ‘in-tray’ to deal with one Monday RE outcomes might be useful. QCA’s things like this, though this example morning. Each of the groups should scale says: is written for pupils approaching discuss, research and report on (at Christian ethics in the 11-14 age least) one of the problems to the l Level 6: Students can interpret group or as a way of doing review rest of the class. The activity should Bible texts in relation to and revision for GCSE RE/RS be structured. If you have 2 x 50 contemporary moral or religious papers in Christianity and Christian minute lessons: 10 minutes to issues for themselves, and Social Responsibility. A teacher brief the class about sources of express insights into the issues might also envisage and develop information; 40 minutes to prepare they study. a similar classroom activity based their report. Next lesson: nine four- l Level 7: Students can evaluate around another faith tradition. minute presentations which explain religious views on human and respond to the nine situations. identity, questions of meaning Learning objectives Last 15 minutes for preparing to and purpose and on values and write up the learning. To enable pupils to: commitments using appropriate evidence and examples. l deepen and develop their The following questions for students l Level 8: Students can give understanding of Christianity bring some structure to the work: informed and well argued through careful consideration of accounts of their own some typical issues 1. What was the item you dealt and others’ views, values and problems which might face with? and commitments, and a leader of a church community 2. Why is this ‘a tricky one’? contemporary moral issues, l practise and develop key skills, 3. In what ways does the Bible synthesising balanced especially their skills of enquiry, guide the minister? conclusions in the light of working with others and problem 4. What alternatives or choices different perspectives. solving does the minister face? l apply their learning about 5. What is your advice to the Teaching might require or ask Christian beliefs and values, minister? students to use ICT for reporting including biblical text, to a back on these problems. particular situation or problem These could be structured into l develop insight into Christian a writing frame, or a report back Another assessment structure ways of life. sheet. A PPT slide, or a piece of might follow the GCSE and give flip chart paper, is always a good marks or grades for knowledge, Another approach: give all nine aid to this kind of group feedback, understanding and evaluation. problems to a group of three, and keeping it focused and informative. ask them to rank them in order of Biblical references will give students The whole activity can be good for priority. What should the minister do something to think about, but no group revision before examinations. first? What matters most? Why? easy answers. They can be copied in advance if you like, or looked up.

104 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

Nine Problems: all in the minister’s ‘in-tray’ on a Monday morning

Talking to an RE class Helping a troubled Trouble with the worship You are visiting a local secondary marriage There’s an email from one of school to give a talk tomorrow. There is a message on the an- your regular church attenders, They have written and asked swering machine from a woman complaining about the worship you to take an RE class of 30 in your church. She sounds as if service yesterday. This person 14-year-olds, and answer 2 she is crying. She feels that her didn’t like the music, or the noise questions: “Is God real?” and marriage is in danger of breaking made by children in church. It “What is God like?” They want up after serious rows with her ends, “How can we be expected you to talk for 15 minutes, and husband. They are both in their to worship God when the build- answer questions. The letter says forties, and have two teenage ing is full of noise, whether from most of the pupils are not sure children. She wants you to help. children playing around in the about belief in God, but they want What will you say when you ring aisles, or a substandard pop to meet a ‘real Christian believer’ her back? What will you talk group singing all these modern to find out more. Plan what you about and suggest to her when songs which older members of will say in detail: you could make you visit her? Make some notes, the congregation don’t know or a one-page handout that you will and pick any Bible passages you like?” Write your reply in an email give to them. might read with her. (This could of less than 200 words. lead to a role played telephone Bible: John 1:1-14; Romans 1: conversation). Bible: Psalm 150, 1 Corinthians 20-23. 12:14-27. Bible: Matthew 5:31, 32. Romans 8:38, 39.

A new crib set to buy for Phone urgently A planning task Christmas? There is a message on your Last week, one of your parish- Your crib set (figures of Jesus and answerphone: “Hello, Reverend, ioners died and this Thursday the shepherds, wise men, etc) you don’t know me, but I live you will be taking the funeral. has been stolen, and you want to two streets down from your You need to make a four-page get a new set before December, church. Last night we heard order of service for the funeral, when they’re used. There are strange noises and wailing, and with some hymns, prayers, Bible three alternatives: a hand made this morning there is a broken readings and a short talk in set, carved by one of your own plate in the kitchen. It could be memory of the woman who has congregation, big, rather ugly, a poltergeist, and we can’t stay died. She was a widow, in her but free. A plastic resin set, very in the house. We’re too scared. late 60s, with 2 children and 4 colourful and child friendly, but no Please ring up and tell us if you young grandchildren. They will be work of art, for £45, and a lovely can help. We are terrified.” You at the service. You knew her well, set from Nicaragua, a real work of haven’t ever done an exorcism and the family have asked you to art, produced through a Fairtrade yourself before, though you know plan the funeral yourself. Devise organisation, for £300. What will another minister who has done. the service. Make some notes you recommend to use and why? The number follows. How will you for your talk. What will you say to Write a short paper to say. reply? comfort them?

Bible: Luke 2:1-20. Bible: Luke 8:26-33. Bible: Psalm 23; I Corinthians 15:51-58.

105 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

Which new hymn book Three requests for help Abortion? to buy? from different charities At the very end of your evening You have tatty old hymn books You have three appeals on your service yesterday, a 16-year-old to replace. Money isn’t a prob- desk today, each one asking for girl from your church youth group lem, but members of the church money from your congregation, stopped behind in tears. She have made three suggestions and for you to publicise their work told you that she is pregnant by and you have to choose one. You and find some volunteers who accident from her boyfriend, and can have Songs of Fellowship or will work for them. The first is can’t tell her parents. She thinks Singing the Faith: The Methodist from the local donkey sanctuary, that an abortion is the only way Hymn Book or Hymns for Today’s where old donkeys are cared for. out for her, and can’t imagine Church. The book you choose will They need £5,000 to stay open having the child. She has no one last for a number of years, so you beyond the end of this month. to help her, and so turned to you. have to get it right. Make a table The second is from Christian Aid: She is in the ninth week of the or list of the advantages and dis- Would your church like to send pregnancy. You talked to her until advantages of each of the books, money to support their work she was calmer, and took her and put them in order, 1 – 2 – 3. among refugees from famine home, but she is coming back to Some people say, “We don’t need in Somalia? The third is from discuss what to do later in the a hymn book. Spend the money the local homelessness shelter, morning. What advice will you on a digital projector and put the asking for a donation to their give her? Will you try to make her words to hymns and songs on the hostel. You have about £500 in tell her parents? What will you do screen.” your charity kitty at the moment. to help her? Will you support her You usually pass these appeals if she wants to go ahead with the (This requires provision of a to your treasurer, giving your view termination? How? copy of each of the three books of each appeal and telling her (or three others). Maybe local what to do in a note. Write the Bible: Psalm 139:13-17. churches would be happy to loan three notes. them) Bible: Luke 6:35, 36. Matthew Bible: 1 Corinthians 14:26-33, 25:31-40. 40.

106 YEARS 7-9 Global, Local and Personal: How does Christian identity make a difference to life?

1. What was the item you dealt 3. In what ways does the Bible 5. What is your advice to with? You might have to guide the minister? Does the the minister? Give several imagine some ‘back story’ Bible tell them what to do? detailed ideas and sugges- to it. tions. What might happen next if they follow your course?

2. Why is this a tricky one? 4. What alternatives or choices 6. What did you learn from this What problems of belief and does the minister face? activity? behaviour are involved in this scenario?

107

Years

9 - 10

Committed to Goodness? How do your ethical choices and commitments make a difference? YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

This unit of work for Religious Education has been written as part of a project with the Methodist Church to provide some non-statutory exemplification of good teaching and learning in RE. It contains guidance on good practice, and links to Agreed Syllabuses and GCSE criteria.

110 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

Committed to Goodness: How do our ethical choices and commitments make a difference? Years: 9-10

About this unit This planned RE investigation explores issues around ethics, commitments and responsibilities. Pupils will learn about Methodist Christianity in action. This plan will be aimed at pupils in Yr 9 or 10, using questions about ethics and issues, connected to beliefs and commitments. There is an emphasis on issues where Methodists have had an impact on ethics and social and community life, in relation to, for example, gambling, alcohol, people trafficking, crime, the sanctity of life and spirituality. Using some dynamic learning activities, the plan will enable students to improve their arguing skills, their reflective skills and to consider their own attitudes, intentions and contributions to their local community and to wider society. There are links to the GCSE RS syllabuses and to the teachings of Christian Scripture and Methodist community. As well as contributing to examination preparation, the work challenges young people to express their own convictions, beliefs and ideals. Learning from the Hindu faith and practice as well, pupils will be able to contrast two living religions.

Pupils will be enabled to consider the challenges of living ethically, in the light of Methodist teaching and examples. Pupils are encouraged to consider what can be learned from Christian teachings in the Bible. They will also learn from other people’s examples and consider their own experiences, beliefs and values.

Where this unit fits in This unit will help teachers to implement the vision of RE for Methodist Schools by providing them with well worked examples of teaching and learning about the themes of commitment, ethics, goodness and evil. This will enable pupils to explain these concepts, to know some religious and non religious examples and views concerning good and evil and to come to their own decisions about the impact of commitments in making ethical choices. The unit is compatible with learning in many GCSE courses in RS, and also connects to learning in Citizenship Education and PHSE. Many teachers start teaching GCSE courses in Year 9; this unit will fit there, or into Year 10.

Estimated teaching time for this unit: ten hours. This is a long unit. Teachers should select from it what enables them to work in depth, not rush through too much material. It is recognised that this unit may provide more teaching ideas than a class will cover in ten hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything.

Key strands addressed by this unit AT 1: Learning about Religion l Beliefs, values and teaching l Ways of expressing meaning

AT 2: Learning from Religion l Questions of meaning, purpose and truth l Questions of values and commitments

111 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

The core RE concepts that the unit develops are about beliefs, values and religious teachings and the ways these are expressed through the values and commitments you show in your everyday life.

Attitudes focus pupils will explore attitudes of: l self-awareness by becoming increasingly aware of their own beliefs and ethics and the impact of beliefs and values upon behaviour and communities l respect for all by developing a willingness to learn from beliefs and commitments different from their own. Students may realise that different ways of life are often connected, holding similar values and seeking goodness and wellbeing for all.

The unit will provide these opportunities:

l Pupils have opportunities to consider the concepts of good and evil, right and wrong. l Pupils have opportunities to discuss and debate some issues in the contemporary world, considering a diverse range of views about questions of commitment and ethics. l Pupils will be able to think about their own experiences and views in the light of religious material they study.

For the teacher: Significant background ideas In Christian traditions, belief in God as the source of goodness is a key to understanding the role of scripture, law and guidance. Christianity’s Jewish roots mark the significance of the Ten Commandments and the relationship they imply between God and his people they imply, but the main sources of Christian ethics come from the teaching of Jesus. Sacred text, story and theological ideas contribute to Christian understanding of what it means to be human in relation to good and evil. Jesus’ use of the ‘Golden Rule’ and his teaching and example about love should be studied here.

Christians believe in heaven, a place of love and perfection, beyond this life. Jesus points the way to heaven, through God’s forgiveness and devotion to God. There is hope that this perfect destiny is shown by Jesus’ own resurrection from the grave.

Traditional Christian teaching on hell is that hell is an indispensable part of God’s perfect creation, ordained by God who sends people there as a punishment. However, modern interpretations focus more on free will in determining your final destination: for some, hell is more a matter of choosing not to go to heaven. Some Christians believe hell is a place that we build ourselves and experience now and that those living in hell are growing away from God and motivated by hate, greed, violence and jealousy.

In Hindu communities, good and evil are symbolised in story, worship and devotion; gods and goddesses with many powers demonstrate the goodness of life. The practice of non-violence and harmlessness, expressed by many Hindu people in vegetarianism and in pacifism, is a source of reflection.

Among non-religious people questions of good and evil may be answered with reference to reason, experience or the principle of utility (the greatest happiness for the greatest number). Atheists and agnostics may see God-talk as an unnecessary confusion of the debate about ethics. Humanists use the slogan ‘good without God’ to describe their ethical commitments to truthfulness, integrity and altruism. It is important that RE teaching should never give the impression that religions have some kind of monopoly on ethics. Atheism or agnosticism may offer purely human accounts of how we decide what is good and what is evil. Humanists don’t believe in God or the supernatural, so no Humanist would accept that evil is caused by anyone other than humans. Humanists would say that the way to resist evil is to respect other people’s rights in the way that we live, work and spend our free time.

112 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

Vocabulary Resources

In this unit, pupils Key Texts will have an l Bible: various texts highlighted in lessons opportunity to use Games words and phrases l The Values Game (in Looking inwards, Looking outwards teachers’ pack, J. Mackley, RE Today 1997) related to: l The Worst Thing in the World (in Evil and goodness, Developing Secondary RE RE Today 2001) l Dilemmas and Decisions: 48 scenarios for moral thinking, (RE Today) Specific religions: Christianity: Web Jewish roots, Ten l www.ybgud.net Why be good? This fascinating and comprehensive site has some resources useful for Commandments, pupils, and others for teachers. A project from the Christian tradition, it’s alert to philosophical ethics. Golden Rule, l www.humanism.org.uk makes some atheist and agnostic materials available easily, and has a shop. Gospels, Sermon on l www.bbc.co.uk/lancashire/faith/index.shtml is a good starting point for local faith community articles the Mount and connections l www.cleo.net.uk is the main site for the Cumbria and Lancashire Education Online, and offers access to an Specific religions: expanding range of high quality resources for RE topics. Hinduism: karma, l For Vivekananta centre for information about Hinduism www.btinternet.com/-vivekananda samsara, moksha, l www.hellhappens.com/pictures-of-satan.htm atman l www.allwecan.org.uk/ the website for All We Can l www.jointpublicissues.org.uk is the site for the Methodist, URC and Baptist Churches to speak out Religious studies: and respond to issues such as gambling and alcohol abuse. A useful place to find the views for these religion, humanism, denominations. atheist, agnostic, l www.methodist.org.uk/who-we-are/views-of-the-church this is the website for the Methodist Church ethics, morality in Britain and a place where simple statements can be found explaining the Church’s views on a range of issues. The language of Books shared human l Questions: Values and Commitments; Questions: Beliefs and Teachings; Questions: Christians edited by experience: Stephen Pett, RE Today 2011-2012 good, evil, l Religion in Focus: Christianity in Today’s world: activity ‘The Moral Ocean’ Published by Hodder Murray right, wrong, l Codes for Living Developing Secondary RE, ed Rosemary Rivett, RE Today motives, actions, l Developing Secondary RE: Relationships (p24-25) RE Today publications. Activity exploring dilemmas and consequences decisions in the workplace l Active resources for Christianity Phil Grice. Published by Heinemann l A-Z of Practical Learning Strategies Pg 41 (RE Today publications) l Dimensions in Religion: Movement and Change Wood, Logan and Rose Chapter 4.(Nelson Thornes 1998) l This is RE, books 2 and 3; C. Large (Hodder Murray) l Folens RE: Thinking About Living l Weaving the Web, Communication, Celebration and Values; Lohan and McClure (Collins) l Faith in Action Series (RMEP) l Contemporary Moral Issues; Joe Jenkins (4th Ed. Heinemann 2002) l Steps in RE: Onwards and Upwards, Lesley Beadle (RE Today 2006) provides activities and learning strategies for SEN pupils. l Hinduism, a new approach – Veronica Voiles (Hodder and Stoughton) l If I were God I’d say sorry. R. Kirkwood (Hodder and Stoughton 1997)

113 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

Vocabulary Resources

Video / DVD l Why Atheism? Package of materials & DVD from Team Video l The Test of Time video series (BBC, 2001) Do the teachings of Jesus stand the test of time? l BBC Curriculum Bites RE: Series 1 (2003) : A short history of good and evil; The Moral Minefield l BBC Curriculum Bites RE: Series 2 (2005): What would Jesus do? Caught in the Middle. l Channel 4 Learning: Worlds of Faith (1999) l War and Peace ed Joe Jenkins l BBC Taking Issue. Right or Wrong and Forgiveness l BBC Class Clips RE: Should we forgive? l Various contemporary films such as Harry Potter (Voldemort as ultimate evil), Narnia (the White Witch)

Contributions to spiritual, moral, social and cultural development of pupils l Opportunities for spiritual development come from discussing and reflecting on key questions of meaning and truth such as good and evil and beliefs about God. l Opportunities for moral development come from studying a range of ethical issues, including those that focus on justice, alcohol, gambling, vegetarianism, sex ethics and the use of money. l Opportunities for social development come from investigating social issues from religious perspectives. l Opportunities for cultural development come from promoting harmony and respect for all, combating prejudice and discrimination.

114 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

EXPECTATIONS: At the end of this unit:

Pupils working at Pupils working at level 5 will also Pupils working at level 6 level 4 will be be able to: will also be able to: able to: l use accurately and thoughtfully the language of l interpret for themselves some l show that they religion and ethics to explain their viewpoints diverse responses to moral issues understand l explain connections between what people believe in the light of religious teaching some different and how they behave, making a connection to l express their own insights into perspectives on good their own beliefs, values and behaviour morally complex questions and evil or right and l explain how a person’s religious beliefs impact on l use religious and philosophical wrong their ethical views and actions, and identify the language to give informed l apply ideas from challenges of following a moral code accounts of how and why religious religious texts or l suggest reasons for the impact of some sources principles and beliefs influence codes of ethics to a of moral authority for Christians, Hindus and non- ethical decision making moral issue they are religious people l interpret different Christian, Hindu concerned about l give a reasoned account of similarities and and non-religious sources (texts / l use the vocabulary differences between Christians and Hindus on sayings) in light of a contemporary of RE such as good, questions of right and wrong (the example of moral dilemma to work out what a evil, right, wrong, vegetarianism and animal welfare is given) follower might do, saying why motives, actions, l explain principles for living held by Christians or l express their own reasoned consequences Hindus responses to the value and to show their l suggest reasons for responses to at least one challenges of belonging to a faith understanding of a contemporary moral issue expressing their own with clear moral principles in moral issue. viewpoints into the relationship between beliefs today’s world. and values.

ASSESSMENT SUGGESTIONS A formal assessment of each pupil is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best.

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 material studied throughout the unit across the ability range.

Recap, especially, the commitment game from Lesson 1. What have the students learned about commitment, including the commitment of Methodists?

Pupils could design a sculpture, painting or stained glass window using symbols to express Christian ideals of fighting injustice, and expressing peace, love, self-control and forgiveness. The Methodist Art Collection is a brilliant and accessible resource for this activity (online at www.methodist.org.uk/prayer-and-worship/creative- arts/the-methodist-art-collection).

Success criteria Remember to include your responses to these questions: l What specific religious teaching have you used to illustrate your art work? l What similarities and differences are there between your interpretations of hell and heaven and other people in the class? l How might your work of art act as a warning and an encouragement to young people today? l How is your work connected to religious sources? Be specific!

115 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points To get beyond the beyond get To is ‘black and white’ an important learning here; ethical objective issues are usually complex But clarity is one of of faith to ‘gifts’ the asking the believers: question “What does “What require?“ or love do?“ can be Jesus would to see through the a way This moral complexity. curriculum plan tries to do both: complex ideas, clear thinking. Learning outcomes I can: think for myself about I think is good what I think is evil and what 4) (Level of views express a range about the nature of evil, I think and explain what 5). giving reasons (Level We don’t want to be simplistic about good and evil – so start and evil with puzzling don’t want to be simplistic about good We Puzzles and complexities: statements on the board such as: Or: ”There cannot sides of the same coin.” are two no such thing as a free lunch.“ Or ”Evil and goodness ”There’s Ask the pupils to evil?“ that there’s “Is it good Or: Robots cannot do good.” is possible. unless evil be goodness good human nature stops people from doing genuinely Consider whether think these mean. they discuss what without expecting something in return. acts, ‘bad’ act and one ‘good’ pupils can think of intriguing examples one In small groups, Screwed up statements. act an evil act, this a good with the question underneath,”Is pieces of paper, Write the situations onto two act. then shares them out cupboard, from his mum’s child steals some sweets “A unsure?“ For example: or are you the man has assaulted his father murders a man after he discovers “A with their three best friends.” generously up and thrown Situations are screwed girl £100 for herself.” raises £1,000 for charity but keeps “A daughter.” What should and discuss the implications: situations for their group Pupils pick up two around the room (!). for this person? Does the bad pray you would What prayer a Christian minister say? What would the police do? or not? cancel out the good, Pupils write a definition of what they think is ‘good’ and ‘evil’ considering whether there is such a considering ‘evil’ and ‘good’ think is what they Definitions; Pupils write a definition of people who many are held by and evil out that religious ideas about good Point and evil. thing as ultimate good do not practise a religion.

Getting Started l l l

Teaching and learning Teaching What do we know about good and evil? What do we know about good Learning objectives Pupils should learn: are to consider what actions in and evil good life everyday and good to explain what mean to you. evil

116 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points The discussion game The discussion game Committed’, ‘Everyone’s Lat Blaylock, by devised on pages is available 130-133 at the end of this unit. Learning outcomes I can: that I understand show some examples of religious commitments (L4) apply ideas like influence commitment, for myself or hypocrisy (L4) explain some impacts of religious commitments (L5) lives on people’s explain the impact of my commitments on myself and my family (L5) sacred interpret what about texts say making commitment, insightful commentary of about the texts my own (L6) explain with arguments and and examples how my commitments why reflect my beliefs and influence my ethics (L6). Read out the top card. Read out the top card. important) (This rule is REALLY Why?” put this card? you “Where would Ask the other players: for you. think it goes you Ignore them and put it where

This discussion game enables pupils in groups of 4 to use dialogue to clarify their commitments, including their of 4 to use dialogue clarify their commitments, enables pupils in groups This discussion game and prioritises commitments – the ethical and religious commitments via a 30-minute discussion that ranks, 130-133). (see pages to Methodist Schools using this unit of work is available with a set of cards, board, game segment stands for things you a green On the board, of four. Pupils use a board and set of cards for each group space is for things you’re and an orange are not committed to, a red one for the things you are committed to, in turns, and play face downwards, cards in a pile, ‘commitment’ Pupils must put their deck of not so sure about. is three things: ‘turn’ A around the group. 1. 2. 3. Get each group to think about how a character (from fiction? From celeb culture?) would play: What are the top would play: a character (from fiction? From celeb culture?) to think about how Get each group Fiona from Shrek Skywalker/Taylor commitments for these: Buzz Lightyear/Princess /Hermione Granger/Luke others. Ephron/Mo Farah/any Rooney/Zac Spears/Wayne Swift /Simba the Lion King/Britney a difference to their lives? do these make How commitments are. their top five Ask pupils what this discussion Develop why. and are definitely not committed to, game they things in the five Ask pupils which and some are merely personal. some commitments are moral, to think about how to the commitments of Methodist Christians and other religious people in future lessons. Relate the work

Game: Everyone’s committed Game: Everyone’s l l developed from the game and learning strategies Teaching l l l l ‘ Move one , choose: card to a space that you another person’s can also move you want to, if you turn, your When it’s When the cards are all out, is allowed. All cards must be in one space only – no overlapping is the rule. place one ’ why. Say cards over. two just swap you in which three more rounds, play Teaching and learning Teaching What do we mean by commitment? What are your commitments? commitment? What do we mean by Learning objectives Pupils should learn: to consider thoughtfully commitments their own and the commitments of religious people matters to explain what of life, most in their view comparing their answer to Christian responses to respond the of living challenges or with love unselfishly, to think about the say we impact of what including do, we on what the spiritual impact.

117 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points You could use this You (with discretion) website www.hellhappens.com/ pictures-of-satan.htm to discuss with pupils think Satan they what and to might look like the stereotype challenge as a horned of the devil beast with a pitchfork and tail. Learning outcomes I can: religious explain how sources are used to about answers provide (Level the problem of evil 5) use religious vocabulary to explain beliefs about and Satan evil interpret the significance 6). of such beliefs (Level Retell the story of the fall (Genesis 2-3). What does the snake symbolise? What does the snake Retell the story of the fall (Genesis 2-3). Groups should different aspects of Satan. biblical texts showing the following Divide up the class to study What are the attractions of to the rest of class. PowerPoint poster or present their findings as a mind map, this explanation of evil? (see table on next page) out that different Point of ideas from the Bible teaches them about Christian belief. this study Ask pupils what defeated? Myth or already or real person? Powerful, – symbol, different things about the devil Christians believe or story? a be upset? Maybe would idea: who a dangerous of ideas about Satan might sound like A classroom display be better!” of thinking would and one paragraph from each pupil including one image with a page class book,

Learning from ideas or myths about Satan l l l l

Teaching and learning Teaching Is evil a ‘being’? Why do some people explain evil in the world by talking about the Devil, Shaytan or Satan? Shaytan talking about the Devil, do some people explain evil in the worldWhy by ‘being’? Is evil a Learning objectives Pupils should learn: knowledge to develop and understanding of Christian teaching about Satan. in which to consider ways this belief explains evil, is and other viewpoints: it a realistic explanation in the world today for evil to blame Satan or the devil?

118 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

Names given to Satan Satan Zechariah 3:1 Adversary or accuser Beelzebub Matthew 12:24 ‘Lord of the flies‘; Jewish nickname for Satan Devil Revelation 12:9 ’Slanderer’ Abaddon, Apollyon Revelation 9:11 ’Destruction‘ or ’Destroyer’ Angel of the Abyss Revelation 9:11 Evil One John 17:15, Ephesians 6:16 Accuser Revelation 12:10 Will be hurled down Great Dragon Revelation 12:9 Red Dragon Revelation 12:3 Ancient serpent Revelation 12:9 See Genesis 3 Belial 2 Corinthians 6:15, Nahum 1:15 Hebrew. ‘useless’, ‘worthless’, ‘wicked’ Ruler of the kingdom of the air Ephesians 2:2 Prince of demons Matthew 9:34 Prince of this world John 12:31 Father of lies John 8:44 God of this age 2 Corinthians 4:4 Latin translation of Hebrew word for Lucifer Isaiah 14:12 (KJV) ‘morning star’

Characteristics of Satan Matthew 4:1-11 Satan as a tempter Matthew 17:14-18 Can bring sickness to mankind 1 John 5:19 Ruler of this world – holds the world prisoner Revelation 13, 16:14 Satan can control politicians Colossians 2:15 Jesus triumphs over the devil through the cross 1 Corinthians 10:13, James 4:7, 1 Peter 5:8-9 Satan can tempt believers 2 Corinthians 11:14 Satan masquerades as an angel of light 2 Corinthians 12:7 Satan can be used by God for good Revelation 16:12-14 Satan and the demons perform miraculous signs

The Fall of Satan and the Angels: Some Christian beliefs Isaiah 14:12-20 ‘Morning star’ is translated as ‘Lucifer’ in some bibles. Ezekiel 28:12-19 Satan once had a special place of honour guarding the throne of God Luke 10:18 "I saw Satan fall like lightning from heaven." 2 Peter 2:4 Angels that sinned are placed in hell, awaiting judgment Jude 1:6 Fallen angels are held in darkness for Judgment Day Revelation 12:4 May indicate that Satan took a third of the angels with him Revelation 12:7-12 War in heaven between Archangel Michael and Satan

The End of Satan Matthew 25:41 ‘Eternal fire’ was prepared for Satan and his angels Romans 16:20 God will crush Satan under the feet of the Christian church Revelation 20:1-3 Satan thrown into the abyss for 1,000 years Revelation 20:10 Satan thrown into lake of burning sulphur forever

119 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points Exploring the issue of hell can raise lively discussions on topics such as forgiveness, sin, free will, punishment, life after death etc. could use this You (with discretion) website www.hellhappens.com/ pictures-of-hell.htm hell to consider what might look like. A helpful article and class room suggestions can be read in REtoday Hell-fire 2008, Autumn Tom and brimstone , Newlands. Learning outcomes I can: opinion express my own hell is like about what (L5) consider the challenges of belonging to a religion hell is a reality where (L6). “I believe there may be heaven, but I don’t believe in hell.” but I don’t believe be heaven, there may “I believe to hell.” will go been bad you have and if you will be judged die you “When you it is just a story “Hell is not a real place, to scare children.” with it.” away just get Hitler would “There has to be a hell because otherwise people like of fire.” a lake “Hell is being in a place of eternal suffering, memories.” worst all your and night by are tormented day you “Hell is where then the concept of God as a forgiving is false.” “If hell is real, sure it is pretty much empty.” should make love God’s “If there is such a place as hell, willing to turn from selfishness.” are never hell if we create our own “We Pupils could start with a card activity. Teacher could give personal examples. All are given a few cards and a few All are given personal examples. could give Teacher Pupils could start with a card activity. “being in RE”, chair”, “sitting in the dentist’s “Hell on earth is...“ (eg examples on their cards: write and draw a card if Cards are passed around the room and pupils keep etc). “eating sprouts” my little brother”, “babysitting of the with two When the majority are happy disagree. with the sentiment and pass on card if they agree they the cards are read out. are holding, cards they used a lot still get does this religious word Why Is hell a real place or state of mind personal experience? in our non-religious society? Start a discussion The Methodist teaching is that ”All can be saved”. Could hell be real? empty? to read out their should be ready They giving reasons. to this question, asking pupils to write their answer by said he was truly are there any sorry it, and seemed to show of heaven, Adolf Hitler stood at the gate ideas: if or on duty should let him in? Do pupils think that all people be saved the angel circumstances in which difference it would Thinking about what or exclusion from eternal life? actually deserveare there some who hell, can be saved”. ”everyone believes to the life/actions of a Methodist Christian who make disagree (green), agree if they a list of statements and hold up squares paper to show Pupils could be given answers to write up evaluative or disagreeing for agreeing are unsure (amber) Pupils use the reasons given (red), Statements could include: statements. in the style of GCSE evaluation nine pupils are given These and other statements could be used as a diamond sequencing exercise where with. disagree most strongly with to those they agree beliefs about hell and diamond rank them into those they

Considering ideas about destinations after death l l l l l l l l l l l l l l Teaching and learning Teaching Is evil a place? Beliefs about hell, or the state of being isolated from love God Is evil a place? Beliefs about hell, Learning objectives Pupils should learn: to describe a religious and non religious view of ‘hell’ to explain different views concerning the nature of hell.

120 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points Pupils could watch: BBC Curriculum Bites RE: Series 2 (2005): do? What would Jesus Caught in the Middle , some of shows which teachings of the key Christianity. Learning outcomes I can: the Bible is explain how Christians as a used by source of moral authority (L5) express insight creatively and other into my view on peoples views Christian understanding and its and evil of good expression in ethics (L6). taking action for global justice and against poverty (eg through All We Can, Christian Aid, CAFOD, Tearfund) CAFOD, Aid, Christian Can, We All (eg through poverty taking action for global justice and against and supporting pro-life charities promoting adoption, tackling abortion by medical research and compassion, tackling HIV/Aids by supporting fair trade, tackling injustice by supportingand opposing too-easy addiction or alcoholism by self-help groups tackling gambling casinos and so on. gambling, of alcohol, availability Contrast Christian teaching on hell with Christian teaching on heaven. The Bible What does Christianity teach? Contrast Christian teaching on hell with heaven. and there will be no more death all of their sorrows, “remove God will to heaven go teaches that for those who 21:4) Methodist teaching urges (Rev forever.” are gone and its evils For the old world or cryingor sorrow or pain. in all the places you can, you in all the ways can, all the means you by can, you each person to ”do all the good by lived in if everyone live What sortwe of society would can”. you as long ever can, to all the people you can, that rule? in bread and wine, What do Christians do? Pupils think about the spiritual practices of remembering Jesus action Relate these to what and prayer. of God, asking forgiveness example of love, trying Jesus’ to follow a different issue: of pupils might each study Pairs Christians take. on earth’? ‘heaven do Christians try Consider questions that link the spiritual and ethical. How to make if have What sortwe of society would into action? and evil do Christians put their understanding of good How people happy? teaching and example make Jesus’ by the Christian vision? Does seeking to live by all lived we examples of Christian action to support different groups. Study Pupils could design a stained glass window using symbols to contrast the Christian teachings on hell and Pupils could design a stained glass window group panels in a might do five They and forgiveness. love peace, ideals of fighting injustice, and showing heaven can/to can/in all the places you all the means you can/by you the good “All to the idea of doing good to show can.” you can/as long as ever all the people you

l l l l l l l l l Teaching and learning Teaching How do Christians tackle good and evil? Christian ethics as a practical attempt to reduce evil and evil? Christian ethics as a practical How do Christians tackle good Learning objectives Pupils should: learn about the Christian of life way understand the ways Christianity in which and promotes goodness responds to evil.

121 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points Pupils could use the ‘Church website Society’ www.churchsociety.org/ issues_new/ethics/ iss_ethics_gambling. asp or www. jointpublicissues.org.uk Learning outcomes I can: the bible is explain how Christians as a used by source of moral authority (L5) express insight creatively and other into my view on (L6). peoples views Fairtrade FortnightFairtrade Planning Group and Christians together Jews Muslims, group: Interfaith study Self Help Circle Anonymous Gamblers practice – choir and band Music for worship for those coping with the end of their marriage Recovery workshop Divorce Club planning group. Christian holiday Children’s exploring issues about write letters to the press about siting of a casino near primary school, and its acceptance in our society gambling the Methodist church is missing out on lotterythere a principle at consider whether or funding, in rejecting the lotterystake cause in our does gambling damage what Anonymous: of Gamblers research and report on the work and other kinds? (if there is one!). problem gambling What is the difference between society today? What does Christianity teach? Contrast Christian teaching on virtues (eg the Fruit of the Spirit from Galatians often seems to be that individuals can find – which TV adverts of a list of virtues) with the message 5: 22, ) (try Look at six adverts www.tellyads.com happiness only through spending. advertises which What do Methodist Christians do? Pupils think about the noticeboard of a church, six meetings this week: do Methodist Christians oppose and why Consider questions that link the spiritual and ethical. How by this Christian vision? Does seeking to live by all lived if we have What sortwe of society would gambling? examples of Christian action to support Study different people happy? teaching and example make Jesus’ Pupils could: groups. campaigner and another Christian who a Methodist anti-gambling Create both sides of an argument between wisdom generosity, exploring ideals of forgiveness, sees no problem with betting and other forms of gambling, This is is a useful resource (www.jointpublicissues.org.uk). website Team Public Issues The Joint and self control. and there are sections in Baptist and URC Churches, the team that speaks out on behalf of Methodist, about alcohol and gambling.

The minister can only attend two. Which should s/he go to and why? Put them in order: which ones are closer to, or Put them in order: ones are closer to, which to and why? Which should s/he go The minister can only attend two. the teaching of Jesus? further from, l l l l l l l l l l l l l Teaching and learning Teaching How and why do Methodist Christians take a stand against gambling? a stand against do Methodist Christians take How and why Learning objectives Pupils should: learn about the Christian of life way understand the ways Christianity in which use of promotes good and opposes money, and the foolish gambling use of money.

122 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points Pupils could look at the Methodist Church or the Joint website on Public Issues website the issue of alcohol www.methodist.org.uk/ who-we-are/views-of- the-church www.jointpublicissues. org.uk Learning outcomes I can: the Bible is explain how Christians as a used by source of moral authority in relation to alcohol abuse (L5) express insight creatively and other into my view on peoples views alcohol abuse explain and respond to Christian understanding of alcohol abuse (L6). people who are homeless or sleeping rough. Many of the 100 clients are dependent on alcohol. Many are homeless or sleeping rough. people who in the Alcoholics Wednesday meets every for people addicted to strong drink, a support group , Anonymous there is never It is the only community room where at a Methodist chapel in small town. coffee lounge town. in the whole alcohol available any profits and lack of care or the drinks industry’s huge Movement campaigns against The Temperance their regional offices at a Methodist have They suffer from alcohol dependency. responsibility for those who lease. rent on a generous they which church, There is a ruling that forbids alcohol on Methodist premises; there is no What do Methodist Christians do? out of control, there is a long recognition that drink, In the history of Methodism, Methodist church with a bar. the ban on drink. Here are three Methodist projects that enhanced by ruins lives. 3. do, they what Say one each for these three projects. to design three posters, The Methodist Church wants you compassion and care for the neighbour in trouble. and relate them to the Christian virtues of self-control, ‘the be strongly anti-drugs? Is alcohol just may although they a casual attitude to alcohol, do people have Why drug’? most damaging legal UK’s rules surrounding and whether church buildings can values, respect, Get the pupils talking about peer pressure, attitudes in people. actually change applying in the projects suggest Some Christians involved Imagine all three of the projects are short of funds. Write is another kind of addiction. Methodist Christians reject this idea – gambling but many for lottery money, and alcohol abuse are seen as such a significant issue within Methodist gambling notes and a letter about why temple/wisdom/community life/protecting the is God’s Concepts to use: self control/the body Christianity. God/trying Jesus. to be like ‘thin ends of wedges’/obeying and young/‘slippery slopes’ campaign to promote safe and wise use of alcohol. an internet Pupils could devise advertising

l l l l l l 1. 2. centre for city centre Methodist Church uses its upstairs room as a day Homelessness shelter . A large Teaching and learning Teaching How do Christians tackle problems of alcohol abuse? Christian ethics as a practical attempt to reduce evil. How do Christians tackle problems of alcohol abuse? Christian ethics as a practical Learning objectives Pupils should: learn about the Christian of life in relation way its use and to alcohol, abuse understand the ways Christianity in which promotes self control, using the example of using alcohol.

123 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points Possible information for Possible the chart can be found on: www.IFAW.org www.supportfoxhunting. co.uk www.furisdead.com/ www.buav.org/ Learning outcomes I can explain how I can explain how religious sources can be answers used to provide for ethical issues (L5). www.methodist.org.uk/who-we-are/views-of-the-church/animal-welfare Ask pupils to notice that humans use animals, and often behave as if we own them. Do they have views about views have Do they them. own as if we and often behave Ask pupils to notice that humans use animals, animal testing or cruelty to pets, vegetarianism, fishing, blood sport, circuses, leather making, fur clothing, and in animal welfare believing Ask them to describe the differences between should do! factoryThey farming? is right or wrong? decide what do they How animal rights. comfort etc). transport, power, animals do for humans (eg give Pupils mind-map what wearing issues about animals (eg vivisection, for and against Pupils complete a chartviews using ICT showing based on opinions on the issues and link in religious views hunting animals for sport) Pupils justify their own fur, teachings from sacred texts. Animal Welfare ‘with but is not only with men and women, covenant The Bible records that God’s What does the Bible say? a sparrow but even sparrows, be worth many A human being may and repeats it twice! every living creature’, of nature is at the whole The Christian vision is of a world where 10:29-31). does not die unnoticed (Matthew at least some judgements are, as we Short of that ideal, none is exploited. and where (Isaiah 11:6-8), harmony judgement? is the Church’s So what can be made. Unnecessary place. and unjustifiable experiments trials - as on the effects of cosmetics should not take Every factory measure Intensive of animals are to be condemned. ignore the welfare farming methods which should be such as stag hunting and hare coursing, Cruel sports, to preserveshould be taken animal habitats. share creation with us should be one of responsibility the animals who The Christian attitude towards banned. not exploitation. and stewardship, A journalist phones to ask for a comment for the Methodist Church Press Office. work Ask pupils to imagine they scandal. ‘horsemeat found in burgers’ eg the animals, on a scandal/issue involving of less than 150 words

Ethical questions about animals and humans l l l l l l l Welfare Animal view on The Methodist Church’s Teaching and learning Teaching How are animals to be treated? Learning objectives Pupils apply viewpoints to issues on the treatment of animals and views. justify their own

124 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points Pupils will probably have Pupils will probably have more examples – many these could be explored further as homework. Link for article - www.telegraph.co.uk/ news/worldnews/ middleeast/ saudiarabia/2963744/ Mickey-Mouse-must- die-says-Saudi-Arabian- cleric.html Learning outcomes I can ask and suggest I can ask and suggest to questions of answers meaning and truth (L5) I can explain the impact of beliefs on individuals (L5). I can pose and suggest to questions answers about the importance of animals (L5). Pupils annotate a picture of a fox – what words do they associate with it? Why? Why? associate with it? do they words Pupils annotate a picture of fox – what Jaws . Garfield, The Jungle Book, eg Ratatouille, which feature animals, Pupils watch video clips from films a film these qualities or are they – do animals have notes on qualities/symbolism shown Pupils make on our attitudes? What effect does it have technique? (anthropomorphism) – the same qualities? Do these show . eg National Geographic Pupils compare with clips from nature programmes, say? different believers What would Interesting) Minus, I – Plus, M, Mouse (use P, Pupils annotate a picture of Mickey think? do they - what mouse must die’ ‘Mickey Pupils read article statements (religious and non) about the merits of animal/human life. Pupils categorise towards 10 = strongly disagree) on continuum scale (1= strongly agree; views Pupils consider their own and try of human/animal life – class compare views statements about the worth to justify them.

l l l l l l l l Teaching and learning Teaching Are animals and humans the same? Learning objectives of Pupils are aware different attitudes animals and towards own. reflect on their Whose life is worth more – animals or humans? Pupils explore different the and evaluate views of animal life. value

125 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points For many Hindus their vegetarianism is related to their Hindus their vegetarianism For many reincarnation (rebirthideas of Karma of the soul (actions), living and ahimsa (non-violence to any body) in a new thing) For members of other religions the choice to be vegetarian creation. respect for God’s of showing be a way may can be found at Information on goshalas www.jayamgoshala.com/index.html video material. thought-provoking Issue 2 provides Taking Religion in Focus: Christianity , 100-113, pp. This is RE! 1 , pp.80-81 from ‘Lisa the Vegetarian’ Good episode of the Simpsons , ‘Raiders of the Lost fridge’ teachings for key Hinduism is good The BBC Beliefs DVD in Hinduism. Learning outcomes I can explain how teachings of I can explain how Christianity or Hinduism affect attitudes towards believers’ (L5) animal welfare religious I can explain why people hold differing views Giving my about eating meat. up backed on this issue, view with detailed reasons (L6). I can: describe and link up some Hindu with how Hindu values (eg people choose to live of harmlessness, values beliefs about dharma and ‘green’ to linked karma, practice) (L4). Explore the many reasons for vegetarianism, including health, ethical and including health, reasons for vegetarianism, Explore the many Does in the class. vegetarians Find out if there are any religious ones. famous vegetarians? name any Can they vegetarians? any know anyone for their diet? What reasons do these people give religious responses to vegetarianism. Students could investigate but others eat some types of meat Some Hindus choose to be vegetarian, in schemes to support the In India some Hindus are involved but not others. and the use of Look at the treatment of cows protection of the environment. goshalas. Findings could be presented in the form of interviews for radio/TV or magazines. responses to these ideas could be discussed and personal own Students’ written conclusions should be documented. ahimsa might about how in pairs and list some suggestions Pupils work choose not to do or What might they affect the life of a Hindu person. choose to do more of? Explain that different Hindus might from the class. Collect some suggestions differently. choose to behave

l l l l l Ahimsa Hindu concept of Ideas about non harming deed word, living thing by Explain that ahimsa is the concept of not harming any The reason for this belief is that Hindus thinking unkind thoughts. by or even that every living thing has a soul or atman. believe l l Consider how the concept of Ahimsa will influence some Hindus’ personal Ahimsa will influence some Hindus’ the concept of Consider how medical issues and war. of moral issues such as various responses to a variety Teaching and learning Teaching Why do some people choose not to eat meat? Why Learning objectives Pupils show understanding of the some people reasons why choose to be vegetarian. and evil? How do Hindus understand good Pupils should learn: to understand and describe the impact of the concept of ahimsa on of some Hindus the lives to pose and suggest to questions answers about the personal decisions about the food we eat and the way we treat the world around us.

126 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points Read information for background teachers, ideas at the beginning to more understanding gain Also see website of Kali. www.hindunet.com.au/ Learning outcomes I can: some Hindus Explain why might choose to follow Kali (L5).

Who is Kali? Teaching and learning Teaching Kali is the fearful and ferocious form of the mother goddess. Unlike mother goddesses who give life, Kali takes life. life. Kali takes life, give who mother goddesses Unlike Kali is the fearful and ferocious form of the mother goddess. evil forces and that Kali was in a battle against says The legend She feeds on death and is offered blood sacrifices. stop To everything in sight. destroying and began carried away in the killing spree that she got became so engrossed and Kali stuck out her tongue in astonishment, at this sight, Shocked himself under her feet. threw Lord Shiva her, her standing with one foot on Shiva’s of Kali shows Hence the common image put an end to her homicidal rampage. looking shocked. chest and her enormous tongue sticking out, terrifying appearance is Kali’s deities. world’s Kali is represented with perhaps the fiercest features amongst all with a representing the complete cycle of time, She has four arms, of destruction. the symbol of her endless power “fear and say hands bless her worshippers The other two in one hand and the head of a demon another. sword head she holds is the the severed a string of skulls as necklace, dead heads for her earrings, She has two not!” a belt made of She wears the inseparableness of life and death. of skulls shows and the garland fate of all the living, Her tongue protrudes from her and liberation from the cycle of karma). human hands as her clothing (signifying work and her face breasts are covered present and future, represent the past, Her three eyes are red. mouth; her eyes The reclined Shiva and another on his chest. She stands with one foot on the thigh of her husband Shiva, with blood. Kali standing on the is lifeless. Shiva of Kali, that without the power lying prostrate under the feet of Kali suggests she can protect from fear fear, As she alone is beyond in ruins. represents her standing on the universe inert Shiva call on her name. those who (continued over page) teaches that the law of karma says that every action has consequences. of karma says Hinduism teaches that the law Nor are these things due to God. not been imposed on people by suffering and other kinds of misfortune have Pain, of karma. Things happen because of the law things that happen. It is the same for good else. the actions of anyone person might come in a future rebirth They – eg a good come in this life. and punishment do not always Reward Evil and suffering should not be seen life. deeds in a previous might be reborn for good into a rich family as reward Every living being has an inner spirit – the life. in a previous Suffering in this life is because of behaviour as unfair. that body and when body is bornAtman into one physical The indestructible. perfect and is eternal, The atman atman. It is possible to be death and rebirth is called samsara. This endless cycle of life, it is reborn into another body. dies, is union with Brahman (God). which released from samsara and to reach moksha, What can we learn from the Hindu form of the goddess, Kali? What can we learn from the Hindu form of the goddess, Learning objectives Pupils should learn: the importance to know of Kali in Hinduism to describe the different characteristics of Kali.

127 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points Learning outcomes (continued) Have a list of different qualities and attributes on pieces of card, eg strong, courageous, kind, fearless, gentle, gentle, fearless, kind, courageous, eg strong, a list of different qualities and attributes on pieces card, Have prize most would Ask students to rank the qualities they etc. loving respectful, aggressive, assertive, bloodthirsty, highly in a leader. think Kali possesses? Search for What leadership qualities do they Look at a picture of Kali on the PowerPoint. on the web. images Kali was and the story Explain who of her tongue hanging out (See For the teacher: significant background Does she match up to the body. Go through the symbolism of different parts of Kali’s ideas at the beginning). perfect leader in some ways? characteristics of your eg the severed the symbols to things that mean same them, could change they Students think about how of skulls (symbolising wisdom) could be a book. and the garland head (symbolizing death) could be a dove or clay. Kali from playdough ‘gentler’ their or make students to draw Encourage

Activities for learning l l l l Teaching and learning Teaching What can we learn from the Hindu form of the goddess, Kali? What can we learn from the Hindu form of the goddess, Learning objectives

128 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference? Points to note Points The website is an The website interesting tool for people’s looking at young of about a variety views religious issues. www.natre.org.uk/db/ results.php Learning outcomes I can: describe some similarities and differences between different religious beliefs and their hopes for the future (L4) insights express my own different as to how religions might offer a hope for the future (L6). One thing I learned from Hindu religion is... satan is real because... I believe there is no such thing I believe because... as a devil politicians reduce evil, To should... religious people reduce evil, To should... I try to... reduce evil, To to say... also like I’d

l l l l l l l Christians say Jesus overcame overcame Jesus Christians say I think... evil. Ten the followed If everyone Commandments then... for Some people are evil, example... should do with the What we (rapists, evil-doers worst murderers) is... abusers, Gambling is bad because...

l l l l l Pupils ‘paper the walls with their wisdom’ by sticking post-it notes on a large sheet of paper stuck on the wall sticking post-it notes on a large by ‘paper the walls with their wisdom’ Pupils with the title: ”My hopes for future are...“ (See sheet of prompts on this topic below) Listening to children and young people talking… about their hopes for the future. Log onto the website www.natre.org.uk/db about hopes for the future and see if religious beliefs affect Read different religious perspectives Hindus, for example, of, What are the similarities and differences? Pupils can search for views for the future. Christians and atheists. with and add one non religious hope agree Choose one hope for the future from three different religions that you slides. PowerPoint These could be illustrated as four from the first activity. maybe for the future, selfishness. prejudice, and less war, love, community, hope for peace, We do our hopes express ethics? How seems to do this. Faith can strengthen our attitudes and behaviour? But what is... thing in the world The worst people do evil? What makes I think... can be reduced by... I think evil to be for evil Some people pray I think... defeated. a better the world make To I do is... what place, Alcohol abuse is not funny because...

l l l l l l l l l l l Teaching and learning Teaching What gives hopes for the future? Are there ways of overcoming evil? of overcoming Are there ways What gives hopes for the future? Learning objectives Pupils should learn: to articulate their own hopes for the future to analyse religious and non-religious hopes for the future.

129 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

What are your commitments?

A powerful classroom tool for every pupil to explore questions of commitment by Lat Blaylock, RE Today

For the teacher Achievement:

This is a powerful and innovative game strategy for the Here are some ‘I Can…’ statements based upon English RE classroom which enables all pupils to use talking and RE levels. They describe the achievements pupils may listening group work to clarify their own commitments, show when they play the game and tackle the follow up including religious, spiritual and ethical commitments. work.

The aims for the activity are to enable pupils to: l think for themselves about commitments, including If a pupil can say ‘yes’ to some of these, religious commitments Level they are achieving the level. l discuss issues of commitment and the impact of I can… belief thoughtfully in a small group l clarify their own commitments through reasoned l identify some simple examples of religious commitments conversation 2 l think carefully about the commitments of religious l respond sensitively to questions about people, including some key leaders. my own commitments.

RE too often ignores or marginalises its concerns l describe the commitments of others, about individual expression and makes too much, including /Methodist Christians by comparison, of its intentions to teach facts. Use 3 l make a link between a religious idea and this game (and the follow up activities that go with it) an idea of my own. with your 11-14 year old pupils. The aim is to raise expectations of their engagement in RE. l show that I understand some examples of religious commitments, including Practicalities 4 those of Methodists For a class of 30, you will need to copy and laminate 8 l apply ideas like commitment, influence gameboard and 8 sets of playing pieces (these don’t or hypocrisy for myself. need laminating – do them on thin card). Cut up the playing pieces and put a set in an envelope for each l explain some impacts of religious group of four players. Arrange the class to sit in groups commitments on people’s lives, giving of four; five works as well, but three is too few. Mixed 5 some Methodist and other examples and unusual groups are positively good for this game. l explain the impact of my commitments Allow about 25+ minutes to play the game, then about 90 minutes if you want to do most of the follow up work. on myself and my family. This can be ‘chunked’ into two or three more lessons if l interpret what sacred texts say you like. about commitment, making insightful

commentary of my own about Biblical Curriculum relevance 6 and other texts The game is purpose built to address questions of l explain with arguments and examples commitment, which feature in every level of the RE 8 how and why my commitments reflect level scale in England and connect to the RME intentions my beliefs and influence my ethics. in Scotland.

130 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

N o t

e d

M a y b e

e d Everyone’s committed Everyone’s

Y e s

e d

131 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

Everyone’s committed… I’m committed to…

…looking out for my …animal rights …telling the truth, …my family friends, even they matter as even when it hurts if it costs me much as us

…finding a path …helping my …my God in life that is …myself mum; she’s made harmless sacrifices for me

…making money …protecting the ...God- …a more fair it makes the world environment consciousness society go round

…having a laugh …equal rights for …making the world …worshipping in my happiness is the women and men less racist holy place key to life (some way to go!)

…finding and doing …looking good, …living for pleasure …improving my a job that helps so my clothes and and enjoying life dancing others make up matter to the full

…a fairer world …my family, …being the best …getting better I support global so I make time I can be in my at my sport aid charities for them school work

…creativity, so I …my music, so I like …living one day make time for my to buy the tracks I …my mates at a time art and my talent love

…reducing the problems caused …serving my God …learning more …my future by drink, drugs and and other people each day gambling

…fulfilling my …my music, so I …being the best …all the thrills ambitions and practice a lot that I can be of life I can find. getting to the top

…this day, this living with ...being a moment, the integrity, not being ??? spiritual person potential of NOW! a hypocrite

132 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

How to play this game:

1. Make a board and set of cards for each group of four pupils. There is a colour version of the board available on the accompanying CD. 2. On the board, a green segment stands for things you are committed to, a red one for the things you are not committed to, and an orange space is for things you’re not so sure about. 3. Pupils must put the cards in a pile, face downwards, and play in turns, around the group. 4. When it’s your turn, you must do three things:

a. read out the top card b. ask the other players: Where would you put this card? Why? (This rule is REALLY important) c. ignore them, and put it where you think it goes for you.

5. When it’s your turn, if you want to, you can move another person’s card to a space that you choose: ‘Move one, place one’ is the rule. 6. All cards must be in one space only – no overlapping is allowed. 7. When the cards are all out, play three more rounds, in which you just swap two cards over. Say why.

Afterwards: teaching and learning strategies developed from the game a. Get each group to think about how a character (from fiction? From celeb culture?) would play: What are the top commitments for these: Buzz Lightyear/Princess Fiona from Shrek/Hermione Granger/Luke Skywalker/Taylor Swift/Simba the Lion King/Britney Spears/Wayne Rooney/Zac Ephron/any others. b. Ask pupils what their top five commitments would be. How do these make a difference to their lives? c. Ask pupils which five things in the game they are definitely not committed to, and why. Develop this discussion to think about how some commitments are moral and some merely personal. d. Use the three statements below to explore religious commitments. They come from a Sikh, an atheist and a Christian. Get pupils in their groups to read the speech bubbles carefully, and see if they can ‘spot’ six commitments from each of these people. e. Can they also write a similar speech about their own lives? These should be no longer than 150 words. f. Can pupils suggest why religious commitments are so strong for some people? g. Can pupils think and talk about the commitments of some great leaders or heroes from the religions? What is the rabbi, or the vicar committed to? What about Gandhi or Moses, Jesus, John Wesley, Nelson Mandela or Mother Teresa? h. Use the writing frame below to get pupils to record their thoughts about their own commitments. The focus is on the Level 4 skill of giving reasons for their answers to questions of commitment. It can be simplified for lower- achieving pupils. i. Discuss two big ideas with the class (this is hard, but well worth the effort):

133 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

Gurjit: I am a Sikh and I’m 13 years old. I live in Leicester, and I like soccer (to watch) and basketball (to play). In my family, we have lots of relatives in Gujarat, and I go there every couple of years for a month in the summer. It’s really good to spend time with my bigger family. I’m choosing science subjects at school for GCSE and I want to be a pharmacist when I grow up, because it is an interesting job with good prospects. I like being a member of the community at my Gurdwara. I don’t go every week, but when I am there, I can feel in touch with God and hear the reading of Guru Granth Sahib. It means a lot to me to be a Sikh, because our community is all about equality and service. In my family I have two older sisters, plus my mum and dad. I guess they are really the most important people in my life – though sometimes a bit annoying.”

Harry: I’m an atheist. I believe there’s no god. You don’t need religion to live your life well. Some people make out that if you don’t believe in god you will be a bad person, but I think this is rubbish. I’m a volunteer in the Amnesty International group in Bolton, where I live, and even though I’m only 15, this means I can make a difference to the world. We run campaigns to help prisoners of conscience and we have had some successes in fighting unjust imprisonment. Don’t get the idea that I’m a charity geek though. I also really like my sport and my music. At school, I’ve chosen PE GCSE because I’d like to be a sports coach when I leave school. In my family, I live with my dad and my younger brother – he’s seven, half my age. He needs a bit of looking after because he has Asperger’s syndrome, so I do what I can to help. He is funny to have around most of the time.”

Julie: I’m a Christian and a Methodist. This has a big impact on my life because I’m trying to live as Jesus taught us to. Some kids at my school are not sure what they are living for so they just go with the flow, but I’m not like that I really want to share my faith with anyone who’s interested because Jesus has given me a great way of life, and it’s not something to keep to yourself. I really hate it when Christians are given a stupid image of being strict, stuck in the past and repressed. My faith’s not like that at all. Our Christian community is really brilliant. In church, I play in a band for worship, and I’ve had lots of chances to do amazing things with my church. Last summer, I was on a trip to Palestine where we met young Christians and Muslims, like us, who were refugees. So all this year I’ve been raising money to support them. So far we’ve raised just over £650. I hope to do a return visit when I’m a bit older.”

134 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

Writing Frame: Pupils are to use this for notes, then develop an extended piece of writing from it.

My Own Top five Some reasons for Something I do What would Jesus Commitments my commitments to show I am say about my committed commitments? [Use quotes]

1 This matters most to To put this into me because… action I…

2 I’m very committed This makes a to this one difference to because… my life by…

3 My reason for The impact of this choosing this is… one is…

4 This is important This commitment because… means that I have to…

5 I care about this I show this because… commitment by…

135 YEARS 9-10 Committed to Goodness? How do your ethical choices and commitments make a difference?

Quotations Resource Sheet: What would Guru Nanak and Jesus think of my commitments?

Love your brothers and sisters as much as you love yourself. Don’t judge other people and then you won’t be judged. Ask and you will receive, Seek and you will find. Knock and the door will be opened for you.

As the perfume lives in the flower, Or as the reflection lives in the mirror, In the same way your God lives in you. Why search for God beyond yourself? Let knowledge of God be your food, and let mercy be your savings. Listen to the music of God that beats in every heart. Religion is not all about mere words: the person who looks on all others as equal is truly religious If you forgive other people their sins, then your heavenly father will forgive you your sins. “Even Kings and emperors with heaps of wealth and vast dominion cannot compare with an ant filled with the love of God.” Sing the songs of joy to the Lord, serve the Name of the Lord, and become the servant of No one can love both God and money. His servants. No one can serve two masters. Don’t store up riches for yourself on earth ~ store up riches in heaven, because your heart will always be where your riches are. When you pray, go to your private room, and pray secretly to your father who is unseen. Your father will reward you!

Ask students to use this sheet of quotations to support them in thinking about what the Guru or Jesus might think of their commitments. This is not a straightforward application task at Level 4 – it is more challenging, asking for pupils to think at level 6, as interpreters. Can they match up and think through all they know of Jesus or Guru Nanak with what they are committed to in a subtle and thoughtful way? If so, this is a good achievement of any 12-14 year old. Don’t expect them to reach a final answer!

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