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Unit 4A: How Does Faith Affect Family Life?

About this unit: This unit of work considers how faith affects lifestyle, in particular the relationships within a family and the customs
and ceremonies that families may follow.

The religion studied in this unit: Islam, Judaism, Christianity

Estimated teaching time for this unit: 6 hours

Where this unit fits in: Pupils are likely to have studied aspects of all three religions covered in this unit. This enables them to study
how faith is related to practice in an everyday way related to their experience.

Prior learning Vocabulary Resources
It is helpful if pupils have: In this unit, pupils will have an opportunity to Resources provided in the pack are listed in the
 Some background to the three religions studied use words and phrases related to: text
in this unit  Family The website http://www.cleo.net.uk/ - RE
 Responsibility section, shows flash video of Muslim prayer.
 Parents
 Pupils
 Extended family

EXPECTATIONS: At the end of this unit

Pupils working towards the expected level will Pupils working at the expected level will be able Pupils working beyond the expected level will be
be able to (level 2): to (level 3): able to (level 4):
 Identify aspects of family life, such as  Describe how aspects of family life, such as  Describe in detail the affect that belonging
clothing or ceremonies that are affected clothing or ceremonies, are affected by a to a religion has on family life
by a believer’s faith believer’s faith  Discuss how religious teachings inspire and
 Listen carefully and respond sensitively to  Make a link between religious beliefs and influence believers in their family life and
how family life is affected by belief family life say what they think about this
KIRKLEES AGREED SYLLABUS OBJECTIVES:
To develop an awareness of the challenges from commitment to a religion, both individually and within a religious community
To develop an awareness of religious rules and what different religions have to say about ‘right’ and ‘wrong’, values and
commitment

ASSESSMENT SUGGESTIONS

Choose two of the quotations about family life in either Judaism or Islam. Design a poster saying what this means and showing how
it might be put into practice. Use words and add pictures or drawings if you wish.
KEY QUESTIONS LEARNING TEACHING AND LEARNING LEARNING WIDER LEARNING
OBJECTIVES (Including experiences and opportunities) OUTCOMES OPPORTUNITIES /
Pupils should: Pupils: POINTS TO NOTE

What do we mean Consider what a Discuss the difference between a house and a home. Pupils are Design a model that The questionnaire on
by a home and a family is like and likely to consider that it’s the people and relationships that make a shows the difference ‘Where do you learn
family? what makes a home difference, as well as other things. Pupils could design a cardboard between house and skills?’ is included in the
house with a front door that opens to reveal these differences. home Resource Pack. This
Study Christian They could illustrate the important people in their immediate and would be most effectively
teaching on family wider family. Draw a family tree completed using ICT.
relationships
Draw a series of diagrams on the board representing different Complete a A Diamond Ranking
family units (two parents and two pupils; two adults alone; one questionnaire on template might be used
adult and three pupils, etc). Alternatively use pictures on an IWB. where they learn to prioritise the results of
Which of these are families? Discuss the point that families are skills the Hot Potato activity –
different in make up but share the characteristic that it’s where see Kirklees RE Handbook
we belong. Consider the role of the extended family. Pupils could Read a Christian text or the template for
draw their own family tree. about family life Interactive Whiteboard in
the RE portal of Kirklees
In pairs, complete the questionnaire on ‘Where do you learn skills?’ Grid for Learning:
Share some of the answers together. See how many of these are www.kgfl.org.uk
learnt in families and not just at school.

Divide the class into groups of 4-5. Use a hot potato exercise to
investigate views on what makes a good parent and what makes a
good child. Share these ideas with the whole class and prioritise.

Look at Christian teaching on the relationship of parents and pupils
in Ephesians 6. List the qualities of each.
KEY QUESTIONS LEARNING TEACHING AND LEARNING LEARNING WIDER LEARNING
OBJECTIVES (Including experiences and opportunities) OUTCOMES OPPORTUNITIES /
Pupils should: Pupils: POINTS TO NOTE

What is it like to Consider what is Give pupils a series of simple texts from Jewish holy writings about Find qualities of good A series of Jewish texts is
belong to a Jewish important about family life and relationships. See resources for some examples. relationships in provided in the Resource
family? belonging to a Tell the pupils that some of these are also holy writings in the Jewish texts Pack.
Jewish family Christian Old Testament. In small groups, design a poster
representing three qualities desirable in a parent and three in a Describe family
child. celebrations and how
we prepare for these
Discuss any hard work recently completed by pupils or other
adults. What did they feel like when it was finished? Why did they Look at aspects of
need a rest? Compare this with the first Creation story in Genesis the Shabbat meal
1. What happened on the seventh day? Outline how this story is
reflected in Jews keeping Shabbat as a day of rest.

List some special family occasions, such as birthdays, festivals,
holidays or days out. What do you do to prepare? Use a video or
pictures to illustrate the preparation a Jewish family will make for
Shabbat, such as preparing food, getting home, reading the Torah.

Discuss why some foods are generally considered as suitable and
others are not. Prepare a wide-ranging list including a variety of
items such as milk, bread, horse, dogs, nuts, apples, snails,
hamsters, etc. Why do we feel some are suitable for eating and
others not? How would the list vary according to a person’s
tradition? What if you are a vegetarian? What about allergies? Link
this to the idea that milk and meat should not be eaten together –
a kind of ‘spiritual allergy’. Look at the foods Jews consider
acceptable and the reasons for this.
KEY QUESTIONS LEARNING TEACHING AND LEARNING LEARNING WIDER LEARNING
OBJECTIVES (Including experiences and opportunities) OUTCOMES OPPORTUNITIES /
Pupils should: Pupils: POINTS TO NOTE

What is it like to Consider what is Give pupils a series of texts and teachings from the Qur’an and Find qualities of good A series of Muslim texts is
belong to a Muslim important about elsewhere. List the rights and responsibilities of father, mother relationships in provided in the Resource
family? belonging to a and pupils in these teachings. Include concepts such as respect and religious texts Pack.
Muslim family honour. This might be completed using ICT.
Describe the The website
Collect ideas of how pupils (or adults) show off? What do we think difference between http://www.cleo.net.uk/
when people do this? Can we use clothes or other accessories to being modest and - RE section, shows flash
show off? showing off video of Muslim prayer.

Ask pupils how they decide what to wear. Who chooses their Look at how Muslims
clothes? What factors affect the decision? (Indoor, outdoor, pray at home
occasion, weather, etc). Ask pupils to describe or draw their
‘ideal’ outfit and explain it. Use a picture of Muslim girls and boys. Think about things
Look at the way they are dressed? What are the differences? What they would want to
are the reasons for the differences? Refer to the advice from the change
Qur’an on dressing modestly. What does this mean? Contrast with
‘showing off’.

Find the direction of Makkah using a compass. Show pupils a prayer
mat. A Muslim child or member of staff may be willing to
demonstrate family prayer. What preparations would you make?

If you were saying prayers in your family, what would you pray
about or pray for? What would you want to be thankful about, or to
make different? Apart from praying, what else could you do?