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					Journeys Key Stage 2 Unit 5 Year 5 11 sessions of 1 hour

WHERE THE UNIT FITS IN This unit is designed for Year 5 – Spring Term. It connects with units 2, 8, 10, 11, 12 in dealing with the world in which we live and with units 3 and 7 in dealing with expressions of belief.

FEATURED FAITH(S) Buddhism Christianity Hinduism Islam Judaism Sikhism

FOCUS AREAS OF ENQUIRY AT 1 Learning ABOUT Religions A Beliefs about the spiritual dimensions of life B Religious practices & lifestyles C Expressing religious beliefs,  ideas and feelings AT2 Learning FROM Religion D Human identity, personality and experience E The world in which we live F People’s values and commitments

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RESOURCES          Hajj, baptism and marriage posters, eg from Living Religions: Islam / Christianity Poster Packs, Nelson Thornes. Hajj video, eg Belief File, Programme 4, Hajj, BBC. Story of Muhammad and the Ka’bah, eg in Frances Le Pla, Living Religions: Islam, Nelson Thornes. Or on video, Animated World Faiths: Muhammad, Channel 4. Story of welcoming a baby into Islam, eg Le Pla (ibid). Video, eg Pathways of Belief, Islam, Programme 2, Belief, BBC. Collection of photos, cards and memorabilia for a time line. Mig Holder, 1992, Mary Jones and her Bible, Bible society. A version of the story is also in Richards, Living Religions: Christianity Part 1, Nelson Thornes. Christian artefacts, eg baptismal candles, certificates. Website for Christian views on marriage: http://www.request.org.uk/main/main.htm (‘Do what?’ - ‘Wedding’). Website for Muslim views on marriage: http://www.islam.org/ (Search Q&A’s on weddings).

PROGRAMME OF STUDY LEARNING OPPORTUNITIES a) b) c) d) Consider the many reasons for going on a special journey and engaging in a religious quest. Consider practices and events associated with special journeys. Consider how rites of passage are dealt with in different traditions, especially birth, initiation, marriage, death. Consider artistic, symbolic and other expressive work associated with special journeys and the journey of life.

OBJECTIVES FOR LEARNING AND ASSESSMENT C2 Identify and give a possible meaning or message underlying a Hajj ‘congratulations’ card. C3 Make simple links between Christian baptism and Muslim naming ceremonies with reference to the reasons Christians and Muslims have for these ceremonies. C4 Express beliefs/ideas/feelings using recognised styles of religious expression and describe the meaning of the symbolism used. E2 Identify aspects of life which may cause people, including people with a faith commitment, to wonder/question. E3 Compare their own ideas about life on earth with those of others, including people with a faith commitment – with reference to the Hajj and Christian rites of passage. E4 Ask a range of questions about life on earth and suggest appropriate answers, making reference to Christian and Muslim teachings where appropriate.

KS2 unit 5

ABOUT THIS UNIT This unit explores how religions express aspects of life’s journey in a variety of creative ways.

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OBJECTIVES & KEY QUESTIONS

TEACHING ACTIVITIES (Learning Opportunities in brackets)

Compare their own ideas about journeys with those of others. What is a journey?

-------------------------------------------------------------What is a pilgrimage? Why do people go on a pilgrimage?

-------------------------------------------------------------Identify aspects of pilgrimage which may cause people to wonder/question. Express beliefs/ideas/feelings. What is the significance of the Hajj for Muslims? -------------------------------------------------------------Express beliefs/ideas/feelings using recognised styles of religious expression and describe the meaning of the symbolism used. How do Muslims express their beliefs in art? -------------------------------------------------------------Compare their own ideas about life with those of others, including people with a faith commitment. What makes a difficult journey worth doing? -------------------------------------------------------------Identify aspects of life which may cause people to wonder/question. What are the important milestones in life’s journey? -------------------------------------------------------------Ask a range of questions about life and suggest appropriate answers, making reference to Christian teachings where appropriate. Why do some Christians have their babies Christened? How do Christians express their hopes for a baby? -------------------------------------------------------------Make simple links between Christian baptism and Muslim naming ceremonies with reference to the reasons Christians and Muslims have for these ceremonies. How do Muslims welcome a new baby? What ‘gifts’ would you wish for a baby? -------------------------------------------------------------Identify and give a possible meaning or message underlying aspects of Christian or Muslim wedding ceremonies. How do Muslims and Christians express their beliefs and feelings in a wedding ceremony? -------------------------------------------------------------Express beliefs/ideas/feelings using recognised styles of religious expression and describe the meaning of the symbolism used. What is important in a good relationship? What makes the journey of life worthwhile?

1. Ask pupils In pairs to think about special journeys and the reasons they are made, for example: pleasure; for holidays etc; moral duty: to recycling depot; to the police station; love: to hospital; to meet someone; respect: to attend a funeral / ceremony; belief : to pray, pay homage; searching / exploring: for places; for truth / meaning; evangelism: ‘to spread the word’. (5a) Ask pupils to think of special journeys they have made and to say why the journey was made and what they gained or learned from the experience. Pupils write an account of their journey: their expectations, feelings, disappointments and so o n. -----------------------------------------------------------------------------------------------------------------------2. Introduce pupils to the idea of a ‘Quest’ or ‘Pilgrimage’ (which features in many popular films). Tell pupils about religious ‘quests’ and destinations, eg Lourdes, River Ganges, Jerusalem, and explain why people might go there, eg for healing. (5b) Show pupils a video or a poster of the Muslim Hajj, and tell them the story of Muhammad and the Ka’bah. (5a,b,c) -----------------------------------------------------------------------------------------------------------------------3. Remind pupils of the story of Muhammad and the Ka’bah. Ask them about Muhammad’s reasons for preaching to the people of Makkah and why the Makkans didn’t want to follow Muhammad. Ask how visiting the Ka’bah today might strengthen a Muslim’s faith. Ask pupils to imagine that they are on the pilgrimage to Makkah and to write postcards home describing and explaining some of their experiences and feelings. (5a,b) -----------------------------------------------------------------------------------------------------------------------4. Tell pupils about Muslim art and calligraphy (see, eg Unit 10 of ‘Living Religions: Islam’) and ask them to design a suitable card (with no pictures of people or animals) for a Muslim who has returned from the Hajj. Pupils should say why their card is suitable for the occasion. Display the results. (5a,d) -----------------------------------------------------------------------------------------------------------------------5. Tell pupils about Mary Jones, the Welsh girl who saved all her money and walked 25 miles barefoot to buy her own Bible in 1780. Ask pupils to identify the ‘milestones’ passed by her on her journey to collect her Bible and to construct a storyboard with titles which reflect the most important parts. (5a) -----------------------------------------------------------------------------------------------------------------------6. Ask pupils to work in groups to consider life as a journey. Introduce pupils to some Christian ways of marking stages of life: baptism/christening, confirmation/baptism, marriage, funeral. (5c) Encourage pupils to ask their own questions about these events. Using photographs and memorabilia ask pupils about the sort of events that people at the end of life’s journey would remember, making a large timeline across the classroom. -----------------------------------------------------------------------------------------------------------------------7. Prepare for a visit to a local Anglican or Roman Catholic church by showing pupils posters of a christening service, together with Christian artefacts such as a baptism certificate, candles etc. Ask pupils to devise questions for the minister about the ceremony and other services that take place at the church. Select three of these questions and ask pupils in pairs to work out and write down what answers might be given by the minister. (5c) -----------------------------------------------------------------------------------------------------------------------8. Make the visit to the church and arrange for pupils to ask their questions to the vicar, priest or other representative of the church. Pupils compare the answers given with those they had expected. Pupils make sketches of parts of the church that are important in the baptism service and write down some of the key promises that are made. (5c) -----------------------------------------------------------------------------------------------------------------------9. Remind pupils of what they learned in the church and show a video about welcoming a baby into a Muslim family. Ask pupils what similarities and differences there are with the baptism of a Christian child, including the reasons given for the words and actions. (5c) Ask pupils what ‘gifts’ they would wish for a baby at the start of life’s journey and to design a card which contains appropriate prayers and symbols to welcome a child into a family where one parent is a Christian and the other is a Muslim. (5d) -----------------------------------------------------------------------------------------------------------------------10. Provide some background information and show posters on Muslim and Christian marriage. Explain the symbolism depicted and ask pupils to draw special clothes and objects and to add special words from the ceremonies. (5c,d) Ask pupils to add a few sentences saying why they think marriage is important for Muslims and Christians. -----------------------------------------------------------------------------------------------------------------------11. Ask pupils to draw their own symbols of marriage / lasting friendship / commitment / loyalty / forgiveness etc, to label each symbol and to explain the symbols they drew, saying how their own views compare with a list of Muslim and Christian views, taken, eg, from relevant websites. (See resources) (5d)

KS2 unit 5 Journeys
ASSESSMENT OPPORTUNITIES POINTS TO NOTE

This unit can make a useful contribution to programmes for PSHE & Citizenship – particularly if different kinds of relationships are explored in the context of Christian and Muslim beliefs about marriage. See Somerset/ North Somerset Council publication, ‘Other Dimensions: how religious education may contribute to personal, social and health education and citizenship at Key Stages 1 & 2’.

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--------------------------------------------------------------------------------------------------------------------------Pupils identify aspects of pilgrimage which may cause people to wonder/question by writing postcards from the Hajj. (E2)

--------------------------------------------------------------------------------------------------------------------------Pupils express beliefs/ideas/feelings using recognised styles of religious expression and describe the meaning of the symbolism used by designing and explaining a suitable congratulations card for a Hajji. (C4) ---------------------------------------------------------------------------------------------------------------------------

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--------------------------------------------------------------------------------------------------------------------------Pupils ask a range of questions about life and suggest appropriate answers, making reference to Christian teachings where appropriate, in preparing for and through active participation in the church visit. (E4)

--------------------------------------------------------------------------------------------------------------------------Pupils make simple links between Christian baptism and Muslim naming ceremonies with reference to the reasons Christians and Muslims have for these ceremonies through the design of a welcome card which uses appropriate symbols and words. (C3)

--------------------------------------------------------------------------------------------------------------------------Pupils identify and give a possible meaning or message underlying aspects of Christian or Muslim wedding ceremonies through selection of appropriate words and clothes. (C2) Some pupils go on to make simple links between weddings and the religious beliefs held by Christians and/or Muslims. (C3) --------------------------------------------------------------------------------------------------------------------------Pupils express beliefs/ideas/feelings using recognised styles of religious expression and describe the meaning of the symbolism used, through their selection of symbols and their comparisons between their own views about relationships with those of believers. (C4) Some pupils may go on to express appropriate ideas in the light of both Christian and Muslim views. (E5)


				
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