Unit 8B: Why Should You Help The Poor And Those In Need? About this unit: A project based unit, where students focus on the work of two religious charities. The religions studied in this unit: Students choose two different religions from Buddhism, Christianity, Hindu Dharma, Islam, Judaism and Sikhism. Estimated teaching time for this unit: 6 hours Where this unit fits in: Prior learning Vocabulary Resources It is helpful if students have: In this unit, students will have an Information packs or use of Internet sites on the following charities Completed Units 6A and opportunity to use words and (See resource pack for this unit): 6C during KS2 phrases related to: Muslim Aid Charity Khalsa Aid Belief Poverty Christian Aid Sewa International Mazon Rokpa EXPECTATIONS: At the end of this unit Students working towards the expected level Students working at the expected level will be Students working beyond the expected level will be able to (Level 4/5): able to (Level 6): will be able to (Level 7): Show some understanding of the effect that Account for the significance of different Evaluate the significance of religious and beliefs have on individuals and communities forms of religious, spiritual and moral other views for understanding questions of Explain the impact of beliefs on individuals expression human relationships, society, values and and communities Use reasoning and examples to express commitments, using appropriate evidence Explain how religious beliefs are used to insights into the relationship between beliefs, and examples provide answers to ethical issues teachings and world issues KIRKLEES AGREED SYLLABUS OBJECTIVES: To consider responses to ultimate questions from a variety of religious and secular viewpoints: existence of God, questions of suffering, exploration of ‘truth’, life after death To understand how and why belief is expressed through practices and spirituality To understand that belief and conviction influence action To respond to ethical issues: questions, influences and beliefs that inform moral (religious and secular) choices and the interrelationships between such issues ASSESSMENT SUGGESTIONS Produce an advert for your chosen charity, outlining their beliefs and work that they do. This could be done as a poster, flyer, or storyboard for a TV advert, using ICT if preferred. Use the following questions to help you: Why do they help people in need? What do they do – the different sorts of aid? Where does this happen – here, abroad? When – what examples of the different kinds of aid can you give – specific projects? How – who does it? How is it organised? KEY LEARNING TEACHING AND LEARNING LEARNING WIDER LEARNING QUESTIONS OBJECTIVES (Including experiences and opportunities) OUTCOMES OPPORTUNITIES / Students Students: POINTS TO NOTE should: Why should you Consider their Using the situation cards, working in small groups discuss what Should have Situation cards – help the poor and response to you would do to help and why. discusses what if Resource Pack those in need? situations where anything should be people are in need Discuss as a class the outcome to the situation cards. done to help people in need Students to work in pairs/small groups to produce their own situation card. This can then be given to another pair/small group for discussion. KEY LEARNING TEACHING AND LEARNING LEARNING WIDER LEARNING QUESTIONS OBJECTIVES (Including experiences and opportunities) OUTCOMES OPPORTUNITIES / Students Students: POINTS TO NOTE should: How and why do Have the Introduction to charity project- students will research the Should consider Charity project charities help opportunity to work of two charities – these can be allocated by the teacher how and why guidance sheet – people in need? research the work or chosen by the student. people help those Resource Pack of a religious in need charity Students should work in pairs – each student researching one of the charities. The research stage should take one lesson. The second and third lesson will be writing up the findings. KEY LEARNING TEACHING AND LEARNING LEARNING WIDER QUESTIONS OBJECTIVES (Including experiences and opportunities) OUTCOMES LEARNING Students Students: OPPORTUNITIES / should: POINTS TO NOTE What does the Have the The students should work in their pairs and ‘teach’ the other Should be able to Comparisons chart – work of religious opportunity to about the work of the charity they have researched, producing talk confidently Resource Pack charities compare ‘teach’ another a comparison chart. about the research with each other? student about the they have done, work of their Each pupil should talk through their project with their partner. and compare the chosen charity and The partner should then note down 10 words that would help work of charities compare the work them remember what the charity does and why. These should act as ‘prompts’ to enable that student to be able to discuss the work of that charity. Each pair should then produce a comparisons chart to compare the work of the two charities, as well as coming to a conclusion. If there is time the pair could then get together to ‘teach’ another pair what they have learnt. This should help students to gain an insight into the work of four different charities. KEY LEARNING TEACHING AND LEARNING LEARNING WIDER LEARNING QUESTIONS OBJECTIVES (Including experiences and opportunities) OUTCOMES OPPORTUNITIES / Students Students: POINTS TO NOTE should: Why should you Discuss their The final session is an assessment of their knowledge and Should be able to Assessment sheet – see help the poor and knowledge and understanding of how and why should you help the poor and explore the work of Resource Pack those in need? understanding of those in need. the charity - why, the work of what, where, when religious charities Produce an advert for your chosen charity, outlining their and how? beliefs and work that they do. This could be completed as a poster, flyer, storyboard for TV advert.