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					Life’s Journeys




                                                                                                                                      K
Key Stage 3 Unit 5                        Year 8              13 sessions of 1 hour
ABOUT THIS UNIT




                                                                                                                         KS3 unit 5
This unit explores how religions portray aspects of life's journey through a variety of expressive techniques.




WHERE THE UNIT FITS IN
This unit has been assigned to year 8 – Spring term. It connects with units 2 and 5 in dealing with the world in which
we live and with units 3 and 7 in dealing with ways of expressing religious ideas, beliefs and feelings.



FEATURED FAITH(S)                   FOCUS AREAS OF ENQUIRY

 Buddhism                          AT 1                                      AT2
 Christianity                     A Beliefs about the spiritual             D Human identity, personality
 Hinduism                            dimensions of life                       and experience
 Islam                            B Religious practices &                   E The world in which we live           
 Judaism                             lifestyles
 Sikhism                           C Expressing religious beliefs,          F People’s values and
                                     ideas and feelings                        commitments

RESOURCES

    Collection of coloured photos of Baptism – Infant and Adult.
    RE-XS www site.
    Anglican Wedding Ceremony Sheets, eg from Alternative Service Book, 1980, pp 283-297
    Aspects of Religion CD-ROM, Nelson.
    Making a Virtual Hajj sheets (Pearson Publishing www.pearson.co.uk/education).
    A3 paper.
    Magazines for collage work.



PROGRAMME OF STUDY LEARNING OPPORTUNITIES

a)   Consider how the ups and downs of life's journey might be expressed by Christians.
b)   Consider how aspects of change and growth might be expressed in different literary and symbolic ways.
c)   Consider how people might respond to the felt need for spiritual growth, eg how Christians and Muslims help
     their spiritual growth by going on pilgrimage.



OBJECTIVES FOR LEARNING AND ASSESSMENT

C5        Identify and compare some of the ways in which Christians express their beliefs through Baptism and the
          impact this has on their lives.
C6        Demonstrate a critical awareness of and respect for a believer's expression of grief and give a coherent
          account of the beliefs/ ideas/ feelings underlying forms of expression used by different denominations,
          groups and traditions.
C7        Explain the meanings of symbolism in relation to the central beliefs of a religion.
E3        Compare their own ideas about life’s journey with the Christian view of marking special events.
E4        Ask a range of questions about life's journey and suggest appropriate answers, making reference to
          Christian teaching.
E5        Demonstrate a critical awareness of and respect for a range of views about bereavement.
E6        Show a critical awareness of and respect for a range of views on the after-life.
OBJECTIVES & KEY QUESTIONS                                       TEACHING ACTIVITIES (Learning Opportunities in brackets)


Compare their own ideas about life's journey                     1. Introduction to the unit on Life’s Journeys by discussing important events in our lives,
with those of others.                                            eg birth, going to school, marriage; sporting/music achievements; loss and how they are
How do we mark important events in our lives?                    remembered or marked eg cards; certificate; parties; clothes; jewellery. Students design a
(one lesson)                                                     title page in books showing both (5a).

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Compare their own ideas about life's journey                     2, 3. Using pictures of baptism, in groups discuss what they see and anything similar.
with those of Christians.                                        With this and access to http://re-xs.ucsm.ac.uk/ (World Religions  Christianity  Rites of
What is the significance of infant and adult                     Passage  Baptism) on A3 sheets put together display on Christian Baptism:
baptism?                                                         What happens; meaning of water; surveys; own baptisms? Points for and against
                                                                 infant/adult baptism. Students outline their own view in relation to others (5a).
Ask a range of questions about life's journey                    Students prepare for an interview with Emily Scott who has been through both Baptisms.
and suggest appropriate answers, making                          Compile a variety of questions on the board; students choose three and write down
reference to Christian teaching.                                 answers that they think Emily might give.
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What might the impact of Christian baptism be                    4. Interview with Emily Scott. Students then write up the results, comparing Emily's
on a person's life?                                              answers with their previous expectations and giving their own views in the light of her
                                                                 comments, particularly on the impact of baptism on her life. In what ways have their views
                                                                 changed, if at all? Complete task for homework.
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Identify and compare some of the ways in                         5. Re-enactment of the Anglican wedding ceremony (5a&b).
which Christians and others express their                        Focus discussion on reasons for people choosing to marry in a church. Encourage
beliefs and the impact this has on their lives.                  students to reflect on the meaning of the promises – link with Baptism – relationship with
                                                                 God.
What is the purpose of marriage? What is the                     Students then describe the Anglican marriage ceremony and compare it with a ceremony
significance of Christian marriage?                              they would wish to have or with an explanation of why they would not want any ceremony.
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Demonstrate a critical awareness of and                          6, 7, 8. Introduction. Discuss bereavement (see Points to Note). Focus attention in the
respect for a believer's expression of grief and                 discussion on personal experience and on the effects of bereavement and how different
give a coherent account of the beliefs/ ideas/                   people cope or attempt to cope with it. Ask why and how do people mark death? (5a).
feelings underlying forms of expression used                     Using a chart, students are to research on RE-XS site World Religions  Rites of Passage 
by different denominations, groups and                           Death, how the world faiths mark the end of life and its meaning. Ask students to focus
traditions.                                                      their work on the following details: religious beliefs about the after-life, customs, the
How is grief expressed in different faiths?                      different ways believers express grief, the likely effects on believers. In particular they
                                                                 should note any differences within religions, as well as similarities between religions (5b).
                                                                 Choosing one religious symbol, students should make a collage expressing beliefs about
                                                                 the nature of the world from the perspective of that religion. They should explain the
                                                                 symbolism they use in their design (5a/b).
                                                                 In what ways have their views changed, if at all? Complete task for homework.
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Demonstrate a critical awareness of and                          9, 10, 11. Introduce the idea of the 'meaning of life'. Ask students what they think life's
respect for a range of views, including Hindu                    deepest and most important questions are. Explore reasons for the importance of those
views, on the meaning of life.                                   questions. Using a variety of resources eg Internet; booklets; CD-ROM; school library,
                                                                 students are to put together a booklet on ‘The Meaning of Life in Hinduism'. It must include
What is the meaning of life in Hinduism?                         comments on the following Hindu beliefs/ ideas / attitudes: the nature of God, how to
                                                                 worship God, how to be happy, the duties and responsibilities of a human being, the
                                                                 purpose(s) of life. Students should include information and examples in their booklets, eg
                                                                 Gandhi, attitudes to animals, incarnations of God, etc (5c).
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Demonstrate a critical awareness of and                          12, 13. End this unit how we began it – on a journey (5c).
respect for a range of views about                               Discuss with students the idea that life is a journey. Bring out the idea that for many people
bereavement.                                                     with a faith going on a journey to a holy place helps them. Ask students to consider the
                                                                 role of Pilgrimage to football grounds; to battlefields in France etc in relation to a human
                                                                 need.
How do Christians, Muslims respond to                            http://re-xs.ucsm.ac.uk/ : World Religions  Pilgrimage  Christianity  Lourdes  Read
spiritual growth through pilgrimage?                             story of Bernadette. Compare with the experience of Muslims on Hajj: World Religions 
                                                                 Pilgrimage  Route.

                                                                 Students then construct a dialogue between two recently bereaved pilgrims; one returning
                                                                 from the Hajj and the other returning form a visit to Lourdes. They should include questions
                                                                 and answers about their experience and how it may have helped them to come to terms
                                                                 with their loss (5c).
                                                                                                                                            KS 3 unit 5 Life's Journeys

ASSESSMENT OPPORTUNITIES                                                                                                      POINTS TO NOTE


                                                                                                                              It is important to warn the class beforehand
                                                                                                                              that the topic of bereavement features in this
                                                                                                                              unit of work. This may be uncomfortable for
                                                                                                                              some students.

---------------------------------------------------------------------------------------------------------------------------   It is worth explaining that consideration of
Students compare their own ideas about life's journey with those of Christians by completing                                  bereavement can often be helpful to
the display on Christian baptism (E3).                                                                                        individuals who have suffered recently,
                                                                                                                              though it would be fair to offer an alternative
                                                                                                                              activity to students who would prefer not to
                                                                                                                              participate, eg a library or internet research
                                                                                                                              activity related to the topic.
Students ask a range of questions about life's journey and suggest appropriate answers,
making reference to Christian teaching, in preparing for the visit (E4).
--------------------------------------------------------------------------------------------------------------------------




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Thorough their work on marriage ceremonies, students identify and compare some of the
ways in which Christians and others express their beliefs and the impact this has on their
lives (C5).



---------------------------------------------------------------------------------------------------------------------------
Through completion of their charts, students demonstrate a critical awareness of and respect
for a believer's expression of grief and give a coherent account of the beliefs/ ideas/ feelings
underlying forms of expression used by different denominations, groups and traditions (C6).
Through the collage and explanations, students explain the meanings of symbolism in
relation to the central beliefs of a religion (C7).




---------------------------------------------------------------------------------------------------------------------------
Thorough completion the booklet, students demonstrate a critical awareness of and respect
for a range of views, including Hindu views, on the meaning of life (E6).




---------------------------------------------------------------------------------------------------------------------------
Through the dialogues, students demonstrate a critical awareness of and respect for a range
of views about bereavement (E5).

				
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