Journeys

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					Journeys




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Key Stage 2 Unit 5                             Year 5                   11 sessions of 1 hour
ABOUT THIS UNIT
This unit explores how religions express aspects of life’s journey in a variety of creative ways.




                                                                                                                                KS2 unit 5
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)                     FOCUS AREAS OF ENQUIRY

Buddhism                              AT 1 Learning ABOUT Religions              AT2 Learning FROM Religion
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

    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)   Consider the many reasons for going on a special journey and engaging in a religious quest.
b)   Consider practices and events associated with special journeys.
c)   Consider how rites of passage are dealt with in different traditions, especially birth, initiation, marriage, death.
d)   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.
OBJECTIVES & KEY QUESTIONS                                       TEACHING ACTIVITIES (Learning Opportunities in brackets)


Compare their own ideas about journeys with                      1. Ask pupils In pairs to think about special journeys and the reasons they are made, for
those of others.                                                 example:
                                                                 -     pleasure; for holidays etc;
What is a journey?                                               -     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 on.
--------------------------------------------------------------   ------------------------------------------------------------------------------------------------------------------------
What is a pilgrimage?                                            2. Introduce pupils to the idea of a ‘Quest’ or ‘Pilgrimage’ (which features in many popular
Why do people go on a pilgrimage?                                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)
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Identify aspects of pilgrimage which may                         3. Remind pupils of the story of Muhammad and the Ka’bah. Ask them about Muhammad’s
cause people to wonder/question.                                 reasons for preaching to the people of Makkah and why the Makkans didn’t want to follow
Express beliefs/ideas/feelings.                                  Muhammad. Ask how visiting the Ka’bah today might strengthen a Muslim’s faith.
What is the significance of the Hajj for                         Ask pupils to imagine that they are on the pilgrimage to Makkah and to write postcards
Muslims?                                                         home describing and explaining some of their experiences and feelings. (5a,b)
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Express beliefs/ideas/feelings using                             4. Tell pupils about Muslim art and calligraphy (see, eg Unit 10 of ‘Living Religions: Islam’)
recognised styles of religious expression and                    and ask them to design a suitable card (with no pictures of people or animals) for a Muslim
describe the meaning of the symbolism used.                      who has returned from the Hajj. Pupils should say why their card is suitable for the
How do Muslims express their beliefs in art?                     occasion. Display the results. (5a,d)
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Compare their own ideas about life with those                    5. Tell pupils about Mary Jones, the Welsh girl who saved all her money and walked 25
of others, including people with a faith                         miles barefoot to buy her own Bible in 1780. Ask pupils to identify the ‘milestones’ passed
commitment.                                                      by her on her journey to collect her Bible and to construct a storyboard with titles which
What makes a difficult journey worth doing?                      reflect the most important parts. (5a)
--------------------------------------------------------------   ------------------------------------------------------------------------------------------------------------------------
Identify aspects of life which may cause                         6. Ask pupils to work in groups to consider life as a journey. Introduce pupils to some
people to wonder/question.                                       Christian ways of marking stages of life: baptism/christening, confirmation/baptism,
                                                                 marriage, funeral. (5c) Encourage pupils to ask their own questions about these events.
What are the important milestones in life’s                      Using photographs and memorabilia ask pupils about the sort of events that people at the
journey?                                                         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
Ask a range of questions about life and                          posters of a christening service, together with Christian artefacts such as a baptism
suggest appropriate answers, making                              certificate, candles etc.
reference to Christian teachings where                           Ask pupils to devise questions for the minister about the ceremony and other services that
appropriate.                                                     take place at the church.
                                                                 Select three of these questions and ask pupils in pairs to work out and write down what
Why do some Christians have their babies                         answers might be given by the minister. (5c)
Christened?                                                      ------------------------------------------------------------------------------------------------------------------------
                                                                 8. Make the visit to the church and arrange for pupils to ask their questions to the vicar,
How do Christians express their hopes for a                      priest or other representative of the church. Pupils compare the answers given with those
baby?                                                            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)
--------------------------------------------------------------   ------------------------------------------------------------------------------------------------------------------------
Make simple links between Christian baptism                      9. Remind pupils of what they learned in the church and show a video about welcoming a
and Muslim naming ceremonies with reference                      baby into a Muslim family. Ask pupils what similarities and differences there are with the
to the reasons Christians and Muslims have                       baptism of a Christian child, including the reasons given for the words and actions. (5c)
for these ceremonies.                                            Ask pupils what ‘gifts’ they would wish for a baby at the start of life’s journey and to design
How do Muslims welcome a new baby?                               a card which contains appropriate prayers and symbols to welcome a child into a family
What ‘gifts’ would you wish for a baby?                          where one parent is a Christian and the other is a Muslim. (5d)
--------------------------------------------------------------   ------------------------------------------------------------------------------------------------------------------------
Identify and give a possible meaning or                          10. Provide some background information and show posters on Muslim and Christian
message underlying aspects of Christian or                       marriage. Explain the symbolism depicted and ask pupils to draw special clothes and
Muslim wedding ceremonies.                                       objects and to add special words from the ceremonies. (5c,d)
How do Muslims and Christians express their                      Ask pupils to add a few sentences saying why they think marriage is important for Muslims
beliefs and feelings in a wedding ceremony?                      and Christians.
--------------------------------------------------------------   ------------------------------------------------------------------------------------------------------------------------
Express beliefs/ideas/feelings using                             11. Ask pupils to draw their own symbols of marriage / lasting friendship / commitment /
recognised styles of religious expression and                    loyalty / forgiveness etc, to label each symbol and to explain the symbols they drew, saying
describe the meaning of the symbolism used.                      how their own views compare with a list of Muslim and Christian views, taken, eg, from
What is important in a good relationship?                        relevant websites. (See resources) (5d)
What makes the journey of life worthwhile?
                                                                                                                                                     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)



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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)



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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)

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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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