subject: religious education scheme of work: b1 to … sow term 1 2017.pdfsubject: religious...

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Subject: Religious Education

Scheme of Work: B1 to B6 mastery tiles (Year 7)

Term: Autumn/Spring/Summer

Topic / Unit(s) -What can we find out about Christianity through art and architecture?

-How can RE help me understand my community?

Overview / Context -The first short unit will build onto prior knowledge of the Christian belief and the art used to express belief and practices. The unit enables students to gain a deeper understanding of the role of art and architecture within the Christian faith.

-The second unit provides students with opportunities to reflect on and engage with how RE has equipped them with the knowledge and skills to interpret the world around them. They will consider how RE will continue to equip them with the skills, knowledge and understanding to navigate relationships and encounters in the future and reflect on local, national and global links.

Assessment/Mastery

Success criteria

B1 -Match the key words Christian, Church and Bible to their correct definitions -What do you find interesting or puzzling about this topic? -How do you feel about the topic we are studying? Do you have any personal experiences you would like to share in relation to the topic?

B2 -State three facts about icons -Read and retell the story of the Good Samaritan -Do you think RE is an important subject? Write your opinion stating simple reasons

B3 -State definitions of the key words: Art, Spirituality, Awe and Wonder -Describe the meaning of the story of the Good Samaritan -Identify some of the ways a Christian might act if they follow the story of the Good Samaritan. State examples

B4 -Describe what happened in the upper room with Jesus and the disciples and describe what Christian belief this event shows -The event in the upper room is written in the Bible. Why is the Bible an important source of authority? -List questions you would like to ask about the event in the upper room or questions you might have about religion or beliefs we have studied in this unit

B5 -Describe some of the similarities and differences between a Church and a Cathedral -Interpret the meaning of the Lord’s prayer -Do you think that Jesus resurrected and appeared to the disciples in the upper room? Describe your opinion using believable reasons

B6 -Choose some of the beliefs contained within the Lord’s prayer. Why would non-religious people disagree with those beliefs? -Why would non-religious people say that saying the Lord’s prayer would be a waste of time?

Subject @ SAA

-‘Hymns still important in the 21st Century.’ State arguments for and against this statement.

Curriculum Opportunities Art – Students will be analyzing different works of art and also architecture. They will create a piece of art work to represent a Biblical story.

English – Students will be describing, explaining and arguing different points of view

History – Students will be comparing a Church to a Cathedral and will also consider important events which took place at local and national buildings. They will also learn the difference between the established Church and the Church of the state.

Music – Students will be listening to various hymns to determine the meaning of the lyrics

DT – Students will be designing a personal icon

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

Should huge amounts of money be spent on Cathedrals? (Lesson 6 week 3)

Did Jesus really appear to the disciples in the upper room? (Lesson 8 week 4)

Is it important to have memory palaces, vaults and journals? (Lesson 12 week 6)

Assessment cycle 1 to be completed week 7 (lesson 14)

Assessment Cycle:

1 2 3

Key Vocabulary Church, Christian, Bible, Art, Spirituality, Awe, Wonder, Religious Education, Cathedral, Disciples, local community, national and international community, faith trail, Lord’s Prayer, Resurrection, Hymn, Church of England, established Church, Church of the state

Wider Reading All information / resources required to teach this unit is provided. At home students will be asked to read and learn key words or information as recall homework. Students will also be provided with a revision booklet to prepare for their first assessment

Teacher Notes The first unit builds on previous study which includes religious expression through art work – there is a possibility that some students have a limited understanding of this. The second unit needs to be taught sensitively so as to reflect local, national and global links and issues. As this subject is a core subject area to a Church of England school it is important that the ethos of St Aidan’s is explored within the unit.

Subject @ SAA

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

-What can we find out about Christianity through art and architecture?

Lesson 1

1. Gathering.

Describe why RE is an important subject to study

2. Processing

Explain using examples different types of jobs that RE would be useful for

3. Applying

Evaluate learning by completing the gingerbread man to state key information, feelings and next steps

Bell task

On the mini whiteboards state words associated with Religious Education

Learning toolbox

-Group task: What are the benefits of studying RE? Followed by individual description why

-Students will explain two jobs / careers that RE would be a useful qualification to have in those occupations

Thinking caps: Yellow

Habits of the mind: Work together, be clear and keep learning

Plenary

Gingerbread man. What key information do you now know? How has today’s lesson made you feel? What are your next steps?

-Group task

-Explanation of careers that RE would be useful for

-Plenary task

Resources:

-Power point

Key Vocabulary/Literacy opportunities

-Religious Education

Marking Opportunity:

-Red pen marking during the lesson to correct SPAG

Recall/Homework:

First HW Lesson 2

SMSC:

Spiritual – respecting the importance of RE

Misconceptions:

Some students do not see the relevance of RE and feel it is only a subject needed for careers in the priesthood and believe it is only about God and Jesus which is not the case.

Subject @ SAA

Lesson 2

1. Gathering.

Describe the meaning of the key words for this unit

2. Processing

Explain a personal interpretation of two or three pieces of art work

3. Applying

Evaluate whether you can tell a lot about a person from what they draw or create

Bell task

Make words from the following: Religious Education

Learning toolbox

-Key words to be displayed – think pair and share. Correct definitions to be written in books.

-Group work (interpretation of art work). Students will describe the art (5W’s). Individually students will explain one interpretation of one of the pieces of art work.

Thinking caps: White, green and red

Habits of the mind: Question, problem solve and be clear

Plenary

Do you think that you can tell a lot about a person from what they draw or create? Bronze, silver gold criteria

-Explanation of art work

-Observation via group work

-Evaluation question using success criteria

-Key words will be assessed lesson 3

-Targeted questions

Resources

-Power point

-Art work

Key Vocabulary/literacy opportunities

Church, Christian, Bible, Art, Spirituality, Awe and Wonder


-Red pen during lesson SPAG

-Evaluation question

Recall/Homework:

Key words recall

SMSC:

Spiritual: Students explore beliefs via art work and use their imagination and reflective skills

Misconceptions:

Students might misinterpret the art work if their knowledge and understanding of Christianity is limited

The Three Peaks

Objectives


Lesson 3

1. Gathering.

Describe art work depicting the story of the Good Samaritan

Bell task

Key words test (recall)

Learning toolbox

-Watch media clip of the Good Samaritan

-Peer assessment of image created

-Key words test

Resources:

-Power point

-Media clip

-Art work of Good Samaritan

Subject @ SAA

2. Processing

Explain the meaning of a Biblical story by creating a piece of art work

3. Applying

Evaluate whether images are helpful when learning about beliefs

-Group work: discuss art work which portrays the Biblical story. What do they think about the artist’s interpretation of the story? How would they have interpreted it? Look carefully at the colors chosen; how does the color affect the message of the picture? Look for symbolism. What does the picture tell us about Christianity? Discuss shapes, styles and facial expressions. Where would they hang the painting? What impresses them most? Why might people use images rather than text?

-Students will produce an image to reflect the meaning of the Biblical story.

Thinking caps: Green, Red

Habits of the mind: Look at it another way, keep learning and strive for accuracy

Plenary

Are images helpful when learning about beliefs? Do you agree? Why?

-Art work produced



Samaritan


-Red pen during lesson

-Key words test

Recall/Homework:

Key words recall

SMSC:

Spiritual: Students explore beliefs via art work using their imagination and reflective skills

Moral; recognizing right and wrong behavior in a Biblical story

Misconceptions:

Students need to understand that a Samaritan is a person who inhabited Samaria in Biblical times but the word also refers to a charitable and helpful person

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Lesson 4 1. Gathering.

Describe what icons are used for

2. Processing

Explain how icons are made

3. Applying

Evaluate learning by designing a personal icon

Bell task


Students to view the images of the icons. What are they for? What do they do? State words to describe the icons.

Learning toolbox

-Using the information slide students will describe what icons do in the form of a circle map

-Read about and watch a clip of how Orthodox icons are made. Students will explain how icons are made.

Thinking caps: White

Maps: Circle

Habits of the mind: Be creative, enjoy yourself and be clear

Plenary

Create a personal icon. The subject of the icon can be of any significance to the student.

-Description of the icon

-Explanation of how icons are made

-Key words test

-Creation of a personal icon

Resources

-Power point

-Media clip

-Colored pencils

-Images of icons


Icon


--Key words recall


Recall/Homework:

Key words recall

SMSC:

Spiritual: Students view and also create an icon to express beliefs

Misconceptions:

Assess this following the lesson. Icons have been added to SOW

The Three Peaks

Objectives


Lesson 5

1. Gathering.

Describe the key features of a Church

2. Processing

Explain the images you might see inside a Church

Bell task


Learning toolbox

-Watch the media clip on the key features of the Church. Students will record what they see on a circle map. Additional information should be added following power point and discussion.

-Peer assessment

-Circle map

-Discussion

Resources:

-Power point

-Media clip

-Church art images


Church, font, altar, organ,

Subject @ SAA

3. Applying

Evaluate whether all Churches should be empty shells so that Christians do not get distracted

-Group work: Discussion of the images of art you might see inside of a Church.

Thinking caps: White and red

Maps: Circle

Habits of the mind: Work together, think about your thinking and be clear

Plenary

Should Churches be empty shells so that Christians do not get distracted? Bronze, silver, gold. To be peer assessed.


pews, lectern and pulpit


-Recall homework

-Maintenance marking during the lesson

Recall/Homework:

Key words recall

SMSC:

Spiritual: respecting the Christian faith through the Church. Cultural: Church buildings.

Misconceptions:

On occasions students have been known to mix pulpit and lectern definitions


Describe the key features of a Cathedral

2. Processing

Explain the images or the architecture you might see in a Cathedral

3. Applying

Evaluate whether huge amounts of money should be spent on Cathedrals

Bell task

Key words recall

Learning toolbox

-Using explore Durham Cathedral in 360 students to describe the key features of the Cathedral that they can see and record them onto a circle map.

-Students will also watch some media clips so that they can add additional key features and also state information about the images and architecture that you might see if you visited Durham Cathedral.


Maps: Circle

Habits of the mind: Use what you’ve learned, think about your thinking and strive for accuracy

-Peer assess

-Recall homework

-Circle maps produced


Resources

-Durham Cathedral media clips

-Power point

-Images of Durham Cathedral

-Recall homework (similarities and differences)


Cathedral

PAIR task involves an evaluation question (arguing different viewpoints)


-PAIR marking

Subject @ SAA

Plenary

Should huge amounts of money be spent on Cathedrals?

PAIR MARKING

-Maintenance marking

Recall/Homework:

What are the similarities and differences between a Church and a Cathedral?

SMSC:

Spiritual: respecting the Christian faith through Durham Cathedral

Cultural: Appreciation of Britain’s heritage

Misconceptions:

Cathedral lesson added therefore misconceptions will be identified within the lesson and noted

The Three Peaks

Objectives


How can RE help me understand my community?

Lesson 7

1. Gathering.

Describe how the St Aidan’s Academy badge acts as a hashtag

2. Processing

Explain the aims and values of St Aidan’s Academy

3. Applying

Evaluate learning by producing a hashtag for the Academy

Bell task

Recall homework : Describe the similarities and differences between a Church and a Cathedral

Learning toolbox

-Watch the hashtag media clip to understand what we mean by the term hashtag. Discuss how the Academy badge acts as a hashtag.

-View the aims and values of St. Aidan’s Academy and discuss. Bronze, silver, gold task to be peer assessed.

Thinking caps: White and green

Habits of the mind: Be creative, look at it another way and be clear

-Peer assessment

-Recall homework

-Hashtag creation

-Questioning and discussion

Resources:

-Power point

-Media clip


Hashtag


-Maintenance marking during lesson

Recall/Homework:

None

SMSC:

Moral: recognizing respect

Subject @ SAA

Plenary

Students will produce a hashtag for the Academy

within academy aims and values

Social: aims and values promote social skills within school and the local community

Misconceptions:

None encountered

Lesson 8

1. Gathering.

Describe who you would like to meet if you could travel back in time

2. Processing

Explain the event that happened in the upper room with Jesus and the disciples and the Christian belief that this event shows

3. Applying

Evaluate how the school academy links to the Christian church, the local community and international / national communities

Bell task

What is a hero? Can you name any heroes? What is a historical event? Can you name any historical events?

Learning toolbox

-If you could time travel who would you meet and why? Share with a partner.

-Literacy: students will use a reading strategy to read the Biblical story of Jesus in the upper room. Media clip to also be shown to cater for the visual learners. Students will explain the event in the upper room and what Christian belief this shows.

-Discussion: How does our school academy link to the Christian Church, the local community, national and international communities?

Thinking caps: Green

Habits of the mind: Understand others, be clear and strive for accuracy

Plenary

PAIR Task: Did Jesus really appear to the disciples in the upper room? (B, S, G)

-PAIR task

-Discussion

-Questioning

-Explanation of the events in the upper room

Resources

-Bible text

-Power point


Literacy – reading of a Bible text

PAIR evaluation question (writing to argue)


-PAIR marking

-SPAG corrections

Recall/Homework:

Recall: Jesus in the upper room

SMSC:

Spiritual: Christian belief in the resurrection

Misconceptions:

None encountered

The Three Peaks

Objectives

Teaching and Learning Activities Assessment

Notes

Lesson 9 Bell task -Faith trail Resources:

Subject @ SAA

1. Gathering.

Describe the meaning of St. Paul’s quote in 2 Corinthians

2. Processing

Explain how the Christian ethos of the academy can be seen in the academy building

3. Applying

Evaluate how St Aidan’s acts as a beacon to the community

Recall homework : Jesus in the upper room

Learning toolbox

-Bubble map: How can you tell that our academy is a Christian school from walking around the building? Feedback and discussion. Add to bubble maps.

-In pairs students to read St. Paul’s writing in 2 Corinthians 5:7. Discuss what it means. Feedback and discussion.

-Watch an example of a faith trail online e.g. Preston faith trail

-Students to take part in a faith walk around the academy building. They could produce a map with a key to show places in the building which reflect the Christian faith or they could produce an explanation of how you can tell St Aidan’s is a Church of England school.


Habits of the mind: Use every sense, enjoy yourself and keep learning

Maps: Bubble

Plenary

How does St Aidan’s act as a beacon in the community / Christian community? What could we add to the website to strengthen this and why? (Bronze, silver, gold)

-Maps

-Observing students during the faith walk

-Questioning


-Floor map of the academy

-Power point

-Colors to key code the maps


-Faith trail



Recall/Homework:

History of St Aidan’ s recall

SMSC:

Spiritual: Learning about the Christian environment around them

Misconceptions:

Lower ability students find interpreting St Paul’s writing difficult hence strategies for specific individuals will need to be implemented. Simplified version.

Subject @ SAA


Describe the meaning of the Coldplay track Viva La Vida

2. Processing

Explain key Christian teachings contained in the Lord’s Prayer

3. Applying

Evaluate whether it is important for groups and individuals to share beliefs through songs

Bell task

History of ST Aidan’s recall

Learning toolbox

-Pairs: What is your favorite song? What do the words mean?

-Listen to the Coldplay track. Produce a circle map to record references to Christianity during the lyrics. Following discussion add notes from the power point to circle map.

-Small groups: Students to annotate the meaning of the Lord’s prayer

Thinking caps: Green and red

Habits of the mind: Work together, keep learning and be clear

Maps: Circle

Plenary

Is it important for groups and individuals to share their beliefs through songs? Bronze, silver and gold.

-Circle maps

-Annotated Lord’s Prayer

-Bronzer, silver, gold evaluation question

-Directed questioning

-Discussion

Resources

-Coldplay track

-Copies of Lord’s Prayer

-Highlighters


-Lord’s Prayer

-Annotation of Lord’s Prayer


Maintenance marking during lesson

Recall/Homework:

None

SMSC:

Spiritual: respecting beliefs contained within the Lord’s prayer and being reflective about their own beliefs

Misconceptions:

Students can struggle to interpret some parts of the Lord’s prayer. Groups to be set appropriately for this task.

Subject @ SAA


Describe the meaning of the lyrics contained in the song You’ll never walk alone

2. Processing

Explain the meaning of the hymn Jerusalem or the Lord is my Shepherd

3. Applying

Evaluate whether hymns are still important in the 21

st century

Bell task

State examples of where group singing might happen

Learning toolbox

-Listen to the lyrics of You’ll never walk alone and decide what they mean (circle map)

-Students to be given either the lyrics of Jerusalem or the Lord’s my Shepherd. The lyrics should be annotated and discussed within the groups set. Meanings to be discussed.

-Students to design a piece of art work to represent the song which can be peer assessed

Thinking caps: Green

Habits of the mind: Work together, be creative and think about your thinking

Maps: Circle

Plenary

Are hymns still important in the 21st century? Bronze, silver, gold.

-Peer assessment of art work

-Bronze, silver and gold task

-Questioning

-Discussion

Resources

-Power point

-Hymns

-Colors

-Art materials


Hymn


-Bronze, silver, gold task


Recall/Homework:

Hymns in the 21st century

recall

SMSC:

Spiritual promoting respect for the Christian faith via hymns

Misconceptions:

Students can struggle to interpret the meaning of hymns. Teach them how to annotate and break sentences down so that they can be interpreted

Subject @ SAA


Describe what the scene from the Notebook shows about memories

2.Processing

Explain why some local and national buildings are significant

3.Applying

Evaluate whether it is important to have memory palaces, vaults or journals

Bell task

Homework recall on hymns in the 21st century

Learning toolbox

-If you could keep only one memory what would it be? Who would be in the memory? Why is that memory important to you? Paired discussion.

-Watch the Notebook clip and discuss what it shows about memories. Students to summarize this.

-In groups students to be given a selection of photographs of local and international buildings. Using this information the students will explain why those buildings are significant.


Habits of the mind: Be clear , work together and think about your thinking

Plenary

PAIR TASK: Is it important to have memory palaces, vaults and journals? Bronze, silver, gold.

-PAIR task

-Explanations of why some buildings are significant

-Bronze, silver, gold task

-Discussion

-Questioning

Resources

-PAIR task

-Photographs

-Power point


-PAIR task evaluation question

-Memory palace

-Memory vault

-Memory journal


-PAIR marking


Recall/Homework:

Revision for assessment

SMSC:

Cultural: buildings which have shaped our heritage

Misconceptions:

None encountered

Subject @ SAA

Lesson 13

1. Gathering.

Describe what is meant by the Church of England

2. Processing

Explain the difference between the terms established Church and the Church of the State

3. Applying

Evaluate whether the Church of England still has a role to play as the Church of the nation

Bell task

How easy is it for people to discuss faith in Britain today?

Learning toolbox

-What do we mean by the Church of England? Think pair and share. Introduction to the Church of England media clip to be shown. Students to describe the meaning of this term.

-Students to be given the information sheets about the established Church and the Church of England. They should produce a piece of art work or a story board to explain the difference between the two.

Thinking caps: White

Habits of the mind: Keep learning, think about your thinking and be clear

Plenary

Do you think that the Church of England still has a role to play as the Church of the nation?

-Art work or story board


-Directed questioning at individuals

Resources

-Information on the established Church and the Church of England

-Power point


Church of the nation


-Red pen maintenance

Recall/Homework:

Revision for assessment

SMSC:

-Cultural influences that have shaped our Christian heritage

Misconceptions:

Students cannot define the Church of England or the established Church.

Subject @ SAA

Lesson 14

1. Gathering.

Describe what we have learned in this unit

2.Processing

Explain responses to assessment task

3.Applying

Evaluation of completed assessment

Bell task

Read assessment tasks in silence. Highlight key words or annotate in order to understand the tasks.

Learning toolbox

-Discussion: Think pair and share. What have we learned this term?

-Students to complete Assessment Cycle 1

Habits of the mind: Persist, think before acting, think about your thinking and strive for accuracy.

Plenary

Use the criteria plus a highlighter and check that all tasks of the assessment have been completed to a high standard.

Assessment cycle 1

Resources

-Assessment task

-Writing frames PP and SEND

-Highlighters


Key words from the unit


Assessment 1 PAIR marking

Recall/Homework:

None

SMSC:

All covered within this unit.

Misconceptions:

Will be evident following assessment

Subject @ SAA

Subject: Religious Education

Scheme of Work: B1 to B6 mastery tiles (Year 7)

Term: Autumn/Spring/Summer

Topic / Unit(s) -Where in the world is Christianity? (12 lessons)

-Why and how do we celebrate Christmas (2 lessons)

Overview / Context The aim of this unit is to understand and explore the nature of Christian belief and Christianity around the world today. Students will already have some knowledge about Jesus and the Christian Church. This unit gains an insight into the diversity of Christian denominations and their beliefs, expressions of faith in Britain and around the world.

Assessment/Mastery

Success criteria

B1 Match the key words Christian, Jesus and Church to their correct definitions

State what you find interesting or puzzling about the topic we are studying

How do you feel about the unit we are studying? Do you have any personal experiences you would like to share?

B2 State three facts about Jesus

Retell a part of St. Aidan’s life

Do you think Jesus was just an ordinary man who lived a long time ago? State your opinion using simple reasons

B3 State the meaning of the following words: Worship, sacrifice and Church

Describe how Christians worship God

How has the Great Commission influenced the lives of the people working for the NE1 project?

B4 Describe what Christians believe about Jesus

Christians believe in and follow the teachings of Jesus. Why are the teachings of Jesus important?

List questions you would like to ask about religion or beliefs relevant to this unit

B5 Describe some of the similarities and differences between two different types of Christian worship

Explain the meaning of the Great Commission (Matthew 28: 16-20)

Do you think that Britain is a Christian country? State your opinion. Your reasons must be believable.

B6 Why might a non-religious person not take part in a faith walk?

Why would non-religious people argue that worship is a waste of time?

‘Prison is a worse punishment than death.’ State arguments for and against the statement.

Subject @ SAA

Curriculum Opportunities History: Students will learn how Christianity came to Britain including the life of St Aidan the spread of Christianity across Northumberland.

Geography: Using maps students will identify the population of Christianity across the world and will color code their maps including interpretation

English: Students will produce an acrostic poem and will also be arguing different points of view, comparing and contrasting and interpreting texts. In order to plan an evaluation question students will use a tree diagram for planning purposes.

Mathematics: statistics interpretation of a map.

Art: Students will create a freeze frame or a scene to illustrate a part of St. Aidan’s life.

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

-Do you think that Jesus was just an ordinary man who lived a long time ago? Lesson 2

-Live drama scene to detail a part of St Aidan’s life in Lesson 5

-Is Christianity dying out in our modern world? Lesson 9

-Is prison a worse punishment than the death penalty? Lesson 12

Assessment Cycle:

1 2 3

Key Vocabulary Jesus, Church, Christian, Worship, Sacrifice, Schism, Reformation, Great Commission, St Aidan, Priesthood, Spiritual, Christianity, Denomination, Roman Catholic, Church of England, Quakers, Salvation Army, Methodists, Anglican, Traditional, Modern, Death Penalty

Wider Reading -All relevant reading material is provided with lesson power points and resources

Teacher Notes This unit is very useful in the sense that students will understand that there are different denominations within Christianity. It is a common error in GCSE RE examinations that when students are asked to write about another religion they can refer to Roman Catholics as being a religion and students may not recognize that Roman Catholics are in fact Christians.

Subject @ SAA

The Three Peaks

Objectives


Lesson 1

1. Gathering.

Describe who you think Jesus is

2. Processing

Explain why some people are famous

3. Applying

Evaluate learning by writing questions that would test your knowledge of today’s topic

Bell task

On mini whiteboards state what you know about Jesus.

Feedback and discussion.

Learning toolbox

-Watch the video street interviews and the people discussing who they think Jesus is. Students to write a short summary explaining who they think Jesus is. Discussion: How do the class ideas compare and contrast to the general public in the interview?

-Students will watch the media clip of famous people. Who are the people? Why are they famous? Discussion. Students should explain why some people are famous and should use examples of celebrities to support their answer.

Link famous people to Jesus and watch the media clip which outlines the life of Jesus Christ. It is important that students take notes during this. A circle map could be used for this activity. Discussion and feedback using large circle map on board.

Thinking Caps: White and green

Maps: Circle

Habits of the mind: Strive for accuracy, be creative and keep learning

Plenary

List five questions you would like to ask about Jesus or write five questions that would test your understanding of today’s lesson.

-Circle maps

-Discussion

-Targeted questioning

-Plenary activity

Resources:

-Media clips (public on the street and Jesus’ life)

-Circle maps


Jesus

Christian


Red pen marking

Recall/Homework:

None

SMSC:

Spiritual: exploration into Christian beliefs about Jesus

Misconceptions:

None perceived in past lessons on this topic

Subject @ SAA

Lesson 2

1. Gathering.

Describe what some of the paintings of Jesus show

2. Processing

Explain what Jesus was like from evidence contained in the Bible

3. Applying

Evaluate whether Jesus was just an ordinary man who lived a long time ago

Bell task

How do we describe what someone is like? List ideas. Is it by how they look or by what kind of person they are?

Learning toolbox

-In groups students to study some of the paintings of Jesus. Why do the pictures vary? What is the artist trying to show in each picture? What do the paintings tell us about Jesus? Feedback and discussion.

-Students will be shown various events from the Bible and must decide what each event tells us about what Jesus was like. Each event should be described and an explanation should accompany this to explain what the event shows about what Jesus was like.

Thinking Caps: Green and white

Habits of the mind: Work together, keep learning and be clear

Plenary

Do you think that Jesus was just an ordinary man who lived a long time ago? Why? (PAIR marking) Bronze, silver, gold

-PAIR marking

-Group work and discussion

-Targeted questioning using the question matrix

Resources

-Images of the paintings of Jesus

-Power point

-PAIR task


Jesus

Evaluation question (arguing different points of view)


-Pair marking


Recall/Homework:

Recall key words

SMSC:

Spiritual: exploration into Christian beliefs about Jesus

Misconceptions:

None

The Three Peaks

Objectives


Lesson 3

1. Gathering.

Describe why historical events are important

2. Processing

Explain how Christianity came to

Bell task

Recall key words set as homework.

Learning toolbox

Bubble map. Why are historical events important? Feedback and discussion.

-Bubble map

-Story board


-Recall HW

Resources:

-Paper copies (History of Christianity)

-Power point

-Blank story boards

-Colors

Subject @ SAA

Britain

3. Applying

Evaluate whether Britain is a Christian country

Using power point information students to produce a storyboard or a timeline to show how Christianity came to Britain. Allow time for questioning and discussion.

Maps: Bubble

Caps: Green, white and red

Habits of the mind: Thinking about your thinking, striving for accuracy and be clear

Plenary

Do you believe that Britain is a Christian country? Bronze, silver, gold. Peer assess

-Questioning

-Discussion


Schism

Reformation

Roman Catholic Church

Church of England


Red pen

Homework recall

Recall/Homework:

Key words recall

SMSC:

Cultural: discovering our Christian heritage.

Misconceptions:

New lesson added to SOW. Assess after lesson

Subject @ SAA


Describe your final words to family and friends if you were going away for a long period of time

2. Processing

Explain the Great Commission

3. Applying

Evaluate how the Great Commission has influenced the lives of the people working for the NE1 project

Bell task

Homework recall of key words

Learning toolbox

-Using post card writing frame students to write down 2 facts about themselves. Students to imagine they are going away for a long period of time. What would be their final words to family and friends? Students to read out their post cards.

-Group work: Give students the Bible passage (Great Commission) located in Matthew 28 verses 16-20. Students to discuss the meaning and feedback.

-Watch media clip on the Great Commission

Maps: None

Caps: Green and red

Habits of the mind: Understanding others, working together and be clear

Plenary

How has the Great Commission influenced the lives of the people working for the NE1 project?

-Group work

-Discussion

-Evaluation

-Questioning

-Recall homework

Resources

-Post card writing frame

-Bible quotation

-Power point

-Media clip


Great Commission

Interpretation of a quote

Writing to argue


-HW recall

-Red pen SPAG

Recall/Homework:

None

SMSC:

Spiritual: Exploration of Christian beliefs via the Great Commission

Misconceptions:

Unpacking the Bible quotation can be difficult for some students

The Three Peaks

Objectives


Lesson 5

1. Gathering.

State the top ten Christian countries around the world

Bell task

Where do Christians live in the world? List countries.

Learning toolbox

-Students will list the top ten Christian countries

-Completed maps and explanation

-Bronze, silver, gold evaluation

Resources:

-Blank maps

-Colors

-World places quiz

Subject @ SAA

2. Processing

Explain where Christians live in the world

3. Applying

Evaluate a personal opinion on why most Christians live in America

-Students to watch 3 minute video quiz on world places. The challenge is to write down as many places and locations as possible.

-Using maps students should color code places in the world where most Christians live. This should be explained and labeled.

Caps: White and red

Habits of the mind: Striving for accuracy, think before acting and persist

Plenary

Why do most Christians live in America? Bronze, silver and gold.

-Questioning

-Observation

-Power point


Writing to argue


-Bronze, silver gold task


Recall/Homework:

None

SMSC:

Cultural: Discovering Christianity locally, nationally and globally

Misconceptions:

None observed

Lesson 6

1. Gathering.

Describe a person without saying exactly who they are

2. Processing

Explain a detailed part of St Aidan’s life

3. Applying

Evaluate what you have learned about St Aidan

Bell task

What are the problems with repeating stories? Give examples.

Learning toolbox

-Split class into two teams. The winners will receive the most positives. Display a famous person on the screen behind a member of the class. The rest of the class will take it in turns to describe the person without saying who they are. Repeat with other famous people. The famous people are known well for something and students are going to learn about a famous Northern Saint important to Christians, Link to purpose of the lesson.

-St Aidan media clip

-Group work: Each group to be given a snap shot story of a part of St Aidan’s life. Discuss as a group. Individually students will produce a freeze frame or a scene which details that part of St Aidan’s life. Bronze, silver, gold PAIR task.

-PAIR marking

-Group work

-Discussion

-Plenary task

Resources:

-PAIR task sheet

-Media clip

-Power point

-Colors


St Aidan


-PAIR marking

-SPAG during lesson

Recall/Homework:

St Aidan recall

SMSC:

Subject @ SAA

Caps: White

Habits of the mind: Working together, striving for accuracy and use what you’ve learned

Plenary

Write a summary of what you have learned about St Aidan

Spiritual and cultural: Influence of St Aidan and how he helped spread Christianity throughout Northumberland

Misconceptions:

Students have heard about St Aidan due to our academy and some will link this to holy island. Knowledge of St Aidan is limited.

The Three Peaks

Objectives


Lesson 7

1. Gathering.

Describe what is meant by worship

2. Processing

Explain three different types of Christian worship

3. Applying

Evaluate learning by producing an acrostic poem about worship

Bell task

Homework recall on St Aidan

Learning toolbox

-Produce a bubble / circle map on what students think worship is. Media clip to follow. Add information.

-Watch 3 media clips on 3 different kinds of Christian worship. Students to take notes during the clips.

-Group work: Similarities and differences between the 3 types of Christian worship

Maps: Bubble or circle

Caps: White

Habits of the mind: Work together, be creative and think before

-Circle map

-Similarities and differences of Christian worship

-Acrostic poem

-HW recall

-Targeted questioning

Resources:

-Power point

-Circle / bubble map

-Media clips of worship


Compare and contrast

Worship


-HW recall


Recall/Homework:

Learn the similarities and differences between the 3

Subject @ SAA

acting

Plenary

Produce an acrostic poem on the word worship or add ideas next to each letter

kinds of Christian worship

SMSC:

Spiritual: respecting the Christian faith and how they express beliefs through worship

Misconceptions:

None encountered

Lesson 8

1. Gathering.

Describe how Chris Moyles describes the Church

2. Processing

Explain similarities and differences between Churches

3. Applying

Evaluate Peter’s words and create a living brick

Bell task

Recall homework: similarities and differences in Christian worship

Learning toolbox

-Listen to Chris Moyles sound clip and produce a circle map which contains words to describe the Church from the clip. Opinions?

-Group task: students to be given a selection of images of different Churches. Record the similarities and differences between them.

-Display Peter’s words (Peter: 2: 4-5). Discuss the meaning. The Church is about the people rather than the building bricks.

Maps: Circle

Caps: Green and white

Habits of the mind: Work together, be creative and be clear

Plenary

Give students a brick template. Inside of the brick students should write their name, personal qualities, skills, interests, hobbies and beliefs on the bricks. This should be decorated for a display.

-Circle map

-Group task

-Living bricks

-Homework recall

-Questioning

-Discussion

Resources

-Power point

-Radio clip

-Church images

-Brick templates


Church

Living brick

Sacrifices

Spiritual

Priesthood


-Homework recall

-SPAG marking

Recall/Homework:

Completion of living bricks

SMSC:

Spiritual: respect for the Christian Church buildings

Misconceptions:

Lower ability students find

Subject @ SAA

interpreting the words of Peter difficult

The Three Peaks

Objectives


Lesson 9

1. Gathering.

Describe what we mean by a faith walk

2. Processing

Explain what happens on a faith walk

3. Applying

Evaluate whether Christianity is dying out in our modern world

Bell task

Can you name different Churches in Darlington? Where are they?

Learning toolbox

-What is a faith walk? Discuss and define

-Explain what happens on a faith walk. Students will watch media clips and will explain

-Introduce evaluation question. Students will plan their answers using a tree diagram. PAIR marking

Maps: Tree

Caps: Red, white, yellow and black

Habits of the mind: Think about your thinking, use what you’ve learned and strive for accuracy

Plenary

Write up of evaluation question using success criteria

-PAIR marking

-Faith walk explanation

-Tree diagrams

-Questioning

-Discussion

Resources:

-Power point

-Media clips

-Tree diagram


Faith walk

Christianity


-PAIR marking


Recall/Homework:

Next lesson

SMSC:

Spiritual: respect for Christians expressing their beliefs via faith walks

Misconceptions:

None encountered

Subject @ SAA


Describe what is meant by the term denomination

2. Processing

Explain key information of one Christian denomination

3. Applying

Evaluate whether Christians should all believe in the same thing

Bell task

State: 5 cars, football teams, films, shops and pets. Link the purpose of this lesson to the task.

Learning toolbox

-Define the word denomination. Produce a Christian denominations tree or color code one using the template to show the different branches of Christianity.

-Group work: each group to be given information on a different denomination. Groups to prepare a presentation or a poster using the information which must be explained to the rest of the class.

Caps: Red, white

Habits of the mind: Think about your thinking, work together and be clear

Plenary

Should all Christians believe in the same thing? Bronze, silver, gold.


-Posters

-Presentations

-Group work

-Questioning

Resources

-Power point

-Denomination tree

-Denomination information


Denomination

Roman Catholic

Church of England

Quakers

Salvation Army

Anglican


-Red pen SPAG

Recall/Homework:

Recall key words

SMSC:

Spiritual: respecting different Christian beliefs

Misconceptions:

Common theme in GCSE exams that students refer to Roman Catholic as another religion

Subject @ SAA


Describe how the female vicar is treated in the vicar of Dibley

2. Processing

Explain different Christian attitudes to the roles of women

3. Applying

Evaluate whether men and women should be treated equally

Bell task

Homework recall key words

Learning toolbox

-Watch vicar of Dibley Episode 1 the arrival. Watch the scene where the vicar arrives. Discuss. Produce a circle map and include words to describe how the vicar is treated.

-Using power point produce a table to show the two different Christian attitudes towards the role of women.

Maps: Circle

Caps: Red, white, yellow and black

Habits of the mind: Think about your thinking, strive for accuracy and look at it in another way

Plenary

‘Women should be treated equally to men.’ Bronze, silver, gold task.

-Circle map

-Comparison table


-Questioning

Resources

-Vicar of Dibley DVD

-Circle map

-Power point


Traditional

Modern

-Arguing different points of view


-SPAG red pen

Recall/Homework:

None

SMSC:

Moral: Should men and women be treated equally?

Misconceptions:

None encountered

Subject @ SAA


Describe the meaning of the term death penalty and forms of the death penalty

2. Processing

Explain different Christian attitudes towards the death penalty

3. Applying

Evaluate whether prison is a worse punishment than death

Bell task

Define the death penalty. Students to produce a circle map on forms of the death penalty from the past to present

Learning toolbox

-Feedback from bell task. Add ideas to the circle map

-Group task: Devise arguments for and against the death penalty. Feedback and discussion

-Students to produce a table on different Christian attitudes to the death penalty using the power point

-Show a short scene from Trevor McDonald ‘On Death Row.;

Maps: Circle

Caps: White, yellow, black and red

Habits of the mind: Think about your thinking, strive for accuracy and look at it another way

Plenary

Evaluation question (bronze, silver, gold). ‘Prison is a worse punishment than death.’ PAIR TASK

-PAIR task

-Circle map

-Group task

-Questioning

-Discussion

Resources

-Power point

-On death row clip


Death penalty

Writing to argue


-Pair marking

-Maintenance marking during lesson

Recall/Homework:

None

SMSC:

Moral: considering the rights and wrongs associated with the death penalty

Misconceptions:

None. Students enjoy learning about this moral issue.

Subject @ SAA


Describe the traditional Nativity story

2. Processing

Explain the Biblical accounts of Jesus’ birth

3. Applying

Evaluate the differences between the two birth accounts

Bell task

What do you know? The nativity story? Circle map.

Learning toolbox

-Media clip of the traditional nativity story. Students to add information to their circle maps.

-Read the two Biblical accounts of Jesus’ birth.

-Media clips

-Discussion

-Students to explain the Biblical accounts of Jesus’ birth

Maps: Circle

Caps: Green and white

Habits of the mind: Keep learning, be clear and striving for accuracy

Plenary

What is the difference between the two Biblical accounts of Jesus’ birth or what is the difference between the nativity story and the Biblical accounts of Jesus’ birth?

-Explanation of Biblical accounts

-Plenary task

-Discussion

-Student responses to media clips

Resources

-Power point

-Media clips

-Biblical accounts Jesus’ birth


-Nativity

-Biblical

Compare and contrast


-Red pen

-Evaluation task

Recall/Homework:

None

SMSC:

Spiritual – exploring Christian beliefs about Jesus’ birth

Misconceptions:

Students will only be aware of the traditional nativity story and not the birth stories of Jesus within the Bible

Subject @ SAA


Describe how Christians celebrate Christmas

2. Processing

Explain how Christians celebrate Christmas in other countries

3. Applying

Evaluate if you had to celebrate Christmas in another country which one would it be and why

Bell task

How do you celebrate Christmas?

Learning toolbox

-How do Christians celebrate Christmas? Circle map. Add ideas during discussion

-Group work: give students information on how Christians celebrate Christmas in other countries.

-Show media clips

-Students should explain how Christmas is celebrated in three other countries and produce illustrations to represent each one

Maps: Circle

Caps: White and red

Habits of the mind: Thinking about your thinking, striving for accuracy and keep learning

Plenary

If you had to celebrate Christmas in another country where would it be and why?

-Explanation of how Christians celebrate Christmas in other parts of the world


-Discussion

-Observation

Resources

-Media clips

-Power point

-Information sheets

-Colors


Christmas

Writing to argue


Red pen

Recall/Homework:

None

SMSC:

Spiritual: respecting how Christians celebrate their beliefs

Misconceptions:

None

Subject @ SAA

subject: religious education scheme of work: b1 to … sow term 1 2017.pdfsubject: religious...

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