subject: religious education year 11 term: … sow term...wider reading -religious studies...

Subject: Religious Education Year 11

Scheme of Work: Grades 1-9

Term: Autumn/Spring/Summer

Topic / Unit(s) -Islam Practices

-Theme B: Religion and Life

-Theme E Crime and punishment

Overview / Context Islam practices: This unit focuses on the practices and rituals important to Islam. These practices allow Muslims to remember their history, express conviction and become devoted followers of the religion. Some practices take place daily such as prayer but others are practiced annually. The Five Pillars of Islam are five practices regarded by all sects of the Islamic religion as essential to the Muslim faith.

Religion and Life: This is the first theme that students will study for their second examination. Students will think about science and religion; similarities and differences on ideas about the origins of our universe and life. Secondly students will consider the value of the world including environmental issues and animal rights. Finally students will consider the value of human life including the issues surrounding euthanasia and abortion.

This theme is about law and order. It is about what we mean by crime, why people commit crimes including the idea of evil people and actions and the way that society deals with offenders. It looks at the impact of crimes, they suffering that they cause

and how we should help the victims of crime. It is also about why we punish offenders

and the debate about the death penalty. Key religious teachings within this unit are beliefs about human nature, repentance and forgiveness. Students must be able to show their understanding of religious attitudes to crime and punishment.

Assessment/Mastery

Success criteria

1 Demonstrate some simple knowledge and understanding of some religious beliefs and

practices and know the name of some sources of wisdom Demonstrate some understanding that religions have different ideas and their followers

do different things to show this

Express a simple opinion on matters of religion or belief using everyday language, recognizing others might have different views

2 Demonstrate limited knowledge and understanding of some beliefs and practices, with simple reference to sources of wisdom and authority

Demonstrate some understanding of different views and practices between religions Express an opinion on matters of religion or belief using everyday language, recognizing

others might have different views

3 Demonstrate some relevant knowledge and understanding of some beliefs and practices, with limited reference to sources of wisdom and authority

Demonstrate some understanding of different views and practices between religions Express own opinion and present two different views on matters of religion or belief,

including some keywords

4 Demonstrate generally sound knowledge and understanding of a range of beliefs and

practices, with some reference to sources of wisdom and authority

Demonstrate some understanding of different views and practices within and between religions or beliefs

Construct a reasoned point of view on matters of religion or belief, based on some evaluation of different perspectives, and using some specialist keywords

5 Demonstrate mostly accurate knowledge and understanding of a widening range of beliefs and practices, with reference to sources of wisdom and authority

Demonstrate sound understanding of both shared and contrasting views and practices

within and between religions or beliefs

Construct a reasoned point of view on matters of religion or belief based on some

analysis and evaluation of different perspectives, and attempting to use accurate specialist vocabulary

6 Demonstrate accurate and relevant knowledge and understanding of a wide range of

beliefs and practices, with selected references to sources of wisdom and authority Demonstrate detailed understanding of both common and divergent views and practices

within and between religions or belief systems Construct a fairly convincing argument on matters of religion or belief, based on analysis

and evaluation of different perspectives, and using accurate specialist vocabulary

7 Demonstrate accurate and relevant knowledge and understanding of a wide range of

beliefs and practices, with selected references to sources of wisdom and authority Demonstrate detailed understanding of both common and divergent views and practices

within and between religions or belief systems, making links between these and competing sources of authority

Construct a fairly convincing argument on matters of religion or belief, based on critical

analysis and evaluation of different perspectives, and using accurate specialist terminology

8 Demonstrate relevant and comprehensive knowledge and understanding of a wide range of beliefs and practices, with well-integrated and selected references to sources of

wisdom and authority Demonstrate detailed understanding of both common and divergent views and practices

within and between religions or belief systems, explaining the links between these and competing sources of authority

Construct a sustained and convincing argument on matters of religion or belief, based on

critical analysis and evaluation of different perspectives – including a considered personal one – and using accurate specialist terminology

9 Demonstrate relevant and extensive knowledge and understanding of a complete range

of beliefs and practices, with many well-integrated and carefully selected references to sources of wisdom and authority

Demonstrate detailed and empathetic understanding of both common and divergent views and practices within and between religions or belief systems, along with accurate

knowledge of the competing wisdoms/authorities which lead to division or variation

Construct a sustained and convincing argument on matters of religion or belief, based on

critical analysis and evaluation of different perspectives, and using accurate specialist terminology and including fully justified personal reflections

Curriculum Opportunities Art: studying images of Muslims from the media.

Mathematics: Students will view statistics of where Muslims live in the world today

Geography: The study of maps to view where Muslims live today

English: Writing to describe, explain, inform and argue. Students will also interpret religious texts.

PSHE: Students will argue different points of view in relation to ethical and moral topics.

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

-Is it ever right to fight in a holy war (lesson 4)

-Practice exam questions on Muslim practices (lesson 9)

-Is global warming the biggest problem facing humans today? (lesson 15)

-Are humans misusing their power over animals? (Lesson 20)

-Assessment 1 (lesson 22)

-Should Christians agree with abortion? (Lesson 29)

-Should euthanasia be legalized in the UK? (Lesson 35)

-Practice exam questions on religion and life (Lesson 38)

Assessment Cycle:

1 2 3

Key Vocabulary Muslim practices: Eid ul-Fitr, Eid ul-Adha, Sunni, Shi’a, Ashura, Salah, Sawm, Zakah, Hajj, Khums, Lesser and greater Jihad, Allah, Ka’bah, Arafat, Mina, Sacrificce, Ma’roof, Munkar, Muhammad and Hadith

Religion and life: Abortion, Afterlife, Animal Rights, Awe, Big bang, Charles Darwin, Conception, Conservation, Creation, Dominion, Environment, Euthanasia, Evolution, Fossil Fuels, Hospice, Hypothesis, Natural Resources, Natural Selection, Pesticide, Pro-choice, Pro-life, Quality of life, Right to die, Sanctity of life, Science, Stewardship and Sustainable energy.

Crime and Punishment: Capital punishment, community service order, conscience, corporal punishment, crime, deterrence, duty, evil, forgiveness, hate crime, imprisonment, justice, law, order, parole, probation order, protection, reformation, reparation, retribution, victim, vindication and young offenders

Wider Reading -Religious Studies Specification A: Lesley Parry, Jan Hayes and Shiela Butler -All information and resources are provided with each individual lesson

Teacher Notes Students have already started this unit on Islamic practices. They have already been taught the Five Pillars of Islam and the importance of the Mosque. Once this unit is completed students will have completed the content needed for the first examination where students are tested on Christian and Muslim beliefs and practices. Students will then go on to study the content surrounding the themes required for the second examination. Following this intense revision will take place based on both exam papers.

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 1

1. Gathering.

Describe where Muslims live in the world today

2. Processing

Explain the ten obligatory acts of Shi’a Islam

3. Applying

Evaluate whether you would find it hard

Bell task

Students to recall the Five Pillars of Islam. Can students recall the five key practices or duties?

Learning toolbox

-Paired or group task. Students to name countries in the world where they think Muslims might live. Feedback.

-Display the map using the power point to show the students visually where Muslims live in the world today. Students could be given a copy of this map for reference purposes.

-Recording of statistics

-Explanation of the obligatory acts

-Evaluation

-Feedback

Resources:

-Power point

-10 obligatory acts

Key Vocabulary/Literacy opportunities

-Sunni

-Shi’a

-Salah

to follow the ten obligatory acts of Shi’a Islam and why

-Display the statistics concerning the Muslim population in the world today. Students can record some of the statistics in their books.

-Give students the 10 obligatory acts of Shi’a Islam. Students should read and discuss the acts in pairs. Any information or words they do not understand should be highlighted. Discuss the 10 acts as a class. Students to explain the obligatory acts individually.

Maps: None

Caps: White and red

Habits of the mind: Work together, keep learning and persist

Plenary

Evaluation question: Would you find it hard to follow the 10 obligatory acts of Shi’a Islam? Why give reasons and example for your opinion.

-Discussion

-Questioning

-Sawm

-Zakah

-Hajj

-Jihad

Marking Opportunity:

-Red pen maintenance marking

Recall/Homework:

Key words recall

SMSC:

Spiritual: exploring Muslim beliefs and practices

Misconceptions:

None

Lesson 2

1. Gathering.

Describe the differences between the practice of prayer in the Sunni and Shi’a traditions including the purpose of prayer for Shi’a Muslims

2. Processing

Explain why Shi’a Muslims carry out Sawm

3. Applying

Evaluate how sawm might help Muslims to reject evil and do what is

Bell task

Homework recall key words

Learning toolbox

-Recap from summer term. Give students the information on the practice of prayer for Sunni and Shi’a traditions. Students should read this information and produce a circle map to state the differences between Sunni and Shi’a traditions and their practice of prayer. Feedback and discussion.

-Students also need to be aware of the purpose of prayer for Shi’a Muslims. Display the purpose of prayer in Shi’a Islam and discuss. Students will need to make a note of this.

-Homework recall words

-Circle map

-Notes made during lesson

-Evaluation question

-Targeted questioning

Resources:

-Power point

-Prayer in Sunni and Shi’a Islam information


-Salah

-Sawm


good

-Show students the media clip on Sawm and discuss. Display the purposes of fasting for Shi’a Muslims. Students to note the purposes in their books.

Maps: Circle

Caps: White and red

Habits of the mind: Be clear, strive for accuracy and keep learning

Plenary

Evaluation question: How might sawm help Muslims to reject evil and do what is good?



Recall/Homework:

Key words recall

SMSC:

Spiritual: exploration and comparison of Sunni and Shi’a Islam on prayer

Misconceptions:

None

Lesson 3

1. Gathering.

Describe the purpose of Zakah for Shi’a Muslims

2. Processing

Explain what is meant by Khums and also the significance of Hajj to Shi’a Muslims

3. Applying

Evaluate the statement: ‘If everyone gave money to charity the problem of poverty would be solved.’

Bell task

Homework recall words

Learning toolbox

-Watch the media clip on Zakah. Students to take notes using a circle map. Discuss. Display the purpose of Zakah for Shi’a Muslims. Students to add this information onto circle maps.

-Using the power point explain the term Khums to the students. Students to write a short paragraph to explain this term.

-Watch the media clip on Hajj. Students can make notes during the clip. Discuss and feedback. Display the significance of Hajj and its significance to Shi’a Muslims. Students to explain the significance of the fifth pillar to Shi’a Muslims.

-Circle maps

-12 mark exam question

-Explanation of Khums and Hajj significance

-Discussion

-Questioning

Resources:

-Power point

-Media clips


-Shi’a

-Khums

-Hajj

-Allah

-Ka’aba

-Arafat

-Mina

-Sacrifice

Maps: Circle

Caps: White, yellow, black and red

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

Plenary

Using the 12 mark success criteria students to evaluate the statement: ‘If everyone gave money to charity the problem of poverty would be solved.’


-Red pen during lesson


Recall/Homework:

Key words recall

SMSC:

Spiritual; exploration of the beliefs and practices of Shi’a Muslims

Misconceptions:

None

Lesson 4

1. Gathering.

Describe why the religion of Islam can be misunderstood in the media

2. Processing

Explain the difference between greater and lesser jihad

3. Applying

Evaluate whether it is ever right to fight in a holy war

Bell task

Key words recall

Learning toolbox

-Discussion using the images from the media on why the religion of Islam can be misunderstood or can be perceived as a war like religion.

-Watch the media clip on jihad. Discuss.

-Paired work. In pairs students should read the information about greater and lesser jihad. Any words or information they do not understand should be highlighted. Feedback and discussion.

-Students to explain the difference between greater and lesser jihad.

-Key words recall

-Paired work

-Explanation of the differences between greater and lesser jihad


-Discussion

-Questioning

Resources:

-Power point

-Media clips


-Greater jihad

-Lesser jihad

-Arguing different points of view



-Group work: Students to argue the benefits and problems associated with having a holy war. Feedback and discussion.

-Remind students on how to score maximum marks in a 12 mark question.

Maps: None


Habits of the mind: Work together, be clear and strive for accuracy

Plenary

Is it ever right to fight in a holy war? 12 mark exam question. PAIR marking

-PAIR marking

-PAIR marking

Recall/Homework:

Key words recall

SMSC:

Moral: offering reasoned views in relation to a moral question

Misconceptions:

Islam can be perceived in a negative way

Lesson 5

1. Gathering.

Describe what is meant by ma’roof and munkar

2. Processing

Explain how believing in these obligations affect the lives of Muslims

3. Applying

Evaluate whether it is possible to always do the right things

Bell task

Homework recall words plus response to PAIR marking

Learning toolbox

-Display the definitions of ma’roof and munkar. Discuss the meaning of these terms. Students to define in their books.

-In groups: students to produce a circle map on how believing in these obligations might affect the lives of Muslims. Feedback and discussion. Using power point; display how the obligations affect a Muslim’s life. Students to add information onto their circle maps.

-Group task: students to consider arguments for and against whether it is possible to always do the right things. Feedback and discussion.

-Circle maps

-Group work

-Feedback and discussions

-Questioning


Resources:

-Power point

-Circle maps


-Ma’roof

-Munkar

-Muhammad

-Hadith


HW recall

Maps: Circle

Caps: Yellow, black, white and red

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

Plenary

Evaluation question: Is it possible to always do the right things?

Red pen during lesson

Recall/Homework:

Key words recall

SMSC:

Spiritual and moral. Learning about the beliefs of Muslims to be just and how this affects their lives when making moral decisions

Misconceptions:

None

Lesson 6

1. Gathering.

Describe how Eid ul-Fitr is celebrated by Muslims

2. Processing

Explain why Eid ul-Fitr is important to Muslims

3. Applying

Evaluate whether Eid is just an excuse for a big party

Bell task

Homework recall

Learning toolbox

-Watch the media clip on Eid ul-Fitr to show students how this festival is celebrated.

-Read about and discuss Eid celebrations. Students to produce a circle map to describe how Eid is celebrated by Muslims.

-Paired task. Give students the information on why Eid is an important time. Students to read and feedback any information they do not understand. Students to explain why Eid is important to Muslims personally and communally.

Maps: Circle


-Circle maps

-Paired task

-Discussion

-Feedback

Resources:

-Power point

-Circle maps

-Eid information


-Eid ul-Fitr

-Ramadan

-Mosque

-Allah



Caps: White and red

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

Plenary

Evaluation question: Is Eid just an excuse for a big party? 12 mark exam question

Recall/Homework:

Key words

SMSC:

Spiritual: exploration of Muslim practices via festivals

Misconceptions:

None

Lesson 7

1. Gathering.

Describe why the festival of Eid ul-Adha is celebrated

2. Processing

Explain how Muslims celebrate Eid ul-Adha

3. Applying

Evaluate learning by producing an acrostic poem on Eid-ul-Adha

Bell task

Key words recall

Learning toolbox

-Display the content of why Eid ul-Adha is celebrated. Talk students through the reasons. Students to make a note of the reasons.

-Watch the media clip showing the celebrations of Eid ul-Adha. View the images and information about this festival using the power point slides.

-Students to design a card for Eid ul-Adha which illustrates the main celebrations that take place during this festival.

-Give students the success criteria where they must peer assess each other’s cards.

Maps: None

Caps: White

Habits of the mind: Enjoy yourself, be creative and work together

-Homework recall

-Eid card design

-Peer assessment

-Acrostic poem

-Questioning

Resources:

-Power point

-Media clip

-Acrostic poem template


-Sacrifice

-Ibrahim

-Adhiya


-Homework recall

-Red pen maintenance

Recall/Homework:

Key words recall

SMSC:

Spiritual: beliefs and

Plenary

Students to produce an acrostic poem using the words Eid ul-Adha

practices associated with a Muslim festival

Misconceptions:

None

Lesson 8

1. Gathering.

Describe what the festival of Ashura recalls

2. Processing

Explain the difference between the Sunni and Shi’a observance of Ashura

3. Applying

Evaluate whether it is wrong to call Ashura a celebration

Bell task

Homework recall

Learning toolbox

-Students to produce a circle map to describe what the festival of Ashura recalls.

-Show students the media clip about Ashura. Students can add information to their circle maps

-Using the information students should explain the difference between the Sunni and Shi’a observance of Ashura. Feedback and discussion

Maps: Circle

Caps: White and red

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

Plenary

12 mark evaluation question: ‘It is wrong to call Ashura a celebration.’ Explain arguments for and against the statement

-12 mark evaluation question

-Circle maps

-Explanation of the difference between Sunni and Shi’a observation of Ashura

-Discussion

-Questioning

Resources:

-Power point

-Media clips


-Shi’a

-Sunni

-Pharoah

-Hadith

-Atonement

-Ramadan

-Forgiven


-Homework recall


Recall/Homework:

-Key words

SMSC:

Spiritual: exploration of Muslim practices via the festival of

Ashura

Misconceptions:

None

Lesson 9 1. Gathering.

Describe how to score maximum marks in GCSE RE examinations

2. Processing

Explain answers practice exam questions

3. Applying

Evaluate completed exam questions via peer assessment

Bell task

Homework recall

Learning toolbox

-In pairs or groups students to state how to score maximum marks in 1 mark, 2 mark, 4 mark, 5 mark and 12 mark questions. Feedback and discussion

-Go through power point on how to score maximum marks in GCSE RE examinations

-Students to answer a set of practice exam questions based on Muslim practices. This will be PAIR marked.

-Students to peer assess completed answers.

Maps: None

Caps: White and red

Habits of the mind: Work together, strive for accuracy and persist

Plenary

Students to respond to peer assessment and ensure that all questions have been answered fully

-Homework recall

-PAIR marking

-Pair or group work

-Discussion

-Peer assessment

Resources:

-Power point

-Practice exam questions


Students will be describing, explaining and evaluating


Homework recall

Red pen maintenance

Recall/Homework:

None

SMSC:

Spiritual and Moral

Misconceptions:

This will be evident following practice questions

Lesson 10

1. Gathering.

Describe what is meant by scientific

Bell task

Make words from the following: Science verses religion

Or response to PAIR marking

Learning toolbox

-Discussion

-Group work

Resources:

-Power point

-Information on religious and scientific

truth and religious truth identifying any similarities and differences

2. Processing

Explain the meaning of various quotes relating to science v religion

3. Applying

Evaluate which truth you think is more important and why

-Give students the information on scientific truth and religious truth. The information should be read in pairs. Any key words or information they do not understand should be highlighted. Discussion and feedback.

-Students to complete the bronze, silver, gold task on scientific and religious truths

-Group task. Give each group a selection of quotes on religion v science. Each group should unpack the quotations and explain what they mean. Feedback and discussion

Maps: None

Caps: White, green and red

Habits of the mind: Work together, be clear and understand others

Plenary

Evaluation question: Which truth do you think is more important and why? Scientific or religious?

-Bronze, silver, gold task

-Interpretation of quotes


truths

-Quotations religion v science


-Scientific truth

-Religious truth

-Interpretation of quotations

Marking

Opportunity:

Red pen maintenance

Recall/Homework:

Key words recall

SMSC:

Spiritual: reflection on own beliefs in relation to religion v science

Misconceptions:

None

Lesson 11

1. Gathering.

Describe the Big Bang theory and the evidence that supports it

2. Processing

Explain Charles Darwin’s theory of evolution

Bell task

Homework recall key words

Learning toolbox

-Students will complete a timeline of the Universe according the Big Bang theory. They will then describe two pieces of evidence for this theory (red shift and background microwave radiation)


-Group work

-Big bang timeline

-Evolution explanation

Resources:

-Power point

-Timelines

-Media clips


3. Applying

Evaluate the meaning of two quotations said by Darwin

-Media clip on the Big Bang Theory

-Students to be given a list of key terms in the theory of evolution. In pairs or small groups students should understand the terms by producing an explanation of the theory of evolution using and defining all of the terms correctly. Bronze, silver, gold task

-Evolution media clip

Maps: None

Caps: White and green

Habits of the mind: Understand others, work together and keep learning

Plenary

Students to be given the two Darwin quotations. They should unpack each quote and attempt to explain what they mean.

-Discussions or questions from media clips

-Interpretation of quotes

-Big bang theory

-Evolution

-Red shift

-Backward microwave radiation



-Homework recall

Recall/Homework:

Key Words recall

SMSC:

Spiritual: Learning about the world around us

Misconceptions:

None

Lesson 12

1. Gathering.

Describe the Genesis creation story

2. Processing

Explain how the creation story is understood

3. Applying

Evaluate whether God created the world according to Genesis

Bell task

Key words recall

Learning toolbox

-Watch the media clip and read the Genesis creation story. Students must make a note of what happened on each day and include a symbol to represent it.

-Using the power point student to explain how the creation story is understood.

Group work: students to consider the arguments for and against God creating the world as stated in Genesis.

-Description of Genesis story

-Explanation of how Christians interpret the Genesis story


-Group work

Resources:

-Power point

-Media clip




Feedback and discussion

Maps: None


Habits of the mind: Work together, be clear and use what you’ve learned

Plenary

Evaluation question on whether God created the world according to Genesis

-Discussion

-Questioning

Homework recall

Recall/Homework:

Key words recall

SMSC:

Spiritual; learning about the world around us

Misconceptions:

None

Lesson 13

1. Gathering.

Describe different views on science, religion or both

2. Processing

Explain why society seems to favor science over religion

3. Applying

Evaluate whether both science and religion are valuable in our world today

Bell task

Key words recall task

Learning toolbox

-Students to read the different people’s understanding of Genesis in pairs. What are they arguing? Do they believe in science, religion or both? Students should record findings in books

-With a partner students should work out using the information given why society seems to prefer scientific explanations rather than religious ones. Feedback and discussion followed by bronze, silver, gold task.

Peer-assess.

Maps: None



Plenary

Evaluation question: Are both science and religion valuable in our world today?

-Peer assessment

-Discussion

-Questioning


-Peer assessment

Resources:

-Power point

-Why society prefers science information


-Writing to argue



Recall/Homework:

Key words recall

SMSC:

Spiritual: learning about the world around us

Misconceptions:

Misconceptions:

None

Lesson 14

1. Gathering.

Describe the meaning of the key words stewardship, dominion and awe in relation to the environment

2. Processing

Explain how humans are polluting the environment

3. Applying

Evaluate whether pollution can be stopped

Bell task

Key words recall

Learning toolbox

-Students to state the meaning of the three key words. Think, pair and share. Define correct definitions of the key words.

-Group task: students to produce a circle map to explain how humans are polluting the earth. Feedback and discussion. Watch the media clip and add to circle map. Power point slides also give additional information on how humans are damaging the world.

-Bubble map: Groups to decide why our world is important. Feedback and discussion

Maps: Bubble and circle


Habits of the mind: Work together

Plenary

Can pollution be stopped evaluation question?

-Key words definitions

-Group work

-Circle maps

-Bubble maps


Resources:

-Power point

-Media clip

-Circle and bubble maps


-Pollution

-Air pollution

-Water pollution

-Pesticides

-Litter

-Light pollution

-Noise pollution

-Global warming

-Climate change

-Greenhouse effect


Red pen maintenance

Homework recall

Recall/Homework:

Key words recall

SMSC: Spiritual: learn

about the world around us

Misconceptions:

None

Lesson 15

1. Gathering.

Describe why global warming is happening and the consequences

2. Processing

Explain possible solutions to the problems of global warming and climate change

3. Applying

Evaluate whether global warming is the biggest problem facing humans today

Bell task

Key words recall

Learning toolbox

-Starter: What would it be like in the academy if the environment was too hot outside? What problems would there be? What solutions could be implemented?

-View the information on why global warming is happening and the consequences of this. Students to complete the bronze, silver, gold task and peer assess once completed.

Group work: Devise arguments for and against global warming being the biggest problem facing humans today.

Maps: None



Plenary

PAIR marking task using success criteria. Is global warming the biggest problem facing humans today?

-Peer assessment

-Discussion

-Questioning



-PAIR marking

Resources:

-PAIR marking success criteria

-Power point


-Global warming

-Climate change

-Fossil fuels

-Sustainable energy


-PAIR marking

-Homework recall


Recall/Homework:

Key words recall

SMSC:

Spiritual: reflection of personal beliefs

Misconceptions:

None

Lesson 16

1. Gathering.

Describe the term destruction of the natural habitat (deforestation)

2. Processing

Explain the use and abuse of natural resources

3. Applying

Evaluate whether we should ban the use of fossil fuels

Bell task

Homework recall words and response to PAIR marking

Learning toolbox

-Students will produce a circle map to describe the term natural habitat (deforestation)

-Define the term natural resources. In groups students to produce a circle map to state the different ways that we use and abuse natural resources. Feedback and discussion. Add additional information onto circle maps.

-Watch the media clip on oil running out in the future. Discussion.

-Group task: Argue reasons for and against banning the use of fossil fuels. They should consider the consequences of what would happen if we did but also the benefits to our world.

Maps: Circle


Habits of the mind: Work together, use what you’ve learned and be clear

Plenary

Evaluation question: Should we ban the use of fossil fuels?


-Circle maps

-Group work

-Discussion


Resources:

-Power point

-Circle maps


-Natural habitat

-Deforestation

-Extinction



Red pen maintenance

Recall/Homework:

Key words

SMSC:

Spiritual: Learning about the world surrounding us

Misconceptions:

None

Lesson 17

1. Gathering.

Describe what is meant by sustainable development and conservation

Bell task

Key words recall

Learning toolbox

-Define the terms sustainable development and

-Homework recall

-Group task

Resources:

-Power point

-Circle maps

Key Vocabulary/Literacy

2. Processing

Explain how individuals could care for the world

3. Applying

Evaluate whether looking after the environment should be everybody’s first priority

conservation. Students to define in books.

-Group task. Students to produce a circle map containing ideas of what individuals could do to care for the world. Feedback and discussion. Students to add ideas from the power point if not already stated within circle map.

-Watch the media clip of a conservation project or a conservation group.

Maps: Circle


Habits of the mind: Work together, use every sense and be clear

Plenary

Evaluation question (bronze, silver and gold): Should looking after the environment be everybody’s first priority?

-Circle maps


-Feedback and discussion

-Targeted questioning

opportunities

-Sustainable development

-Conservation


Red pen maintenance


Recall/Homework:

Key word recall

SMSC:

Spiritual: Learning about the world around us

Misconceptions:

None

Lesson 18

1. Gathering.

Describe the lyrics found within the song ‘Wonderful world’

2. Processing

Explain Christian attitudes towards the environment

3. Applying

Evaluate learning by designing a banner from a Christian perspective to show the importance of the

Bell task

Key words bell task

Learning toolbox

-Listen to the song ‘Wonderful World.’ What do the lyrics mean? What is the song saying about our world?

-In pairs students to read the information on Christian attitudes towards the environment. Key words or information they do not understand should be highlighted. Discuss Christian attitudes towards the environment. Students to individually complete the bronze, silver, gold task. Following activity the work should be peer assessed.

-Peer assessment

-Discussion and feedback

-Questioning



Resources:

-Power point

-Christian attitudes to the environment


-Stewardship

-Writing to explain


environment

Maps: None


Habits of the mind: Work together, be creative and enjoy yourself

Plenary

Students to design a banner to show the importance of the environment from a Christian perspective. Show examples of banners prior to the task


Red pen maintenance marking

Recall/Homework:

Revision for assessment in lesson 22.

SMSC:

Spiritual: exploration of Christian beliefs about the environment

Misconceptions:

None

Lesson 19

1. Gathering.

Describe how green you are

2. Processing

Explain Buddhist attitudes towards the environment

3. Applying

Evaluate whether religious believers should work harder to fight climate change

Bell task

Students to complete the how green are you survey?

Learning toolbox

-Students to watch the media clip on Buddhism and the environment. Discussion

-Students to produce a circle map on Buddhist attitudes towards the environment

-Group task: students to argue for and against whether religious people should work harder to fight climate change. Feedback and discussion

Maps: Circle


Habits of the mind: Be clear, persist and strive for accuracy

Plenary

-Group work

-Discussion and feedback

-Circle maps


Questioning

Resources:

-Power point

-Circle maps

-Buddhist attitudes towards the environment


-Conservation

-Natural resources

-Precept

-Karma



Write up: Should religious believer’s work harder to fight climate change?

Recall/Homework:

Revision for assessment

SMSC:

Spiritual: exploration of Buddhist beliefs towards the environment

Misconceptions:

None

Lesson 20

1. Gathering.

Describe what is meant by the term animal experimentation

2. Processing

Explain the arguments for and against experimentation on animals

3. Applying

Evaluate whether humans are misusing their power over animals

Bell task

What is meant by the term animal experimentation? Which animals are used for experimentation by scientists?

Learning toolbox

-Feedback and discussion from bell task

-Display the animal experimentation facts. Students to respond and express their views towards the facts

-Group work: students to devise arguments for and against animal experimentation using two circle maps. Feedback and discussion. Students can add additional arguments from the power point slides.

Maps: Circle


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

Plenary

12 mark exam question: Are humans misusing their

-Discussion

-Questioning

-Group work


-Circle maps

-PAIR marking

Resources:

-Power point

-Circle maps


-Genetics

-Animal experimentation



-PAIR marking

-Red pen

Recall/Homework:


SMSC:

power over animals?

Moral: arguing the morality of using animals for experimentation

Misconceptions:

None

Lesson 21

1. Gathering.

Describe which animals we eat

2. Processing

Explain arguments for and against using animals for food

3. Applying

Evaluate whether we should use animals for food

Bell task

Response to PAIR marking

List the main animals that we eat (bubble map)

Learning toolbox

-Feedback from bell task

-Group work: Devise arguments for and against using animals for food using circle maps.


-Students to add arguments to their circle maps using the power point

-Watch the media clip on vegetarianism – feedback and discussion

Maps: Bubble


Habits of the mind: Be clear, understand others and think about your thinking

Plenary

Evaluation question: Should we use animals for food?

-Group work


-Circle maps


Resources:

-Power point

-Circle maps

-Media clip


-Vegetarian



Red pen maintenance marking

Recall/Homework:


SMSC:

Moral: arguing the morality surrounding using animals for food

Misconceptions:

None

Lesson 22

1. Gathering.

Describe the topics we learned within the unit Muslim practices

2.Processing

Explain responses to assessment task

3.Applying

Evaluation of completed assessment

Bell task

Students to read the success criteria on how to score maximum marks in GCSE RE examinations.

Learning toolbox

-Discussion: Think pair and share. Which topics did we learn within the unit Muslim practices?

-Discuss how students can achieve maximum marks in their assessment.

-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 Vocabulary/literacy opportunities

Key words from the unit


Assessment 1 PAIR marking

Recall/Homework:

None

SMSC:

All covered within this unit.

Misconceptions:

Will be evident following assessment

Lesson 23

1. Gathering

Describe achievements and improvements from assessment to a partner

Bell task

Green pen regular exercise book

Learning toolbox

-In pairs students to discuss the feedback they have been given in their assessments

-PAIR response

-Topic evaluation

-Peer assessment

Resources

-Green pens

-Topic list


2. Processing

Explain and respond to PAIR marking

3. Applying

Evaluate topics you are confident with and not so confident with within the unit Muslim practices

-Students to respond to PAIR marking in their own assessment piece

-In pairs students to check that all green pen has been responded to in both books

Thinking caps: Green

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

Plenary

Using the list of topics within the unit Muslim practices students should highlight in one color topics they feel confident with and in another topics they do not feel confident with.

-Discussion

Individual to each student


-Red pen following student responses

Recall/Homework:

Key words recall for next half term

SMSC:

Spiritual, moral and social from within this unit

Misconceptions:

None

Lesson 24

1. Gathering.

Describe your opinions about vegetarianism

2. Processing

Explain Christian teachings on animal experimentation

3. Applying

Evaluate whether eating meat is disrespectful to God’s creation

Bell task

What is your opinion on vegetarianism? Could you be a vegetarian? Why?

Learning toolbox

-Feedback from bell task

-Within a circle map students to explain Christian teachings on animal experimentation. Discussion and questioning

-Media clip

Maps: Circle

Caps: White and red

Habits of the mind: Look at it in another way, be clear and use what you’ve learned.

-Opinions to vegetarianism

-Circle maps

-Discussion

-Questioning


Resources:

-Power point

-Circle maps

-Media clip


-Stewardship

-Day of Judgement


Red pen maintenance

Recall/Homework:

Plenary

Evaluation question: Is eating meat disrespectful to Gods creation?

None

SMSC:

Spiritual: exploration of different Christian beliefs towards animal experimentation

Misconceptions:

None

Lesson 25

1. Gathering.

Describe prior learning on animal rights

2. Processing

Explain Buddhist attitudes towards animal experimentation

3. Applying

Evaluate whether humans and animals are equal

Bell task

Students to produce an acrostic poem using the words animal rights to describe prior learning

Learning toolbox

-Students to share acrostic poems

-Students to produce a bubble map on Buddhist attitudes towards animal experimentation

-Media clip on Buddhist views to experimentation. Students to add notes onto bubble map from media clip

Maps: Bubble

Caps: White and red

Habits of the mind: Strive for accuracy, be clear and persist

Plenary

Evaluation question to be peer assessed using bronze, silver, gold criteria: Are humans and animals equal?

-Acrostic poem

-Bubble maps

-Notes from media clip


-Peer assessment

Resources:

-Power point

-Bubble maps

-Media clip


-Precept

-Karma


Red pen maintenance

Recall/Homework:

Key words recall

SMSC:

Spiritual: exploration of Buddhist beliefs towards animal experimentation

Misconceptions:

None

Lesson 26

1. Gathering.

Describe the terms sanctity of life and quality of life

2. Processing

Explain when life begins

3. Applying

Evaluate whether religious people would agree with abortion based on the sanctity of life

Bell task


Learning toolbox

-Display the terms sanctity of life and quality of life. Students to define the key terms in books.

-Group task. Students to read the different scenarios and decide if the key consideration in each situation refers to the sanctity of life, quality of life or both. Feedback and discussion.

-When does life begin media clip.

-Give students the various stages of when life begins. In groups they should discuss where they think life begins and the reasons why. Groups to feedback and justify where they think life begins and why

-Individually students to explain their opinion using the bronze, silver, gold criteria. Peer assess completed work

Maps: None

Caps: Red and green


Plenary

Thinking about a belief in the sanctity of life students to explain how they think religious people will view abortion.

-Peer assessment

-Group task scenarios

-When does life begin group task



-Discussion

Resources:

-Power point

-Scenarios

-When does life begin?


-Conception

-Viability


-HW recall


Recall/Homework:

Key words recall

SMSC:

Moral: arguing different points of view of when life begins

Misconceptions:

None

Lesson 27

Bell task

Key words recall homework -Recall homework

Resources:

-Power point

1. Gathering.

Describe the UK law on abortion

2. Processing

Explain whether you agree or disagree with various abortion scenarios and consider the consequences for each woman

3. Applying

Evaluate your opinion on the UK laws on abortion

Learning toolbox

-Students to produce a bubble map on the UK laws on abortion.

-Group task: groups to be given different abortion scenarios. Students will explain whether they agree or disagree with abortion in each case. They will also say what the consequences might be for each woman considering an abortion. Feedback and discussion.

Maps: Bubble

Caps: Yellow, black, red and white

Habits of the mind: Work together, use what you’ve learned and think about your thinking

Plenary

-Evaluation question (bronze, silver, gold). A personal opinion in relation to UK abortion laws.

-Bubble map

-Discussion


-Group work

-Abortion scenarios


-Writing to argue



-Homework recall

Recall/Homework:

Key words recall

SMSC:

Moral: arguing the morality of abortion in various scenarios

Misconceptions:

None

Lesson 28

1. Gathering.

Describe arguments for and against abortion

2. Processing

Explain why some people believe that the woman’s life is more important than the life of the foetus

3. Applying

Evaluate whether the only acceptable

Bell task

Homework recall

Learning toolbox

-Group task: students to devise arguments for and against abortion using circle maps. Feedback and discussion. Using power point students to add arguments to circle maps

-Group task: students will read different scenarios and will decide why the life of the mother is more important in each case, Feedback and discussion

-Homework recall

-Group task

-Circle maps

-Discussion


Resources:

-Power point

-Circle maps

-Abortion scenarios


Arguing different points of view


reason to have an abortion is when the woman’s life is at risk

Maps: Circle

Caps: Yellow, black and red


Plenary

-Is it only acceptable to have an abortion if the life of the mother is at risk?

Red pen maintenance

Homework recall

Recall/Homework:

Key words recall

SMSC:

Moral: arguing different points of view on the morality of abortion

Misconceptions:

None

Lesson 29

1. Gathering.

Describe other alternatives to abortion

2. Processing

Explain different Christian attitudes towards abortion

3. Applying

Evaluate whether Christians should agree with abortion

Bell task

Homework recall (key words)

Learning toolbox

-Group task: What are the alternatives to an abortion? Feedback and discussion.

-Give students the different Christian attitudes towards abortion. Students should produce two circle maps to explain each attitude. Discussion and questioning.

Maps: None



Plenary


-PAIR marking 12 mark exam question

-Discussion

-Questioning

-Circle maps

Resources:

-Power point

-Circle maps


Arguing different points of view


Homework recall

PAIR marking

Recall/Homework:

Key words recall

PAIR marking evaluation question on whether Christians should agree with abortion. 12 mark exam question

SMSC:

Spiritual: exploration of Christian beliefs on the morality of abortion

Misconceptions:

None

Lesson 30

1. Gathering.

Describe different Muslim attitudes towards abortion

2. Processing

Explain the meaning of Muslim quotations about abortion

3. Applying

Evaluate whether adoption is a better alternative to abortion

Bell task

-Homework recall

-Response to PAIR marking

Learning toolbox

-Using then information students should explain different attitudes towards abortion within Islam using circle maps. Feedback and discussion.

-Group task: in groups students should read the quotations and decide what they are teaching about abortion. Feedback and discussion

Maps: Circle


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

Plenary

Evaluation question: Is adoption a better alternative to abortion?

-Homework recall

-Circle maps

-Group task

-Discussion


Resources:

-Power point

-Muslim attitudes to abortion

-Circle maps

-Quotations


Arguing different points of view. Interpretation of quotations


Red pen

Recall homework

Recall/Homework

Key words

SMSC:

Spiritual: arguing the morality of abortion

from a Muslim perspective

Misconceptions:

None

Lesson 31

1. Gathering.

Describe what is meant by euthanasia

2. Processing

Explain UK law on euthanasia

3. Applying

Evaluate whether everyone should have the right to die

Bell task

-Homework recall

Learning toolbox

-Circle map to be produced using the facts from the power point to define different types of euthanasia

-Media clips on euthanasia; students can add information to circle maps. Discussion and questioning

-Display UK laws on euthanasia. Discussion on the laws. Students to make a note of the laws.

Maps: Circle

Caps: White and red

Habits of the mind: Use every sense, think about your thinking and be clear

Plenary

Should everyone have the right to die?

-Homework recall

-Circle maps

-Discussion

-Questioning


Resources:

-Power point

-Circle maps

-Media clips


-Voluntary euthanasia

-Involuntary euthanasia


Homework recall

Red pen maintenance

Recall/Homework:

Key words

SMSC:

Discussion surrounding the right to die

Misconceptions:

None

Lesson 32 Bell task -Key words recall Resources:

1. Gathering.

Describe arguments for and against the right to die

2. Processing

Explain why the sanctity of life and quality of life is an important issue in relation to euthanasia

3. Applying

Evaluate whether the right to die should take priority over the sanctity of life

Key words recall

Learning toolbox

-Group task. Using two circle maps students should devise arguments for and against the right to die. Feedback and discussion. Using power point students to add additional information.

-Re-define quality of life and sanctity of life. Students should discuss in pairs why these terms are important when it comes to euthanasia

-Right to die media clip plus show students the euthanasia roller coaster which only exists on paper. Discussion

Maps: Circle

Caps: Yellow, black, white and red

Habits of the mind: Work together, keep learning and persist

Plenary

Should the right to die take priority over the sanctity of life?

-Group work

-Discussion

-Circle maps


-Circle maps

-Power point

-Media clips


-Sanctity of life

-Quality of life

-Euthanasia



-Homework recall

Recall/Homework:

Key words

SMSC:

Moral: Should people have a right to die

Misconceptions:

Key words

Lesson 33

1. Gathering.

Describe what is meant by a hospice

2. Processing

Explain the aims of hospices

3. Applying

Bell task

Key words recall

Learning toolbox

-Show students the media clips on hospices. Students should define this term. Also use power point for definitions

-Key words recall

-Hospices definitions

-Report on hospices

Resources:

-Power point

-Computers or I Pads

-Media clips


Evaluate questions you would like to ask about hospices

-Display the aims of a hospice and discuss.

-Group task: Students to research a hospice locally. What work does it do? How many people does it help each year? Does it specialize in certain illnesses or age groups? Students should produce a report for others in the class.

Maps: None

Caps: White and red

Habits of the mind: Be creative, keep learning and work together

Plenary

-Students to devise a list of questions they would like to ask about hospices

-Group task

-List of questions

-Hospice movement

-Report writing


Red pen maintenance

Recall/Homework:

Key words recall

SMSC:

Moral: exploration of hospice movement

Misconceptions:

None

Lesson 34

1. Gathering.

Describe the work of St Ann’s Hospice in Greater Manchester

2. Processing

Explain different Christian attitudes to euthanasia

3. Applying

Evaluate whether Christians should support euthanasia

Bell task

-Key words recall

Learning toolbox

-Display the work of St Ann’s Hospice. Discussion.

-Using circle maps and Christian teachings on euthanasia students should explain different attitudes to euthanasia. They should also unpack the quotes in groups.

Maps: Circle


Habits of the mind: Work together, keep learning and use what you’ve learned

Plenary

-Key words recall

-Circle maps

-Group work


Resources:

-Power point

-Circle maps


Arguing different points of view and unpacking quotations


Key words recall

Red pen maintenance

Evaluation question: Should Christians support euthanasia?

Recall/Homework:

Key words recall

SMSC:

Spiritual and moral: differing Christian beliefs on euthanasia

Misconceptions:

None

Lesson 35

1. Gathering.

Describe whether you would like the right to die

2. Processing

Explain different Muslim attitudes to euthanasia

3. Applying

Evaluate whether euthanasia should be legalized in the UK

Bell task

Key words recall

Learning toolbox

-Personal opinion. Would you like the right to die? Bronze, silver and gold criteria. Peer assess

-In pairs students to read Muslim attitudes towards euthanasia and produce a bubble map to explain them including quotes.

Maps: Bubble



Plenary

Should euthanasia be legalized in the UK? PAIR marking task

-PAIR marking

-Homework recall

-Bubble maps

-Personal views

-Evaluation

-Discussion

Resources:

-Power point

-Muslim attitudes to euthanasia


Unpacking quotations and writing to explain. PAIR task allows for different points of view


PAIR marking

Red pen

Homework

Recall/Homework:

Key words recall

SMSC: Spiritual and moral. Muslim beliefs

towards euthanasia. Arguing personal views on the morality of euthanasia

Misconceptions:

None

Lesson 36

1. Gathering.

Describe what you believe happens after death

2. Processing

Explain Christian beliefs about death and the afterlife

3. Applying

Evaluate how a belief in life after death affects the lives of Christians

Bell task

-Key words recall

-Response to PAIR marking

Learning toolbox

-Individually students describe what they believe happens after death. Feedback and discussion.

-Media clips on life after death to be shown

-Students to explain what Christians believe happens after death within a circle map. Discussion and feedback.

Maps: Circle and bubble

Caps: White and red

Habits of the mind: Use every sense, think about your thinking and persist

Plenary

Bubble map: How might a belief in life after death affect the lives of Christians e.g. they would not sin, go to Church, read the Bible and love their neighbors.

-Recall words

-Personal opinion


-Discussion

-Questioning

Resources:

-Power point



Purgatory

Heaven

Hell

Judgment Day


Red pen maintenance

Recall/Homework:

Key words

SMSC:

Spiritual: exploration of Christian beliefs to life after death

Misconceptions:

None

Lesson 37

1. Gathering.

Describe a personal opinion about heaven and hell

2. Processing

Explain Muslim beliefs about life after death

3. Applying

Evaluate whether there is a life after death

Bell task

-Key words recall

Learning toolbox

-Do students believe in heaven and hell? Why?

-Students to explain Muslim beliefs about life after death within a circle map. Questioning and discussion.

-Group work: What are the similarities and differences between Christian and Muslim beliefs about life after death? Feedback and discussion

Maps: Circle

Caps: White and red

Habits of the mind: Work together, look at it another way and be clear

Plenary

Evaluation 12 mark question: Is there a life after death?

-Key words recall

-Circle maps

-Personal views

-12 mark evaluation question

Resources:

-Power point

-Circle maps


-Resurrection

-Judgment Day

-Barzakh

-Paradise


12 mark exam question

Recall/Homework:

Key words

SMSC:

Exploration of Muslim beliefs on life after death

Misconceptions:

Students will often call paradise heaven

Lesson 38

1. Gathering.

Describe how to score maximum marks in GCSE RE examinations

2. Processing

Bell task

Homework recall

Learning toolbox

-In pairs or groups students to state how to score maximum marks in 1 mark, 2 mark, 4 mark, 5 mark and 12 mark questions. Feedback and discussion

-Homework recall

Resources:

-Power point

-Practice exam questions

Key

Explain answers practice exam questions

3. Applying

Evaluate completed exam questions via peer assessment

-Go through power point on how to score maximum marks in GCSE RE examinations

-Students to answer a set of practice exam questions based on the topic religion and life. This will be PAIR marked.

-Students to peer assess completed answers.

Maps: None

Caps: White and red


Plenary

Students to respond to peer assessment and ensure that all questions have been answered fully

-PAIR marking

-Pair or group work

-Discussion

-Peer assessment

Vocabulary/Literacy opportunities

Students will be describing, explaining and evaluating


Homework recall

Red pen maintenance

Recall/Homework:

None

SMSC:

Spiritual and Moral

Misconceptions:

This will be evident following practice

Lesson 39

1. Gathering.

Describe the difference between good and evil intentions and actions

2. Processing

Explain where Muslims and Christians believe that evil comes from

3. Applying

Evaluate whether there is ever a good reason to carry out a bad action

Bell task

Make words from the following: Good and Evil

Learning toolbox

-Group task: ask groups to devise lists of good actions and bad actions. Feedback and discussion. Show students additional examples of good and bad actions using the power point.

-Discuss times when bad actions might be believed to be done for good reasons and vice versa. Students to explain some examples of these times

-Give students the Muslim and Christian views towards

-Group work

-Peer assessment


-Questioning

-Discussion

Resources:

-Power point

-Information sheet on Buddhist and Christian views towards where evil comes from


-Good

-Evil

-Actions

-Intentions


where evil comes from. They should read this information in pairs and highlight any key words or information they do not understand. Discussion and questioning.

-Students to explain the Muslim and Christian attitudes towards the root of evil using the bronze, silver, gold criteria. This should be followed by peer assessment.

Maps: None


Habits of the mind: Work together, use every sense and understand others

Plenary

Evaluation question: Is there ever a good reason to carry out a bad action?


-Peer assessment

Recall/Homework:

Key words recall

SMSC:

Moral: recognizing right and wrong behavior

Misconceptions:

None

Lesson 40

1. Gathering.

Describe the two kinds of Laws in the UK

2. Processing

Explain the three types of crimes in the UK and a personal opinion on which is the worst

3. Applying

Evaluate the reasons for crime

Bell task

Key words recall which was set for homework

Learning toolbox

-Discussion (thinking about the last lesson): where would non-religious people say that evil comes from? Evil person or evil action? (Hate the sin not the sinner). People are not evil; some just do evil things? Is this true?

-Display the two kinds of Laws in the UK. Students to describe these laws in their books

-Display the three key types of crimes in the UK. Students needs to explain each key crime and then state a personal opinion on which of the three types of crime they believe is the worst and why. Feedback and discussion.

-Homework recall

-Discussion

-Explanation of the three types of crime and personal opinion

-Bubble map

Resources

-Power point

-Bubble map

-Information sheet on the causes of crime


-Bye-laws

-Parliamentary laws

-Crime against the person

-Crime against property

-Crimes against the state


-Homework recall

Maps: Bubble

Caps: White and red

Habits of the mind: Understand others, be clear and think about your thinking

Plenary

Students to read the six main reasons for crime and should produce a bubble map to explain each one. These reasons will be covered in more depth next lesson.


Recall/Homework:

Key words recall

SMSC:

Social: British values. Cultural: knowledge of the kinds of laws within the UK

Misconceptions:

None

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 41

1. Gathering.

Describe suitable punishments which would tackle the root of the reasons for crime

2. Processing

Explain suitable punishments for the three types of crimes

3. Applying

Evaluate which is the worst crime from the case studies given and the reasons why

Bell task


Learning toolbox

-Revisit last lesson’s bubble map which covered the reasons for crime. Which do students feel are the worst reasons for committing a crime and why? Which are the most selfish reasons for committing a crime and why?

-In groups students to decide what would be a suitable punishment for each of the reasons for crime which would tackle the root problem? Feedback and discussion.

-Paired task: students to look at the list of crimes. For each crime the students must state whether the crime is against a person, property or the state. The students should then look at the list of punishments and decide which the most suitable punishments in each case are. Feedback and discussion.


-Discussion

-Questioning

-Individual evaluation question

-Observation

Resources:

-Power point

-Crimes and punishments


Crime and punishment

Writing to argue


-Homework recall

-Maintenance marking

Recall/Homework:

Recall key words

SMSC:

Moral: understanding consequences of behavior and actions

Maps: None

Caps: Green and red

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

Plenary

Give students the case studies. They should decide which crime is the worst and explain reasons why.

Misconceptions:

None

Lesson 42 1. Gathering.

Describe what is meant by murder, theft and hate crime

2. Processing

Explain a crime that has happened which was claimed to be evil

3. Applying

Evaluate whether any person could commit an evil act or not

Bell task

Recall homework key words

Learning toolbox

-Display the key words murder, theft and hate crime. Students to discuss in pairs and arrive at their own definitions of these terms. Feedback and discuss correct definitions.

-Give students the information on a crime from the past which was claimed to be evil e.g. Myra Hindley and the West’s. Students should read this information using a reading strategy. There are also media clips to show students in order to cater for visual learners. Discus the crimes and why they have been claimed to be evil.

-Discussion; is crime evil? Is evil something that everyone is capable of?

-Students to complete the bronze, silver, gold PAIR marking task.

Maps: None


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

-PAIR marking

-Homework recall

-Discussion

-Questioning


Resources

-Power point

-Information on past crimes

-Media clips


-Murder

-Theft

-Hate crime


-PAIR marking


Recall/Homework:

Key words recall

SMSC:

Moral: recognizing the consequences of actions

Misconceptions:

None

Plenary

Evaluation question: Can any person commit an evil act?

subject: religious education year 11 term: … sow term...wider reading -religious studies...

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