LEARNING OBJECTIVES DIFFERENTIATED I CAN ACHIEVEMENT CRITERIA SUGGESTED TEACHING AND LEARNING ACTIVITIES RESOURCES EVALUATION AND CROSS CURRICULAR LINKS AT2 To understand the concept of life as a journey AT1 To recognise stages of life as marked in Christianity and Islam AT2 Relate these to their own understanding and experiences. Lower: I can name and describe talk about some of the milestones in a persons’ life and relate to my own experiences. Higher: I can talk about some of the similarities and differences in milestones for religious and people and relate them to my own experiences. If pupils know the song ‘One More Step’ reflect on when and why it is sung and how the words speak of a person asking for God’s help as they ‘step’ meaning journey through life. Explain that the concept of life as journey characterises many faiths and cultures and people naturally seem to have a desire to give places and events in their lives special significance. Discuss concept of life as a journey and pupils’ own milestones. These milestones may or may not be associated with particular places. Teach religious terminology milestones/rites of passage eg. Birth, naming, choosing to belong to a religious/non religious group, making commitments (marriage) the passage of life and inevitability of death. Discuss how beliefs affect the ways people live their lives. Explore the Christian belief of life after death & the concept of heaven. Pupils share own their thoughts as appropriate. Background information: CD Rom ‘Pilgrims and Pilgrimage Journey, Spirituality and daily life through the centuries’ by Dee Dyes, The University of York. One more step along the world I go Come & Praise No 47 See notes at end of unit: Christian beliefs about life after death Badger’s Parting Gift by S Varley 1 85681 164 6 A Taste of Blackberries by D Buchanan Smith Puffin 0 14 032020 2 Use RE:Quest CD Rom and website Life after death on CD Rom ‘Key Teachings of Jesus’ Link to Y5 Easter unit ‘Easter Contrasts’
AT1 To understand what Hajj means to Muslims. AT2 To share how they personally put their beliefs into action through special activities and religious commitments Lower: I can explain what a Muslim will do on Hajj and why. I can talk about similarities and differences with my own experiences. Higher: I can explain why a Muslim might go on Hajj and what they might gain from it. I can talk about similarities and differences with my own experiences. Discuss how Muslims might define pilgrimage. For Muslims, Hajj is on of the 5 pillars of their faith. Recall the importance of the pillars from previous learning. Using the instructions on a Muslim compass find the direction of Makah. Find Arabia on the globe. Read the stories of Ibrahim, Hagar & Ismail. Identify what happens at Hajj, find out about the rituals, time-table, what is worn and prayers that may be said. Make a ‘virtual hajj’. Think up how a pilgrim would recall their Hajj, explaining what happened, what they did, how it felt, advice they would give to another on their first Hajj. Discuss the motivation for Hajj and the importance of Muslims putting belief into action. Pupils share own thoughts about putting beliefs into action and how they approach this in their lives. ‘The Muslim way of Life’ SDBE unit of work e Hajj pack RE Centre Lewisham Place of Worship poster pack BBC Education Islam 5-11 CEM Special Places RE Today p23 photocopiable Islam for Key Stages 1&2 (SDBE) Islamic Festivals by Khadijah Knight Heinemann 0 431 06951 4 My Muslim Life Wayland 0 7502 1300 0 The Prophets IQRA trust 1 85679 901 8
there today, who visits it and why. Discuss why some Christians use statues/icons as part of their worship of God and create their own impressions discussing how the statues/icons are an aid to prayer and worship. Lourdes, France: Read the story of St Bernadette. Watch part of video about Lourdes today. Write about how pilgrims would feel if they were healed. Relate to the reaction of the blind man that Jesus miraculously healed. Discuss whether not being healed would affect the faith of a Christian pilgrim? How might they live their lives afterwards? Might they have received another sort of healing? Visit Southwark Cathedral: The Education Centre run a Pilgrimage Trail. Pupils learn about and the Canterbury Pilgrimage of medieval times. Follow up activity: dramatise an account of a pilgrimage illustrating the difficulties and joys of travelling on a pilgrimage and the value of companionship on a journey. Discuss: How do you see pilgrimage in your life? Artefacts: statues, pictures, rosary beads Story of St Bernadette RE Today autumn 1997 Video – Pilgrimage & Healing St Paul Multimedia Tel; 0207 9379591 Luke 18: 35-43 History: medieval times
AT1 To understand the concept of a spiritual journey AT2 To reflect on their own spiritual journey Refer to and fill in assessment sheet at front of this unit. Lower: I can explain Abraham and Sarah’s spiritual journey. I can say what I can learn about it for my own life journey. Higher: I can give definitions for pilgrimage and spiritual journey. I can say what I can learn from these for my own life journey. The characters in the Bible and important people in other religions experienced a journey of faith and many people identify with these characters as they seek to a path through life. Use the reflective story telling method to tell the story of Abraham and Sarah (Genesis 12-15) whose physical journey across the desert became a spiritual journey of hearing, trusting and obeying God through which they became the parents of God’s family on earth. Told in a reflective way, with artefacts and I wonder questions, this story will encourage pupils to reflect on their own spiritual journey. Abraham is a key figure in Judaism, Christianity and Islam, he leaves his home to go in search of a land which God will show him, becoming a 'pilgrim' or 'sojourner' whose willingness to obey God's command makes him a model of faith and obedience. Assessment Activity: Use Pilgrimage Think through activity (Diamond nines)copied at the end of this to help pupils reflect on what pilgrimage means to them and what aspects of it matter most to various religious groups and why. The Great Family’ story in Godly Play Volume 2, RE:Quest CD Rom and website Link with SDBE unit of work: Moses as a Leader