PROGRAMME OF STUDY LEARNING OPPORTUNITIES
Pupils should be given the opportunity to:
a) hear examples
of many kinds of writing and story;
b) consider the origins of special or holy writings, eg their revelation,
writing, compilation;
c) consider the ways in which communities value special books, eg handling,
covering, decoration;
d) consider the moral message(s) within different sstories and their
relevance to people's lives;
e) express some moral beliefs or ideas in a variety of ways, eg through
stories, poetry.
|
WHERE THIS UNIT FITS IN
This unit is designed for Year 5 – Summer Term. It connects
with units 6 and 9 in dealing with people's values and commitments and
with units 5 and 7 in dealing with ways of expressing religious ideas,
beliefs and feelings. |
| FEATURED FAITH(S): Christianity
and Islam |
| TIME: This unit is planned for 12 sessions of
1 hour each. |
RESOURCES:
Collection of
stories from different religions/ cultures, eg, Palmer & Breuilly,
1993, A Tapestry of Tales, Collins Educational;
Examples of Christian
illuminated writing and Muslim calligraphy can be found at: http://wally.rit.edu/cary/manuscripts/,
http://www.bookofkells.ie/book.html
and http://www.islamicart.com/main/calligraphy/index.html;
Bible quiz, eg
asking pupils to find references and write down names of Biblical
characters;
For examples
of Christianity in action, see RMEP's 'Faith in Action' series, eg
Hanks, G., 1994, A Home for All Children: the story of Dr Barnardo,
ISBN 0 90027 442 5 ;
Religious scriptures
on the internet: http://bible.gospelcom.net/bible
(The Bible Gateway);
http://www.intratext.com/X/ENG0027.htm
or http://lrhazi.com/quran/index.php
(Qur'an Browsers);
http://www.bhagavad-gita.org/
(Bhagavad-Gita);
http://www.aish.com/a/familyparsha/current.asp
(Torah portions for families).
Quest video:
Animated World Faiths 'The Life of Muhammad', Channel 4;
Muslim artefacts:
Qur'an, kursi (Qur'an stand), copy of the Qur'an in English translation
- wrapped in a cloth;
Copy of the Five
Pillars of Faith, and suggested 'five
principles' of Islam, (Click on link)
Information about
Muslim calligraphy, eg in Le Pla, F., 1996, Living Religions: Islam,
Nelson Thornes. ISBN 0 17 428053 X.
|
OBJECTIVES FOR LEARNING AND ASSESSMENT
C3 Make simple
links between a range of examples of religious expression and the religious
beliefs / ideas / feelings which underlie them. Christians and Muslims
have for these ceremonies.
C4 Express beliefs/ideas/feelings using recognised styles of
religious expression and describe the meaning of the symbolism used.
F2 Identify what is of value and concern to others, including people
with a faith commitment, and suggest reasons for their importance.
F3
Make links between the values people may have and their attitude and
behaviour.
F4 Ask a range of questions about choices and decisions and suggest
what moral implications may be involved, making reference to the teaching
of religions where appropriate.
|
