PROGRAMME OF STUDY LEARNING OPPORTUNITIES
Pupils should be given the opportunity to:
a) identify a range of questions related to a moral issue;
b) hear stories about people/organisations who have been involved in some way in moral issues;
c) consider some of the factors that may affect attitudes and behaviour towards a moral issue, eg, rules, beliefs, traditions, principles, commitments, experiences. possible consequences;
express their own ideas and views about a moral issue in the light of a range of responses. |
WHERE THIS UNIT FITS IN
This unit is designed for Year 2 – Summer Term. It connects with units 3 and 9 in dealing with rules and values and with units 1 and 8 in dealing with religious beliefs. |
| FEATURED FAITH(S): Christianity, Hinduism, Judaism |
| TIME: This unit is planned for 12 sessions of 1 hour each |
RESOURCES:
- Joyce Mackley (ed) 2004, Developing Primary RE: Words of Wisdom, RE Today Services,
ISBN: 1 904024 45 9.
- Websites: Children Talking Online: http://www.pcfre.org.uk/db/profile1.php.
- Nelson Thornes Living Religions poster: Judaism: Poster 1, The Ten Commandments and Poster 6, The Torah.
- Maureen Harris, 1996, Living Religions: Judaism, Nelson, ISBN 0 17 428052 1.
- Jewish artefacts, especially, Torah scroll, Shema scroll, Mezuzah case.
- Quest: Animated World Faiths: Teachers’ Guide , Channel 4 Schools, ISBN 1 86215 236 5.
- Quest: Animated World Faiths: The Conference of The Birds Video, Channel 4 Schools, programme 9.
- Sally Humble-Jackson, 1998, The Conference of The Birds, Channel 4 Animated World Faiths Series, ISBN 1 86215 252 7.
- The Bhagavad-Gita.
- Material from religious charities, e.g.,
- Christian Aid: http://www.christian-aid.org.uk/ > le@rn zone > primary;
- World Jewish Aid: http://www.worldjewishaid.org.uk/;
- The Noah Project (Jewish Environmentalists): http://www.noahproject.org.uk/ > education > kids corner;
- Hindu Disaster Aid Organisations: http://www.hindu.org/aid-relief/.
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OBJECTIVES FOR LEARNING AND ASSESSMENT
A2 Demonstrate factual knowledge of some basic religious beliefs / ideas;
A3 Explain meanings contained in religious stories that might be given by a believer;
A4 Identify and compare some religious beliefs / ideas and describe their significance to believers;
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 values and commitments, including religious values and commitments, and their own and others' attitudes 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.
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