| Planning process |
An example of a good RE learning activity |
| Theme |
The theme...
Use p20. Selected as part of medium and long term planning. |
Believing
(what people believe about God, humanity and the natural world) |
| Key questions |
...raises this important question:
Either use an example question from p20, or create your own. Use guide to writing key questions in the appendix. Bear in mind the key concepts on p17 to ensure an appropriate
RE focus. |
What is peace and why is it important for Muslims and for
me? |
| Objectives |
This unit relates to the following Agreed
Syllabus requirement:
Select appropriate E-M-L objectives from p19. |
SCE E6
Through exploring and responding, children should be taught to:
• reflect on how spiritual qualities and moral values encountered in their learning about religion and belief relate to their own behaviour. |
| RE outcomes - levelled(AT1 & AT2) |
Specifically, we want them to be able to...
...so that they can say “I can do X”
Use the levels of attainment on p69, matched to the age and ability of your pupils to create clear outcomes/success criteria, balancing AT1 and AT2. (Write for one or two levels, as appropriate to the age and ability of your children.) |
L1 I can...
• recognise how Muslims say hello to each other and what this means.
• talk about how peace matters to me.
L2
• say why peace is important to Muslims.
• recognise why peace is important to me and to others.
L3
• identify what brings peace to a Muslim and how they behave because of this.
• show how my ideas about peace affect how I behave. |
| Skills/ attitudes |
It’s important that pupils develop...
Use the guidance in Appendix G and Appendix H. Identify appropriate skills and attitudes.
|
Skills of reflection, empathy and expression; attitudes of selfawareness and respect.
This unit will do this by
Engaging children with peace in Islam by looking at various greetings.
Exploring what we mean by peace.
Expressing what children think and feel about peace in themselves.
Applying these ideas to peace in Islam.
Allowing children to reflect on and respond to what they have learned.
|
| Select content |
So we’ve selected this material to address the question.
Ensure the content is relevant to the question.
|
Using the idea of peace in Islam, children will explore their own feelings, think about the importance of peace in their own lives, and the possibility of sharing it with others. |
| Learning opportunities |
This is how we are going to get our pupils to be able to develop the identified skills – using some engaging stimuli and some compelling learning experiences.
Use the learning process on p 31 to help devise suitable learning opportunities.
|
1. What do people mean when they say “hello”?
Explore and practise greetings from different religions.
2. What are you full of?
Imagine a full cup spilling over – what spills out when it is knocked? Talk about what children are “full of” – what emotions “spill out” when they are knocked? Imagine being full of peace...
3. Peace in Islam.
Feelings can change – so if we are often angry, or upset, we can try and change.
Talk about: What could you do to fill up with peace? E.g. sit quietly; say sorry; smile; listen to music; laugh; talk with your friends.
Show children a picture of Muslims praying.
Ask children: What do you think is happening in the picture? How do you think these people feel? How do you know? Why are they feeling like this? Prayer is one way a Muslim can fill us with peace. Muslims see peace as a gift they gain from doing what Allah says. Muslims believe that Allah tells them to pray – so praying brings peace.
4. Reflect and respond
Ask children: If peace is a gift, how would you share it with others?
Children might suggest that they would help each other if they are stuck, or comfort them if they are upset, or use only kind words. One way is to greet each other with peace! Try repeating the “greetings” activity from the start of this unit – greeting with peace in different languages. |
