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Interfaith Explorers Learning Resource Year 5/6

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Professor Khalili’s Challenge to Teachers

Professor Khalili’s Challenge to Teachers provides the rationale behind the Learning Unit. This is also useful to share with parents/carers.


The Big Picture for Teachers

Interfaith Explorers is a web based learning resource designed to promote mutual respect through greater understanding, in this instance, of the three Abrahamic Faiths: Judaism, Christianity and Islam.

Whilst initially designed for pupils in Years 5 & 6 at primary school, other groups can easily adapt the materials for their own use. Indeed, we anticipate that you will adapt and enrich it according to your own experience and the context of your school.

During the initial video clip of the challenge, Professor Khalili introduces the three Interfaith Explorers Ci, Sul and Rul, who will point your pupils towards becoming successful Interfaith Explorers themselves. They will support your pupils to develop their confidence as individuals, their skills to be a successful learner and their understanding of the world in order to become responsible citizens. (Ci, Sul and Rul Activity)

We hope you and your pupils will find the video clips interesting and enjoyable. We asked those who spoke about their faith to bear in mind an audience of 10 / 11 year olds. However, we have been ambitious in choosing clips that reflect real life and which we hope will stimulate curiosity and discussion. We anticipate they will raise as many questions as they answer. Our expectations of your pupils are high. Some of the clips will need several viewings, offering the opportunity for pupils to extend their vocabulary and provide a focal point for deeper discussion. This is all part of The Challenge!

Once your pupils have completed the challenge, go to certificates on the website. You will be asked to give a little feedback about how your Interfaith Explorers went about the challenge and then you will be able to download your certificates.


Organisation of the Learning Unit

Within the Learning Unit pupils’ learning is organised into two main sections:• Enquiry based independent research-based learning:

o Areas which pupils can choose from for their independent research• A selection of teacher led classroom activities including:

o PSHCE, Literacy, Music, Art and Design, History, Geography, Design and Technology and Mathematics

When schools have decided how much time to allocate to this Learning Unit, they may find they have to make other choices. This could involve weighting of the approach towards either a teacher led activity based approach with some independent research, or a pupil led enquiry based approach including some of the teacher led classroom activities.

Alongside these main sections it is suggested that teachers develop pupils’ personal and social competencies and include discussions on and around the Core Values, particularly that of ‘Respect’.

A starting and end product is suggested in order to provide an engaging and motivating context for pupils’ learning. In this instance the context is provided by Professor Khalili in his ‘Challenge’ to Year 5/6 pupils.

Possible Starting Points

• The full 6 week implementation - The context of the Learning Unit is a real request by letter (Professor Khalili’s Letter to Pupils – see following page for text of letter) and video clip (Professor Khalili’s Challenge to Pupils) to Year 5/6 pupils from Professor Khalili. Teachers might find it useful to create a display using the materials provided including the letter, Interfaith Explorers characters and their Top Tips, the key vocabulary and the ‘I can’ statements as a starting point and for reference to support the pupils learning for the during the 6 weeks. Example Display Photographs

• Top 6 taster activities – try a few activities• Bulletin – dip in for information and ideas across the year.

Possible End Products

• Groups of pupils could prepare an exhibition / presentation initially to inform each other of their findings. These exhibitions / presentations could then be shown to pupils’ families and the local community.

• An internal school competition, between classes / groups to find the most informative and interesting exhibitions / presentations. • Entry into the Professor’s annual national online Interfaith Explorers Competition


Dear Fellow Explorers,

I am writing to introduce you to some new friends of mine - the Interfaith Explorers.

You can learn all about them, including what they get up to, by exploring this website. They will also help you with my challenge - to become an Interfaith Explorer yourself by finding out more about the children around you, in your school, in your community and all over the UK.

It is my dream that people respect each other and their way of life even if it may be very different to what we know and believe. For this to happen we must all try to learn more about the people who we share our country and our world with.

Wherever you are in the UK, you can join us in exploring the similarities and differences between children of different faiths, cultures and backgrounds.

My Interfaith Explorers friends will show you how to become successful explorers, and when you do, you will get two certificates, one that you can hang on your bedroom wall and one to display in your school. You can also enter a fun competition to win agreat prize for your school!

Good luck - I am really looking forward to seeing what you have achieved.

Professor Nasser David Khalili KCSS KCFOChairman of The Maimonides Interfaith Foundation



ICT Interrogating online resources Word processing Power Point presentation Video / sound/ photos

RE Pupil independent research into the Abrahamic Faiths Activities in all the subject areas will support the

development of knowledge, skills and understanding from the RE non-statutory National Curriculum Programme of Study.

Possible Starting Points A challenge from Professor Khalili to

find out more about the Abrahamic religions

Geography & History Jerusalem Timeline

PSHCE Lemons activity. The same but different. Seeing things differently Alike and different Brush up on respect Making choices Let’s peace together our world

Possible End Products A presentation/exhibition for family Entering into the National competition

Literacy Links The Story of Abraham The Story of the Rabbi and the Cow The Story of the Good Samaritan The Donkey Story Instructions for making a Dreidel

Personal and Social Competency Skills

Non-subject specific outcomes

Values Thought for the day Thinking’ about Values Talking Heads

Maths Links Common Era & Before Common Era -

Negative Numbers Six pointed star patterns Tessellation patterns Circle patterns

Art and Design Professor Khalili’s art collection and The House of Peace Pattern (maths) The Good Samaritan Making a Dreidel Calligraphy – Hebrew Calligraphy – Latin Calligraphy - Arabic

Music Lines of Faith Hava Nagila The Hallelujah Chorus Gregorio Allegri - Miserere Rain Comes Down

Pupil RE Resources Let’s talk about it – introduction to people of

each religion National religious leaders talking about their

religion Symbols Sacred Text Calligraphy – Hebrew, Latin, Arabic Key characters Places of worship Ten Commandments Prayer Festivals & Celebrations Pilgrimage Dress Art Food Music Sabbath Traditions & Rituals History and Roots of Religion Values Jerusalem Fellowship, Community and Brotherhood

Story

Design and Technology Stuffed Dates Simnel Cake Purim Hamantashen

Overview Interfaith Explorers Learning Unit

http://www.youtube.com/watch?v=Cn39RzlhSao

Phase One:Introduction

Phase Two:Judaism

Phase Three:Christianity

Phase Four:Islam

Phase Five:Preparation/

exhibition/presentation

ValuesIntroduction to Values in Abrahamic FaithsThought of the dayThinking about Values

Thought of the dayThinking about Values

Thought of the day Thinking about Values

Thought of the dayThinking about Values

Thought of the dayTalking Heads

IntroductionPersonal & Social Competency Skills

Suggested introduction followed by ongoing reference and skill practice

1, 2 2, 3 – with Making Choices Scenario One 4 5 6

REPupil Independent

research

1. Introducing the Challenge2. What do we already know?3. Collective Memory4. Pupils as researchers5. Enquiring with respect6. Classifying questions/ statements7. Pupils as researchers

Activities in all the other subject areas will support the development of knowledge, skills and understanding from the Non-Statutory National Curriculum

Programme of Study

Pupil Independent researchPreparing and presenting

research findings

PSHCE Lemons ActivitySeeing things differently

Alike and DifferentMaking Choices(Scenario One)

Making ChoicesBrush up on respect

Making Choices Making Choices

LiteracyLinks

The Story of Abraham The story of the Rabbiand the CowInstructions for making a Dreidel

The story of the Good Samaritan

Ali’s Hajj

Preparing and presenting research findings

Geography & History Jerusalem Timeline

Art and Design Professor Khalili’s Islamic Art CollectionLet’s Peace together our world

Calligraphy - HebrewMaking a DreidelSix pointed star patterns

Calligraphy - LatinImages of the Good SamaritanTessellation patterns

Calligraphy- ArabicIslamic patternsPrayer mat design

Maths CE and BCENegative numbers

Six pointed star patterns Tessellation patterns Circle patterns

Food Technology Purim Hamantashen Simnel cake Stuffed datesMusic Lines of Faith Hava Nagila Hallelujah Chorus

Gregorio Allegri - MiserereRain Comes Down

Sufi music

ICT Interrogating online resources; word processing; Power Point Presentations; Video/ sound/ photographs

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Suggested Implementation (taster activities - highlighted)

Teacher Information and Guidance

We strongly recommend you look at the following audio and text guidance prior to planning for this project

The teacher information and guidance covers the following areas:

• Teacher Welcome

• Information about the three Abrahamic Faiths

• Guidance on navigating the learning resource

• Planning a whole learning experience

• Enquiry based learning – pupils undertaking independent research

• Developing pupil personal and social competencies

• Making Choices, a PSHE activity

• How the pupil research resources are organised

• Advice on dealing with difficult Issues

• Forming questions & enquiring with respect


• Template letter for Parents/Carers


Personal and Social Competency Skills

• Non subject specific skills in the classroom

If we wish our pupils to learn and understand others, whilst also using their understanding to become responsible and respectful members of their own and wider communities, they will need to develop and practice the skills required.

In order for pupils to learn about the three Abrahamic religions and also to develop their personal and social competencies it is helpful to have a number of specific skills to focus on and as learning objectives throughout the duration of the Learning Unit.

Below are some suggested skills (for display materials see Display/ ‘I can’ statements 1-3, Display/ ‘I can’ statements 4-6) that could be developed through this Learning Unit. This can be introduced one at a time by phase and then referred to where relevant on an ongoing basis, as shown on the Implementation Plan.

Phase One• I can confidently initiate questions and make contributions or offers of opinion in a range of contexts – (Ci and Sul Activity)

Phase Two• I can encourage others to share their beliefs with me – (Ci Activity)• I can sustain friendships over a period of time and join other friendship groups without hurting (upsetting) others – (Rul Activity)

Phase Three• I can show others that I am genuinely interested in what they are saying and build on their ideas – (Rul and Sul Activity)

Phase Four• I can describe the positive things about the differences and similarities between people – (Ci, Rul and Sul Activity)

Phase Five• I can appreciate why other people believe in different things to me – (Ci and Rul Activity)

Teachers would need to spend 10 to 15 minutes at the start of each phase introducing and exploring the ‘I can’ statement. See Developing pupil personal and social competencies giving further support for teachers.

Pupils could keep a record of their skill acquisition progress on Personal and Social Competencies - Self-Assessment Record Sheet.

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Example lesson script

Teachers may wish to use the template below as a script to introduce each ‘I can’ statements.

“For the next week, alongside our Abrahamic faith classroom activities and independent research we will be looking to develop the following skill:

‘I can confidently initiate questions and make contributions or offers of opinion in a range of contexts’

We need to be clear in our minds what the success criteria would look like for this statement and why we think this is important, so we can make a clear judgement as to whether we are able to practise it.”

Explore with the pupils the meaning of and the language used in the ‘I can’ statement.

Spend a few minutes discussing and scribing pupils’ ideas for success criteria which should then be displayed for the week.

Opportunities to remind pupils about the ‘I can’ statement can be taken during any learning and teaching session. Teachers might also like to provide specific opportunities to discuss and /or practise the skill.

Towards the end of each phase provide an opportunity for pupils to discuss their progress in mastering the skill with their peers on individual and class assessment record sheet

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RE

The learning and teaching activities in this Learning Unit, and in particular The Challenge, address aspects of the Non- Statutory Framework for RE outlined below which at the time of writing (August 2013) had not been affected by National Curriculum changes for 2014.

This Learning Resource aims to complement, supplement and enhance material in any Local Agreed Syllabus and is not intended to replace or override it.

Non-Statuory Framework for RE – KS2 (2010)

Knowledge Skills and Understanding

Learning about religion1a – Describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others1b – Describe the variety of practices and ways of life in religions and understand how these stem from and are closely connected with beliefs and teachings1c – Identify and begin to describe the similarities and differences within and between religions1d – Investigate the significance of religion in the local, national and global communities1e – Consider the meaning of a range of forms of religious expression, understand why these are important in religion and note links between them1g – Use specialist vocabulary in communicating their knowledge and understanding1h – Use and interpret information about religions from a range of sources

Learning from religion2a – Reflect on what it means to belong to a faith community, communicating their own and others’ responses2b – Respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways2c – Discuss their own and others’ views of religious truth and belief, expressing their own ideas2d – Reflect on ideas of right and wrong and their own and others’ responses to them2e – Reflect on sources of inspiration in their own and others’ lives

Breadth of StudyDuring the key stage, pupils should be taught the knowledge, skills and understanding through the following areas of study:

Religions and beliefs3a – Christianity3b – At least two other principal religions3c – A religious community with a significant local presence, where appropriate3d – A secular world view, where appropriate


Themes3e – Beliefs and questions; how people’s belief’s about God, the world and others impact on their lives3f – Teachings and authority; what sacred texts and other sources say about God, the world and human life3g – Worship, pilgrimage and sacred places; where, how and why people worship, including particular sites3i – Symbols and religious expression; how religious and spiritual ideas are expressed3j – Inspirational people; figures from whom believers find inspiration3k – Religion and the individual; what is expected of a person in following a religion or belief3l – Religion, family and community; how religious families and communities practise their faith and the contributions this makes to local life3m – Beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment

Experiences and opportunities3n – Encountering religion through visitors and visits to places of worship, and focusing on the impact and reality of religion on the local and global community3o – Discussing religious and philosophical questions, giving reasons for their own beliefs and those of others3p – Considering a range of human experiences and feelings3q – Reflecting on their own and others’ insights into life and its origin, purpose and meaning3r – Expressing and communicating their own and others’ insights through art and design, music, dance, drama and ICT3s – Developing the use of ICT, particularly in enhancing pupils’ awareness of religions and beliefs globally

The Challenge (Ci, Rul and Sul Activity)

The activities in the Phases of The Challenge also support pupils’ development of the following PSHE knowledge, skills and understanding:• To talk and write about their opinions, and explain their views, on issues that affect themselves and society• To face new challenges positively by collecting information, looking for help, making responsible choices, and taking action• To research, discuss and debate topical issues, problems and events.• To reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people’s experiences.• To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.• To think about the lives of people living in other places and times, and people with different values and customs.• That differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and

disability.

Note: During research both you and your pupils will discover it is common to put pbuh (peace be upon him) or alternatively s.a.w (SallallahuAliahiWasallams) after the name of Muhammad. Some Muslims also include it after the names of the prophets.

When researching Judaism you will discover that Hashem is not the actual name of God but a reverential circumlocution since the name of God is never spoken or written but often substituted with Hashem. You may also find the word God written G-d.


As this Learning Resource is not a religious document but aims to intelligently explore religion these conventions may not have been followed.

Phase One - Session 1 (Sul Activity)

Introducing the Challenge (half day) (RE 2010 - 3a,3b,1g)Show pupils the video of Professor Khalili’s challenge to the pupils and read and display his letter.Explore the contents of both in order to fully understand the challenge.e.g. Identify key words: exploring, challenge, community, UK, respect, believe, similarities, differences, faiths, cultures, backgroundsIn pairs pupils could highlight words they are unsure of, look them up and define their meanings. Hold a class discussion in order to clarify the meaning of the key words and the challenge itself.

National Curriculum 2014 - Developing Vocabulary‘Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They should increase pupils’ store of words in general; simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. In this way, pupils expand the vocabulary choices that are available to them when they write. In addition, it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects...’

This may be a good opportunity to refer to the class display on to which these and new words can be added as pupils come across them (including key words from the personal and social competency skill ‘I can’ statements as they are introduced. Example Display Photographs


What do we already know? (RE 2010 - 1a,1b,1c) (Sul Activity)

Note: Before undertaking this activity teachers may wish to revisit the Teacher Information and Guidance – Advice on Dealing with Difficult Issues.Explain briefly that the class is going to take up the challenge by conducting their own research. Firstly they need to establish what they already know.

• Provide pupils with sticky notes• Take one religion at a time and ask pupils to note on sticky notes what they already know about each religion and post them on the display board

under the title ‘What we already know’ or beside copies of the 3 paintings of the different quarters in Jerusalem showing the Western Wall, The Dome of the Rock and The Church of the Holy Sepulchre from Professor Khalili’s House of Peace collection

• Discuss sticky notes as a class Any disagreements as to the accuracy of statements could be highlighted and returned to in review sessions as research progresses.

Collective Memory (RE 2010 - 1c) (Ci, Rul and Sul Activity)

Thinking Skills Information Processing Collective Memory is a useful Thinking Skills strategy that can be used to present pupils with the ‘basics’ of each of the three Abrahamic faiths. A strength of this strategy is that it provides an opportunity for pupils to plan, review and in particular evaluate their actions in a short space of time.In this activity pupils work in small teams to recreate The Abrahamic Faith Poster. Each team sends one member at a time to look at the image for 10 seconds. They return to their group and start to reproduce the original. After a short period of time (e.g. 30 seconds), the next representative from the group looks at the map for 10 seconds. After each turn, groups reflect and plan the next visit. After a few turns each, pupils are asked to compare their versions with the original.

This strategy helps pupils to process and ‘decode’ visual information and devise strategies to help commit information to memory. In the process they will learn about the similarities and differences between the three faiths and be prompted to ask further questions that could be researched.

Teachers may wish to establish whether pupils have identified from each of the faith circles: the holy book, the word for God, the place of worship, the day of worship, customary greeting.

Additional information that teachers may find useful to support discussion following this activity could include:

• Ibrahim as an alternative to Abraham • Old Testament is Christian terminology and Holy Book, Tenakh might also be used• Jerusalem is often referred to as the Holy City• Sabbath may be referred to as the day of worship


Parent/Carer LetterTeachers and pupils could use the template to formulate a letter home to parents and carers to support pupils in explaining to their parents and carers explaining what their challenge is for the next few weeks and requesting their support and assistance.

Phase One - Session 2 (half day) Note: Pupils as researchers (RE 2010 - 3o) (Ci and Sul Activity)

If pupils have not undertaken any independent research activities in the past, teachers may wish to explore with them what it means to be a researcher and how they will be providing them with a framework to support them carrying out the research. Pupil Independent Research Structure A and Pupil Independent Research Structure B Display.

What do we want to find out? (PSHE)Researchers are curious people! What kinds of things are the pupils curious about within the three religions they will be researching?

Teachers will need to make decisions about how best to organise this activity based on the experience, prior knowledge and background of pupils.

The Personal and Social competency skill ‘I can confidently initiate questions and make contributions or offers of opinions in a range of contexts’ could be introduced here.

In the resources there are a selection of short video clips of people of different ages and gender from each faith saying a little bit about themselves and their religion.

Teachers could use these clips to stimulate discussion and to help prompt pupils’ curiosity.

For example:• Show a video clip from each of the main categories Judaism, Christianity, Islam & Interfaith that you feel will stimulate your pupils’ curiosity• In pairs encourage pupils to write on sticky notes what they would like to find out about any words or phrases that are new to them and questions

they might like to try and find answers


There are some sample question starters in Forming Questions should teachers need them. The sticky notes could then be placed on the display board. If pupils are not familiar with taking notes, the following support may be useful when viewing video clips:

• Note the title of the clip - recognise the main ideas• Identify what information is relevant to your task/questions• Turn the information into key words, short phrases and possibly diagrams• Record information about the person speaking

Classifying questions/statements: (RE 2010 - 1c, 3e to 3l) (Ci and Sul Activity)

• Revisit Professor Khalili’s challenge and the reasons for it• Can they classify their questions/statements under headings/categories where they think that similarities and differences can be found between the

religions? Note: Teachers will need to consider how much support they give pupils in carrying out this activity

Categories of where similarities and differences may be found for research could be:• Places of worship; values; clothing; art, music; food; dress: prayer; sacred texts; festivals & celebrations; symbols, Sabbath: pilgrimage, Ten

Commandments; Traditions and rituals; calligraphy; fellowship/community/brotherhood, Places of Worship, Values, Jerusalem, story, calligraphy, history and roots of religion, supporting classroom resources

• These headings/categories could then form the basis of pupil research

Phase One - Session 3 Pupils as researchers (RE 2010 - 3n) (Sul Activity)

As an introduction to/revision of being a researcher, the whole class could find out about ‘Prayer’ from the video clips in the category Prayer in Pupil Resources.

Note: If teachers and pupils would like support with this they could use the Pupil Independent Research Structure C Example Session to support pupils in the research process. For further guidance see Enquiry Based Learning – Pupils Undertaking Independent Research. Example prayers from each of the Three Abrahamic Faiths:The Shema The Lord’s Prayer - versionsA Prayer from the Quran


Phases Two to Four Pupil independent research (RE 2010 - 1g, 1h) (Sul Activity)

Teachers should encourage pupils to research categories with which they are unfamiliar from Pupil Resourceson the website using the video clips, reference books and resources within the locality – people and places.

Teachers, with their pupils, will also need to think about how best to organise their research and outcomes in order to ensure a good cross section of material for their exhibition, presentation and competition entry. One possibility is that the class could be divided into small groups of ¾ pupils. Each group could research their initial questions from What do we want to find out? (see above). This could be followed by exploring the Values category and maybe two other categories from the website. Teachers could use a project plan display to show and monitor coverage of The Challenge.

The Personal and Social competency skills could be introduced as outlined below: (Ci, Rul and Sul Activity)

Phase Two• I can encourage others to share their beliefs with me• I can sustain friendships over a period of time and join other friendship groups without hurting (upsetting) others

Phase Three• I can show others that I am genuinely interested in what they are saying and build on their ideas

Phase Four• I can describe the positive things about the differences and similarities between people

Phase FiveThe Exhibition / Presentation/sPupils should be practising and developing the personal and social competency ‘I can’ statements they have been introduced to during the previous four phases and putting them all into practice during this final phase. It would be expected that pupils could demonstrate during their presentations and through their exhibitions that ‘I can appreciate why other people believe in different things to me’.


Values (Ci and Rul Activity)

“Education for Global Citizenship gives children and young people the opportunity to develop critical thinking about complex global issues in the safe space of the classroom. Such issues are things that children of all ages, even the very young, become aware of through the media and modern communications technology. Far from promoting one set of answers, Education for Global Citizenship encourages children and young people to explore, develop and express their own values and opinions, whilst listening to and respecting other people’s points of view”.Developing the Global Dimension in the School Curriculum – DCSF March, 2005

Values and Global Citizenship:• Respect - Value each other and value our differences • Responsibility - As global citizens, care for each other and our shared world • Compassion - Understand life from another’s point of view • Hope - I can make a difference! • Justice - Give everyone a fair chance to make a difference for themselves and others • Courage - Know what is right and stand up for it • Wisdom - Know about our world and understand the consequences of our choices • Integrity - Do what is right for me and others

National Curriculum 2014 – SPOKEN LANGUAGE ‘Pupils should be taught to:

• listen and respond appropriately to adults and their peers • ask relevant questions to extend their understanding and build vocabulary and knowledge • articulate and justify answers, arguments and opinions • give well-structured descriptions and explanations • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas • speak audibly and fluently with an increasing command of Standard English • participate in discussions, presentations, performances and debates • gain, maintain and monitor the interest of the listener(s) • consider and evaluate different viewpoints, attending to and building on the contributions of others • select and use appropriate registers for effective communication

Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching’


Phase OneIntroduction to Values within the Three Abrahamic FaithsWe suggest teachers choose a sample of video clips from Pupil Resourcescategory Values to introduce the pupils to individuals from each of the Three Abrahamic Faiths, talking about their values. Teachers could also introduce any of the above values that are not in their chosen video clips and facilitate a class discussion around what values are and if there are any other values that should be on the list.

Pupils begin to identify values that they recognise and feel are particularly relevant and important to them in preparation for one of the suggested calligraphy activities in Art Phases Two to Four – a Values Wheel.

Phases One to FourEnabling pupils to develop a set of values to support their moral development.


‘Thought for the Day’ Listen and discuss one or more Thought for the Day during each Phase One to Four

o Thought for the Day Ao Thought for the Day Bo Thought for the Day C

‘Thinking’ about ValuesTeachers could use the questions below during Phases One to Four to stimulate thinking and discussion in order to develop pupils understanding of values. We suggest two values per Phase. RespectWhat does ‘showing respect’ for others mean?Who do you respect? How do you show it?Can you respect someone you do not like?Is it ever right not to show respect to people? Can you give an example?What is a law? Where do laws come from? Who makes them?What is the opposite of respect? ResponsibilityWhat does responsibility mean? Are you responsible for the consequences of your words and actions?What is the opposite of responsibility?

CompassionWhat does compassion mean?Do you think compassion is a thought or feeling or both?Can you have compassion for someone you don’t like? Why?How do you show compassion for someone?What is the opposite of compassion?

WisdomWhat does it mean to be wise / make wise choices?Do you need to know a lot to be wise?Are you born wise, or can you become wise?Do you have to be old to be wise? What could help you become wise?What is the opposite of wisdom?


JusticeWhen people say they want justice, what do they want?Is justice the same as being fair? How do you treat people fairly?What is the opposite of justice? Can you give an example?Is life always just and fair? What is the opposite of justice?

CourageWhat does it mean to say someone is being courageous?Can you be courageous/brave and still be afraid?When should you be courageous / brave?What helps you be brave?What is the opposite of courage?

HopeWhat does hope mean?What does it mean to be optimistic?What would your ideal world be like?Could there ever be an ideal world?What is the opposite of hope?

IntegrityWhat does integrity mean? What does it mean to be:

• Honest• Tolerant• Dignified• Sincere• Reliable• Truthful• Ethical• Confident

What is the opposite of integrity?


Phase Five

Talking HeadsPupils could identify one or two values that they recognise and feel are particularly relevant and important to them. They could then prepare some notes from which they could film themselves talking about what the values mean to them.


PSHCE (Ci and Rul Activity) Teachers may wish to display and/ or discuss with pupils the Law on Freedom of ‘religion or belief’ at some point during the duration of the Learning Unit when they feel it is appropriate. The following activities can be used within the context of the three Abrahamic religions. They are all designed to promote respect and understanding between people and are valuable resources for other contexts

Phase One‘Lemons Activity’ (PSHE/Citizenship) The Same but DifferentThis is an activity which introduces the ideas of similarities and differences and valuing uniqueness. The activity works for groups of various sizes. Enough lemons are needed for each member of the group:

1. Give each member of the group a lemon 2. Ask everyone to look closely at their fruit, examine it for distinctive marks and feel the skin3. Encourage each person to personalise their lemon by giving it a name4. Collect all the lemons and place a bowl/basket5. Spread all the lemons on the floor in front of the group6. In turn, ask each pupil to come forward and collect their lemon

If there is an argument over whose lemon is whose, try to adjudicate. If pupils still can’t agree, place the lemon to one side as unidentified. If this happens, you should be left with two lemons at the end to reunite, but you should find that most people can somewhat amazingly successfully claim their fruit. Reflection and EvaluationOnce everyone has been reunited with their lemons, hold a discussion around these questions and statements.

PSHCE (cont...)How sure are they that they have claimed the correct fruit? How can they tell? Are they surprised that everyone could find their own and why? Encourage them to look at the parallels between this exercise and differentiating between people. e.g. How do you tell the difference between one person and another?

Examine stereotypes. Are all lemons the same colour? Are they all the same shape? Introduce the word ‘stereotype'. Relate this exercise into the stereotypes that exist between people of different cultures, religions, races and genders. What does this mean to the group?


Seeing things differently - Why people do not always agree?This activity supports pupils’ thinking around seeing things from another perspective/viewpoint.Supply each pair of pupils with a lens and/or a mirror.

1. Ask the pupils to look at the room in different ways using a mirror or through a selection of lenses and describe to a partner how they see things, what looks different. Discuss as a class the fact that although everyone is looking at the same room they see it differently.

2. Can the pupils think of examples when people feel strongly but differently about things? 3. For example - supporting different football teams; different religions have different ‘Sabbath’ days.4. Explain that when people believe different things they sometimes see things differently. How could that present difficulties? How could people

overcome those difficulties?

Phase TwoAlike and Different - In which ways are we alike? In which ways are we different?

An activity to explore stereotyping further using the thinking skill of sorting by different criteria:

1. Ask the groups to decide on as many different criteria for sorting people into groups by similarity and put on sticky notes2. Share criteria with the rest of class and place this on the board3. Can they group the criteria for example:

o eye colour / hair colour / height = physical appearanceo wears trousers / skirt / trainers / shoes = clothingo enjoys football / dancing / swimming = physical hobbieso enjoys reading / painting / play station = static pastimeso lives in house / bungalow / flat / caravan = living placeo walks / catches the bus / travels by car / cycles to school = transporto goes to church / synagogue / mosque / no place of worship = beliefso is in red / blue / green / yellow group / house at school = family/teaching groups

4. Ask pupils to discuss what they think & feel about grouping people like this . When is it helpful to group people / when isn’t it? Does grouping people make a difference to how you view them, how well you get to know them? For example:

• I never play with X at playtime because he / she always plays football and I don’t, so I don’t know them very well.• I know X really well because we go to the synagogue together but we don’t play together at school.


5. Share thoughts with the class.

6. Remind the children about the word ‘stereotyping’ – define it together. Look up the word ‘assumption’ and add it to the class Word Wall.

Ask the following questions:• Do people sometimes make assumptions about you based on groups? • Do you sometimes make assumptions about others based upon the groups they are in? What is the result of that? • Who do you feel comfortable with and where?

How might the ideas about groups be related to the way different groups in society think and behave towards each other.

Making Choices (Ci, Rul and Sul Activity)

This activity supports pupils to explore different scenarios and make choices for themselves about what they would do in those situations. The aim of the sessions is for pupils to discuss a range of options in a scenario that can provide the opportunity for them to explore the consequences of their suggested options and their associated feelings and beliefs.

We recommend you go to For Teachers Making Choices, a PSHE activity for guidance on carrying out this activity. There are also more detailed instructions at Making Choices Guide and Making Choices Scenario 1 and Making Choices Scenario 2.

Example Whole Class Lesson Plan – Making Choices Small discussion groups and a system of scribing will need to be identified: The skill the pupils will be developing is that of ‘Managing one’s moral and social development.’

Introduce the objective.

Objectives - I can explain why I believe in something, giving a variety of reasons “This is because we need to be clear in our own minds not only what we would do or say in different circumstances but why.” The success criteria are for pupils to think and make decisions about what they would do or say in different circumstances. Tell the pupils that as a group they are going to explore a scenario or problem that they could encounter (it can be outside school as well as school focused).

Introduce the scenario Your teacher says you are going to work in a group with people you would not choose to work with doing something you have never done before.


At this point, teachers could also draw pupils’ attention to the ‘I can’ statement – ‘I can sustain friendships over a period of time and join other friendship groups without hurting (upsetting) others’. Teachers or learning support assistants could map the problem, solutions and consequences on the board. For examples see Making Choices Scenario 1 and Making Choices Scenario 2.

Possible optionsAsk the pupils to go into their small discussion groups and brainstorm as many possible options as they can think of. Explain that you are thinking of all possible options, good or not so good. At this stage only the options should be discussed (the consequences of these options will come later in the session). Allow 5 minutes for discussion and bring back to the whole class. Each group’s scribe should feedback their ideas and the teacher / learning support assistant could scribe on the large board. It may be necessary for another adult or the teacher to feed in more negative options as pupils may at first give what they think the teacher wants to hear! You may also encounter some bravado! Accept all suggestions without comment.

ConsequencesNext, if there are a large number of possible options, identify a couple of positive or negative ones or group them. Then ask pupils to return to their small discussion groups to talk about the consequences of these options. Once again, the group scribe should feedback to the class and their ideas be scribed on the board. All thoughts and ideas should again be accepted without comment other than asking ‘How do you think the person / you would feel if they / you did that?’ Accepting pupil’s negative reactions without comment is important. Often bravado will lead to negative statements which are designed to challenge the teacher / adult – be prepared to accept all suggestions by perhaps using a phrase such as ‘You might do that’. The aim of the session is for pupils to think about and come to their own decisions, not reiterate the ‘right answer’ for the teacher.

DecisionsFinally, as a class, discuss the options. Sometimes, in order to help teachers avoid the temptation to be judgemental, pupils could be asked just to raise their hand if they now are clear what choice they would make in that scenario and why – but not necessarily explain themselves to the class.


Learning ReviewThe following could be displayed and provide a useful strategy / prompt for children to consider when faced with a difficult decision:

• STOP• THINK (what are the possible options, what are the consequences of those options)• CHOOSE• DO

Discuss with pupils when and how they might use this strategy.

Phase Three Making ChoicesUse the same activity as in Phase two but change the scenario. Brush up on respect (Rul Activity)

For this activity, you need a toothbrush, a tube of toothpaste, a piece of A4 card, a marker and a lolly stick.

1. Tell pupils that today everyone is going to ‘brush up’ on respect. Start by asking them to discuss some or all of these questions:

• What does ‘showing respect’ for others mean?• Who do you respect? How do you show it?

o What does respect look like? o What does respect sound like? o How does respect feel?

Allow for five to ten minutes to share/collect ideas

2. Using the marker, draw a big “R” on the card. Tell the pupils that the “R” represents “respect”. Use their previous ideas to talk about what respect looks like when it comes out of our mouths - the words, the tone, the facial expressions and even the body language people use to show respect.

3. Tell pupils they are going to freshen their words by covering that “R” with toothpaste. A volunteer takes the tube and squeezes paste out of it to paint the “R”. As your volunteer is making sure it’s completely covered, help students make a connection between fresh breath and speaking good words, using good manners and maintaining a friendly tone of voice (Enquiring with Respect).

4. Then tell the students you’ve made a terrible mistake. You’ve just realized that this “R” is the wrong “R” and actually stands for “rude.” Invite your volunteer to help you take the word back.


5. Challenge your volunteer to put the toothpaste back into the tube. On the first attempt, your volunteer may try to retrace with the tube itself, hoping that the toothpaste will go back in. When that doesn’t work, offer your volunteer a lolly stick to keep trying, all the while discussing how it’s impossible to take “disrespectful, hurtful” words back. This serves as an excellent visual demonstration of the power of words because in the end, it’s very messy. Use that as a springboard to discuss the mess that ugly words can cause.

A continuation / follow up session could include recapping this one and by brainstorming ways in which pupils could fix a mess like that. Discuss the steps you’d have to take to right the wrong. Pupils could role-play to learn how to give a genuine apology. And, of course, give everyone a breath mint to remind them that what comes out of their mouths matters. L&T Strategy Brainstorm (3)

Phase Four and Five Making Choices – perhaps have two sessions during these phases with different scenariosUse the same activity as in Phase Two but change the scenario.


Literacy Links (Sul Activity)

National Curriculum 2014 – Y5/6 ‘ComprehensionMaintain positive attitudes to reading and understanding of what they read by:

• Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

• Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

• Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

• Provide reasoned justifications for their views.’

‘Composition Pupils should be taught to:

• Plan their writing by: • Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own • Noting and developing initial ideas, drawing on reading and research where necessary’

Teachers could take one story during each phase, starting with The Story of Abraham in Phase One and following it with one story from each faith. Note: Archaeological evidence of the culture of the time shows that it was common practice to have children by one’s handmaid. There are some suggestions below but there are many more online and in children’s books about the three religions that could be utilised. Teachers could begin by exploring any of the stories with the class through drama (Freeze Frame) and/or Hot Seating or Patch Work Thinking. Then groups / pairs of pupils could look at each story from a different view point using one of the strategies below. Pupils should be encouraged to select different strategies for each story so they experience speaking and listening, written and drama opportunities.

• retell from another character view• cartoon• play• group drama• tell it orally – using storytelling techniques• retell the story in a modern context• write a newspaper report about the main incident in the story• write the script and perform a TV / Radio news report about the story• sequence the story on a story board• patch work thinking


Freeze FrameThis is a device to be used where upon a given signal from the teacher (clap, bell, etc.), children "freeze" in position. This enables exploration of what characters may be thinking, which can inform the continuing action. Children could discuss how many frames are needed to tell a story, which could inform a subsequent piece of writing. If children are asked to add a single phrase to the freeze frame, this encourages them into being selective about dialogue.

Patchwork Thinking• Explore the story further by identifying connections between key words/ phrases of the story• Choose your story• Generate 16 key words/ phrases from the story• Arrange the 16 key words/ phrases into a 4x4 ‘thinking quilt’ • Challenge your children to link the patches of the quilt (the key words/phrases from the story, either discussing their reasons or writing them

between the patches


Phase OneThe Story of Abraham Abraham was a descendant of Noah’s son, Shem, Christians and Jews believe Jesus is a descendant of Abraham, through his son Isaac, while Muslims believe that Muhammad was a descendant of Abraham, through his other son, Ishmael.

Phase TwoThe Rabbi and the Cow - A story from Judaism

Instructions to play a game with a DreidelInstructions to play the simple game of chance using the top can be found at Dreidel – the gamePupils could then be challenged to write the rules in a simple form for younger children to read and understand.

Phase ThreeThe Good Samaritan - A story from Christianity

Phase FourThe Famous Donkey Story – A story from Islam

Phase FiveChoosing and refining a sample of literacy work for the class exhibition / presentation


Art and Design (Ci and Sul Activity)

National Curriculum 2014 – KS2 ‘Pupils... should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:

• To create sketch books to record their observations and use them to review and revisit ideas • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil,

charcoal, paint, clay) • About great artists, architects and designers in history.’

Phase OneProfessor Khalili’s Islamic Art Collection – Pupils can view some sample pieces by going to the below websitehttp://www.khalili.org/islamic-collection.aspxSelected images can be found in the For Pupil section on the website – L& T Strategy - Solo (1)

The House of Peace Introduce the pupils to the idea of The House of Peacehttp://www.maimonides-foundation.org/House%20of%20Peace%20New%20PDF.pdf Individual images of the five House of Peace Paintings can be found in the For Pupil section on the website

The House of Peace Project centres on five paintings but also uses photography and cinematography to illustrate peace. The Circle of Peace is a kaleidoscope of the word peace in Hebrew, English and Arabic. Pupils could be challenged in Phase Four or Five, after they have completed all three calligraphy activities, to create their own Circle of Peace, or alternatively a Values Wheel including their chosen values rather than the word peace, using their calligraphy and art designs. Let’s Peace Together our World (Ci and Rul Activity)Teachers may wish to complete the following activity ahead of the artwork based on the Circle of Peace.

Display the words ‘let’s peace together our world’ and lead a discussion on the meaning/play on words with the pupils:• Piece together – jigsaw / put together • Peace together – make the world peaceful together

In pairs pupils could note down their thoughts (on a sticky note) as a result of the class and paired discussion. These thoughts could be displayed around the words and revisited at various points during the project to see whether the pupils have changed their thinking or want to add anything. Their thinking could form part of their own Circle of Peace. L& T Strategy Pair work (5b) Teams (8).


http://www.maimonides-foundation.org/House%20of%20Peace%20New%20PDF.pdf

http://www.khalili.org/islamic-collection.aspx

Calligraphy plays an essential role in the art of the Islamic world. Here are some examples of Calligraphy from Professor Khalili’s art collection (Arabic Calligraphy 1, Arabic Calligraphy 2, Arabic Calligraphy 3)

Calligraphy (Sul Activity)

Pupils could refer to the video clips Calligraphy and the Peace Worksheet to write in Latin, Hebrew and Arabic in order to experience the beauty of each writing system. Pupils may also like to look again at the photograph of the Peace Painting and zoom in to see the calligraphy L&T Strategy Solo (2).

Note for teachers:Any script taken from the Torah, the Bible or The Quran should be treated with care. To faith communities these are sacred texts.The Torah is not illustrated and in the Jewish tradition God has no shape or form. The Quran often uses geometric patterns to represent the prophets of Islam.

Phase Two – JudaismCalligraphy – video clip The Dreidel Link to Literacy (Sul Activity)

The Dreidel (or “Sivivon" in Israel) is a four-sided top and each side of the top has a different Hebrew letter on it. The top is used to play a simple game of chance. It is perhaps the most famous custom associated with Chanukah. Outside of Israel, Dreidels have the letters nun, gimel, hay, shin. The usual explanation of the connection between the Dreidel and the Chanukah story is that the letters nun, gimel, hay, shin stand for a ‘great miracle happened there’ whilst in Israel the Dreidel says nun, gimel, hay and pay which means a ‘great miracle happened here’. Instructions for making a Dreidel and a Dreidel template can be given to pupils.

Instructions to play the game can be found at Dreidel – The Game. Six pointed star patterns – go to Mathematics Phase Two for activity

Phase Three – Christianity Calligraphy – video clip The Good Samaritan (Sul Activity)

Teachers can use the internet to search ‘images’ and to locate a wide selection of classical and contemporary images of the Good Samaritan. Pupils can discuss the similarities and common features between the images and challenged to create their own version, classical or modern, using a variety of media from pencil sketches to 3D sculptures.


Tessellation Patterns – go to mathematics Phase Three for activity Phase Four – Islam Calligraphy – video clip Circle patterns – go to mathematics Phase Four for activity


Music (Ci and Sul Activity)

National Curriculum 2014 – KS2Pupils should be taught to:

• listen with attention to detail and recall sounds with increasing aural memory • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and

musicians

Pupils could, with any of the following musical clips:• simply listen, watch and enjoy the performances• use colour to ‘paint’ the music (link to art)• use the Opinion Line strategy to encourage pupils to express and justify their opinion of the music• create their own composition based on what they have heard• compare and contrast the styles of music and song

Teachers and pupils may also like to look at Pupil Resourcescategory Music

Phase OneVideos are best viewed as full screen. Lines of Faith http://www.youtube.com/watch?v=89rixyfdJRY This is a short Doc / Promo highlighting the work of Lines of Faith, the only Jewish and Muslim Hip Hop group in the UK. The principal members Mohammed Yahya and Danny Raphael base their lyrics on the lives, religious practice and traditions combining Torah, Koran, Hebrew and Arabic to produce unique, positive and spiritual music.

Lines of Faith work in the community to promote understanding, unity and tolerance.

Phase Two – JudaismHava NagilaHava Nigila (Let us Rejoice) is a Hebrew folk song that has become a staple of band performers at Jewish weddings and Bar/Bat Mitzvahs.There are many versions of this song, with and without lyrics. This version with Andre Rieu can be found on Youtube: http://www.youtube.com/watch?v=BFtv5qe5o3c


http://www.youtube.com/watch?v=BFtv5qe5o3c

http://www.youtube.com/watch?v=89rixyfdJRY

Phase Three – Christianity

Handel Messiah, The Hallelujah ChorusThere are many recordings of this available on DVD and Youtube. This recording was made in New York City 2004 for Andre Rieu’s “Live fromRadio City Music Hall” the Johann Strauss Orchestra and the Harlem Gospel Choir.http://www.youtube.com/watch?v=76RrdwElnTU

Gregorio Allegri: Miserere - Choir of St Paul's Cathedral London - Jeremy Budd, SopranoMiserere, full name “Miserere mei, Deus” (Latin: “Have mercy on me, O God”) by Italian composer Gregorio Allegri, is a setting of Psalm 51 (50) composed during the reign of Pope Urban VIII, probably during the 1630s, for use in the Sistine Chapel during matins, as part of the exclusive Tenebrae service on Wednesday and Friday of Holy Week. The service would start usually around 3am, and during the ritual, candles would be extinguished, one by one, until one remained alight and hidden. Allegri composed his setting of the Miserere for the final act within the first lesson of the Tenebrae service. http://www.youtube.com/watch?v=iKvSzI8tT4U

Rain Comes Down - Christian Rap Videohttp://www.youtube.com/watch?v=oKyaScxh1T8

Phase Four – Islam Modou hang player Sindidi sufi music mino documentaryhttp://www.youtube.com/watch?v=VCX0Ghz0cyY&feature=results_main&playnext=1&list=PL6EC97646A2B2A2D2 The Hang, a percussion instrument with a range of notes, has just been born from a simple piece of sheet metal. It is played by Modou, who adds a new dimension within the world of music mixing jazz and Sufism If any of the above links do not take you immediately to the clip, copy and paste the link into your internet address bar.


http://www.youtube.com/watch?v=VCX0Ghz0cyY&feature=results_main&playnext=1&list=PL6EC97646A2B2A2D2

http://www.youtube.com/watch?v=oKyaScxh1T8

http://www.youtube.com/watch?v=iKvSzI8tT4U

http://www.youtube.com/watch?v=76RrdwElnTU

Design and Technology (Sul Activity)

National Curriculum 2014 – KS2‘Make

• Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately

• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate • Investigate and analyse a range of existing products • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Cooking and Nutrition• Understand and apply the principles of a healthy and varied diet • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.’

Phase Two Purim Hamantashen – JudaismThe traditional dessert for the Jewish Festival Purim is Hamantashen, a triangular cookie usually filled with poppy seed or prune /jam filling. The festival commemorates the time when Jews living in Persia were saved by the courage of a young woman called Esther. The triangular shape of the cookies represents the hat wore by Haman , the villain of the story, pupils may wish to find out more about the story.

Pupils could follow the recipe to make Hamantashen and experiment with different fillings. When tessellated together the biscuit can form the Star of David. Recipe Purim Hamantashen L&T Strategies Adult led, Teams (8) or Solo (2).

Phase ThreeSimnel Cake – ChristianitySimnel cake is a light fruit cake, similar to Christmas cake, covered in marzipan, then toasted, and eaten during the Easter period in the United Kingdom, Ireland and some other countries. A layer of marzipan or almond paste is also baked in to the middle of the cake. On top of the cake, around the edge, are eleven marzipan balls to represent the true disciples of Jesus: Judas is omitted. In some variations Christ is also represented by a ball placed at the centre.

Simnel cakes have been known since medieval times. More recently, they became a Mothering Sunday tradition, when young girls in service would make one to take home to their mothers on their day off. The word simnel probably derived from the Latin word simila, meaning fine, wheaten flour with


which the cakes were made. An alternative explanation is that Simon and Nel could not agree to bake or boil the cake, in the end they made have each and joined them together. The cake was named after them - Simnel. Pupils could work with a Learning Support assistant to make the mixture and then make small individual cakes. They could then design their own topping out of marzipan. Recipe Simnel Cake L&T Strategy Adult led, Pair work (5a).

Phase Four Stuffed Dates – IslamIt is a Muslim tradition to break their fast during Ramadan with dates and water because their prophet Mohammad broke his fast with dates and water nearly 1400 years ago. There is a recipe for sweet and savoury stuffed dates here Recipe Stuffed Dates. Pupils could experiment with different ingredients for stuffing the dates.


Geography (Sul Activity)

National Curriculum 2014 – KS2‘A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

Pupils should be taught to:• Develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and

how they bring about spatial variation and change over time’

Phase OneJerusalem

Locating JerusalemLook at maps of the Ancient Holy Land. (search engine images)

Locate Jerusalem using an internet search engine map. Zoom out to see where Jerusalem and the surrounding areas are located within the wider world Pupils look at the map on the white board and using atlases identify the modern day countries that cover what used to be the ancient Holy Land. (i.e. Israel, Palestine, Jordan, Yemen, parts of Egypt, Iraq and Syria).

The Holy Land and a shared holy cityAsk pupils what they already know about Jerusalem and construct a class mind map. Pupils could suggest some things they would like to know.

Show the pupils the Power Point Presentation Jerusalem and the suggested internet clips and provide them with atlases and any reference books that are available (Notes on the Power Point presentation provide teachers with suggestions and open questions for use with the photographs).

Use the Learning and Teaching Strategy (15) Snowballing, go round the groups and ask for one significant thing they have learned about Jerusalem. Add each item to the mind map and continue asking groups in turn.

Ask each pupil to select five things they now know/have learned about Jerusalem that they could share with someone at home. How will they do that? Jerusalem – Old City – 2010 Walking Tour http://www.youtube.com/watch?v=cuq3HyTvFeo Jerusalem is the capital city of Israel. Jerusalem is considered a holy city to Jews, Muslims and Christians alike. The city is important to Christians and Jews because many important biblical events are said to have taken place in Jerusalem (both religions use the Old Testament). Jerusalem is also


http://www.youtube.com/watch?v=cuq3HyTvFeo

mentioned in the Torah, which is an important Jewish text. Christians believe Jesus was crucified in Jerusalem. Muslims believe that the Prophet Muhammad visited Jerusalem, which is why it has importance to them as well.History (Sul Activity)

National Curriculum 2014 – KS2‘A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time’

Phase One Timeline Map of growth and movement of world religions over timehttp://www.mapsofwar.com/ind/history-of-religion.html


http://www.mapsofwar.com/ind/history-of-religion.html

Maths Links (Sul Activity)

National Curriculum 2014 – Y5/6‘Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum...Pupils should apply their geometric and algebraic understanding.

Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them’

Pupils should be taught to: Number

• interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers through zero Geometry

• illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius’

Phase One Common Era (CE)' and 'Before the Common Era(BCE)’ - Introducing Negative Numbers.Pupils can be introduced to negative numbers by investigating a number line and relating it to the years before the ‘Common Era’ (BC) and after the ‘Common Era’ (AD). Simple problems could be set by pupils for each other; e.g. How many years were there between 300 BC and 400 AD? L&T Strategies Pair work (5a) Snowballing (15).

Phase TwoShape and pattern are important to the three Abrahamic faiths. In Judaism the six pointed star of David is the recognised symbol of Jewish Identity. Geometric star and circle patterns are also important as a form of ornamentation in Islam most often as tile patterns. Tile patterns are common place in Christian places of worship. Six pointed star patterns – linked with Art – an opportunity to explore the relationship between mathematics and art L&T StrategyThink / pair / share (5).The following activities provide opportunities for the revision of the properties of a circle (re visit the words, radius and circumference) and the use of isometric grids L&T Strategy Solo (2).

Instructions for creating a star pattern1. Set your compass to 5cm - keep it the same all the time2. Draw a circle3. Place your compass on a point on the circumference A and make a small mark where the pencil crosses the circumference of the circle4. Move the point of the compass to that mark and again make a small mark where the pencil crosses the circumference of the circle. 5. Continue around the circumference marking off the points A to F as in the diagram5.6. Use a ruler to connect point A to each of the other points.



Diagram A:

Use a ruler to connect point A to each of the other points

Diagram B:


1. Repeat instruction 5 for points B to F

Can your pupils see the first six pointed star? What other shapes can your pupils see? Can they think of another way to make a six pointed star? Extension

2. Can pupils make a smaller six pointed star using the points on the hexagon inside the star?


Ask your pupils to colour their star design. How many geometric shapes can they see?Instructions for creating more star patterns using isometric grid paper (as Diagram E) Triangular or an isometric grid template can be used to make patterns of hexagons and six pointed stars.Putting a clean sheet of paper over the grid (and securing it), will enable pupils to use the grid as a guide, allowing the pattern to develop without the grid becoming too much of a distraction. The grid can be used horizontally or vertically depending on the pattern being created. For a simple design, a small hexagon of six triangles can be coloured, then a triangle added to each side of the hexagon that makes a six pointed star. The star can then be enclosed by adding six diamonds. A bigger star and a bigger hexagon can then be made. What repeating patterns can pupils find?


Phase Three Tessellation patterns – linked with Art– an opportunity to explore the relationship between Mathematics and Art. Pupils could look at the photographs of tile patterns from the Baptistry of the Santa Maria del Fiore, the Santa Croche in Florence and the Duomo (Cathedral) of Siena – Christian Tile Photos – before creating their own tessellated designs, noting colours, shapes and how they fit together.The following activities provide opportunities for the revision of tessellation. Instructions for creating tessellated patterns;

1. Pupils could draw their own square, triangle and/or parallelogram templates to create identical cut out shapes in a limited selection of colours to arrange in their chosen design.

2. The shapes could be arranged and stuck onto contrasting coloured paper – using the background as part of the design.


Circle Patterns – linked with Art– An opportunity to explore the relationship between Mathematics and Art. Pupils could find circle designs by searching images on the internet. See also Islamic Art video clip Identify where circles have been used as a basis for the pattern. Revisit the words radius and circumference. The following activities provide opportunities for the revision of the properties of a circle. Instructions for Creating Patterns Using Compasses. Provide pupils with a pair of compasses; a ruler, a sharp pencil and a large sheet of paper (at least A3); some scrap paper to practise on and coloured pens and pencils.

1. Place the point of the compass in the centre of the paper and draw a circle.2. Place the point of the compass anywhere on the circumference of the first circle and draw another circle.

(Be as accurate as possible). The new circle should pass through the centre of the first circle. (See Diagram F)

Diagram F:

Always keeping the radius the same, move the point of the compass to one of the two places where the second circle has cut the circumference of the first circle and draw a third circle


Diagram G:

1. Move the point of the compasses to the new point on the circumference of the first circle and draw another circle. Repeat making circles round the edge of the first circle until you get back to where you started. If the drawing has been accurate the last circle passes through the centre of the original circle and through the centre of the second circle drawn. Link to Maths – Why are there exactly six circles round the edge of the original circle?

Diagram H:

2. Now continue creating new circles, still with the same radius, round each of the circles you have drawn so far, until they go over the edge of the paper.


3. Pupils could use coloured pens/pencils to create patterns. Pupils may struggle to produce accurate drawings for this activity so they could be provided with a prepared sheet Worksheet Circle Patterns. Encourage pupils to be methodical and find repeating patterns on the sheet.

Extension Activity Pupils draw in parallel lines as shown in diagram below. This is more of a challenge as there are so many lines and circles!


Religious Calendars The Jewish and Islamic calendars are used to determine religious days and festivals and are based on the phases of the moon. The date for the Christian Easter is also determined by the phases of the moon.The Christian Calendar or Gregorian Calendar, also known as the Western Calendar, is the internationally accepted civil calendar. Teachers may wish to investigate the relationships between the three calendars and the lunar cycles.


Assessment

‘At the NCTL 'Seizing Success' conference on 13 June, the Secretary of State spoke about schools’ ongoing assessment under the new national curriculum, in advance of the consultation on primary assessment and accountability.

As part of our reforms to the national curriculum , the current system of ‘levels’ used to report children’s attainment and progress will be removed. It will not be replaced.Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents.’

From http://www.education.gov.uk/a00225864/assessing-without-levels

Schools may wish to continue to use the attainment target statements below to support them in checking what pupils have learned.

Attainment Targets for Religious Education (From the Non-Statutory Framework for RE 2010 )

(Note: Some agreed Syllabi may have different Attainment Targets please refer to your agreed syllabus)Two attainment targets:Attainment Target One: Learning About religionAttainment Target Two: Learning From religion

Range of levels within which the great majority of pupils are expected to work Expected Attainment for the majority of pupils at the end of the key stage

Key Stage 1 1-3 At age 7 2

Key Stage 2 2-5 At age 11 4

Key Stage 3 3-7 At age 14 5-6

Level 1Attainment Target 1Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.

Attainment Target 2


http://www.education.gov.uk/a00225864/assessing-without-levels

Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others.

Level 2Attainment Target 1Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways.

Attainment Target 2Pupils ask, and respond sensitively to, questions about their own and others’ experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others.

Level 3Attainment Target 1Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers’ lives. They describe some forms of religious expression.

Attainment Target 2Pupils identify what influences them, making links between aspects of their own and others’ experiences. They ask important questions about religion and beliefs, making links between their own and others’ responses. They make links between values and commitments, and their own attitudes and behaviour.

Level 4Attainment Target 1Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people’s lives. They suggest meanings for a range of forms of religious expression.

Attainment target 2Pupils raise and suggest answers to questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others.

Level 5Attainment Target 1Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions


Attainment Target 2Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives. They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion.


The Attainment Targets for Religious Education The level descriptions for Attainment Target 1:

The level descriptions for Attainment Target 1: Learning about religion; refer to how pupils develop their knowledge, skills and understanding with reference to:

• beliefs, teachings and sources• practices and ways of life• forms of expression

The level descriptions for Attainment Target 2: Learning from religion; refer to how pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about:

• identity and belonging• meaning, purpose and truth• values and commitment
