RE Year 9
Unit 9A God		Last modified 24/08/02 by P Clark
About the unit In this unit pupils learn about the beliefs of Hindus, Christians and Muslims about God. They will reflect on their own beliefs and be challenged to justify any anti-religious bias they may have. The unit is designed to show that religious belief is valid and that all people have some concept of God whether they are a believer or not. Where the unit fits in This unit takes learing from year 7 myths and year 8 A history of Religious belief and applies it to real beliefs today. It also provides some groundwork for work covered at GCSE.	Expectations At the end of this unit All pupils will: identify the nature of belief and understand the reasons we believe things. Be able to demonstrate knowledge and understanding of general views about God as well as some specific views about Hindus, Christian and Muslim beliefs; reflect upon and justify some of their own beliefs. Most pupils will: be able to describe in more detail their own beliefs; describe in more detail the beliefs of Muslims, Christians and Hindus. Some pupils will have progressed further and will: be able to compare and contrast the beliefs of Muslims, Christians and Hindus: be able to demonstrate knowledge and understanding about the nature of their own beliefs and the beliefs of others.
Language for learning Through the activities in this unit pupils will be able to understand, use and spell correctly words relating to the study of: religion, eg polytheism, atheism, agnosticism etc Speaking and listening – through the activities pupils could: · discuss and evaluate conflicting evidence to arrive at a considered viewpoint · follow an argument, demonstration, etc, making notes which are then used in another task Reading – through the activities pupils could: · recognise the author’s standpoint and how it affects the meaning Writing – through the activities pupils could: · organise content into complete text · write closely argued text ·	Prior Learning It is helpful if pupils have: · learnt to use technical terminology within the study of religion · had opportunities to develop skills of empathy and attitudes of sensitivity and respect · had opportunities to agree and disagree with others in a constructive way · learnt how to consider and evaluate different practices within a number of religions

God
Learning Objectives Pupils should learn:	Possible teaching activities	Learning outcomes Pupils:	Points to note	Resources
1. Intro: What is God?
· About the various ways that God is perceived and imagined by all people · That all people have a concept of God regardless of membership of a particular faith	· Brainstorm ‘Words to describe god.’ · Teacher lead discussion ‘What do these things tell us about God?’ · Look at artistic impressions of God (Art cards) · Discuss the use of symbolism · Use the brainstorm ideas and the art cards to draw pictures which symbolically represent god. (This may also be done in the form of poetry or a prayer for those pupils who may not feel comfortable drawing God.) · Plenary Briefly describe our work in small groups	· Will reflect on their own beliefs and concepts about God. · Will consider the significance of symbolic representation · Will be able to describe their concepts to others	· Homework research task key words polytheism, atheism, monotheism, agnostic	· Art Cards
2. Beliefs
· About the nature of Belief · About the role of faith and knowledge in everyday life	· Discussion about why we believe things drawing out the point that we believe most things through experience. Use examples such as ‘Why did you believe the chair would bear your weight?’ ‘Do we believe in Gravity?’ ‘Do we know how gravity works? · Work through ‘Beliefs’ sheet using the examples to challenge the reasons why we believe things	· Will reflect on their own beliefs · Will recognise that not all beliefs are rational (this does not mean they are irrational) · Will be able to place religious belief into context	· Homework ‘I believe that…’ plus a justification	· Beliefs worksheet
3. Beliefs about God
· About the things religious people and others say about God · About the affect the belief in God may have on a person’s life · About the development of Religious Ideas about God · Can use appropriate technical terms to explain religious belief	· Discussion about the beliefs people have about God (Referring back to lesson 1) · Discuss in more detail the concept of God ‘Does he have a body?’ ‘Why (Why not’) ‘What does he do?’ ‘Is he a he?’ · Read and work through ‘Beliefs about God’ worksheet discuss appropriate sections · Plenary ‘How would we explain to someone that Religious believe is valid in a scientific age?’ Small group work and mini presentation.	· Can explain why Religious belief is valid · Can describe the way some people may refer to God · Will reflect on their own beliefs particularly if these are anti-religion	·	· Beliefs about God’ worksheet
4. Hindu Gods
· About the beliefs of Hindus about God · How Hindus use imagery to explain the nature of God	· Using artefacts Ask pupils to guess as to the nature of Vishnu, Shiva and Brahma (correct misconceptions and answers questions) · Explain the three main Hindu Gods and their nature · Read through ‘Hindu Gods’ Worksheet · Complete tasks · Plenary refer back to 1st lesson and compare our pictures of God with Hindu beliefs	· Can describe the three main Hindu Gods · Can explain the significance of creating, sustaining and destroying in all religious belief · Can compare Hindu beliefs with their own	·	· Hindu Gods Worksheets
5. The Trinity
· About the beliefs of Christians about God · How The Trinity can be compared to Hindu beliefs	· Brainstorm ‘Tri’ and words with Tri · Draw Trinity symbol on the board and discuss what it might mean · Pupils read through worksheet and describe to the group what the trinity is · Pupils make notes using worksheet · Plenary teacher lead summing up and comparison with Hindu beliefs	· Can describe the three parts of the Trinity and explain what Christians mean when they refer to the Trinity · Can compare the beliefs of Christians and Hindus	·	· Trinity Sheet
6. Muslim Beliefs
· About the beliefs of Muslims about God, Prophets, The Day of Judgement, Angels and Holy Books · About the major similarities and differences between Muslim beliefs and Christian and Hindu beliefs	· In separate groups read and research about one of the aspects of Muslim belief. Swap groups and explain in turn each aspect. · Individually fill in the pictures sheet · Answer the questions on the worksheet · Brainstorm similarities and differences between religions · Plenary quiz in groups using worksheet questions	· Can describe the main Muslim beliefs · Can point to the reasons behind these beliefs · Recognise the similarities and differences between the three religions studied	· Homework complete worksheet + Extension task from the sheet (Explain the similarities and differences between the three religions studied) for more able pupils	· Muslim Beliefs worksheets 1 and 2

BUXTON COMMUNITY SCHOOL RELIGIOUS EDUCATION