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RE Year 9 |
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Unit 9B Rites of Passage |
Last modified 24/08/02 by P Clark |
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About the unit
In this unit pupils discover how three of the world’s
religions mark special occasions in human life. Pupils develop their
understanding of how religious beliefs are expressed in practice through
ceremonies. They compare and contrast the practices they discover in the
different religions, and evaluate their importance to the lives of believers.
They study and examine the concept of commitment and reflect on their own
commitments. Teachers may decide to take one or two religions that are
covered in this unit and study them in greater detail, rather than looking at
all three, or substitute other religions. This unit may link with work in
PSHE and citizenship. Where the unit fits in This unit follows on from work about specific religions in
year 7 and 8 (life of Jesus and Muhammad + Sikhism). It will inform students
about religious motive and affect which will be important in GCSE R.E. |
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ExpectationsAt the end of this unit all pupils will: show that they know and
understand some Jewish, Christian, Sikh and Muslim rites of passage;
understand how belonging to a particular religion affects people’s lives at
certain times; make informed responses to religious ceremonies, explaining
their importance to a believer; articulate their own views about how the
ceremonies are similar or different; reflect on the nature of commitment and
think about their own individual commitments most pupils will: compare and contrast the
ceremonies of the three religions, understanding the main beliefs that these
practices reveal; articulate their own views clearly and weigh up those of
others, giving clear reasons for their conclusions; reflect on what it means
to believe and be committed to a faith, and reflect on their own beliefs and
experiences in the light of this some pupils will have progressed further and will: articulate
their own views fully and evaluate those of others, drawing well-reasoned
conclusions; reflect on what it means to be committed to a faith, and reflect
on their own beliefs and experiences in the light of this |
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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
monotheism, polytheism, ceremony, rite of passage, baptism, christening,
confirmation, Bar Mitzvah, Bat Mitzvah, Aquiqah, Shahadah Speaking and Listening—through the activities pupils could: ·
Answer questions using relevant evidence or reasons ·
Present information in small groups Writing—through the activities pupils could: ·
Plan and develop ideas and lines of thinking in
continuous text ·
organize content into complete text with the
relationship between points/paragraphs clearly signaled, eg therefore,
nevertheless ·
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Prior
Learning It is helpful if pupils have: · learnt to use technical terminology
within the study of religion · learnt to interpret source materials from
inside faith communities, taking account of different perspectives · 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 |
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Rites of Passage |
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Learning Objectives Pupils should learn: |
Possible teaching
activities |
Learning outcomes Pupils: |
Points to note |
Resources |
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1. Introduction (What is a Rite of
Passage?) |
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· That a
Rite of passage is a ceremony that marks the passing between stages in life. ·
That through their own life and other’s lives there
are key moments which define a stage of life |
· Brainstorm
‘When do you stop being a child?’ · Draw out
in discussion that often there is not one moment, however there are sometimes
things that identify movement · Groups
working together list as many stages of life that they can · Feedback
discuss what defines a stage in life. · Group
discussion ceremonies to mark the passage · Introduce
the term ‘Rite of Passage’ ·
Lead on to Lesson 2 |
· Can
repeat the definition of a Rite of passage. · Can
identify the key stages in people's lives ·
Can identify the significant moments and ceremonies
which mark the passage |
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Lesson 1 and 2 will link closely lesson 2 possibly
starting in lesson 1 |
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2. My Path of Life |
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· To
predict the important stages in their future lives · the
significance of Rites of Passage ·
The significance of an afterlife for believe. |
· Brainstorm
key moments (1st words, school, football, drink etc) · Produce
‘My path of life’ highlighting their past and future key moments. ·
Plenary: Use Path of life worksheet to examine the
different emphasis on Religious believers who believe in Reincarnation and
Heaven. |
· Can
identify the key stages in their own life · Reflect
on their progress through life ·
Understand the affect religious belief may have on
their path of life |
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Big pieces of paper ·
Felt tip pens |
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3. Muslim Birth Rites |
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· About
Muslim birth rites · That
Muslims use symbolism in their birth ceremony ·
That a Muslim Birth ceremony reflects significant
beliefs of Muslims |
· Refer to
Muslim Beliefs lesson Unit 1. ‘What do Muslims believe?’ · Read
through ‘Muslim Birth’ sheet. Use focus questions to point towards the
significance of each action · Discuss
the individual aspects of the ceremony and the symbolism involved ·
Answer questions on the sheet |
· Can
explain what Muslims do with a new born baby ·
Understand the symbolism involved in the rites of
passage |
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Muslim Birth worksheet |
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4. Comparison of Birth Rites |
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· About
Christian and Buddhist birth rites ·
That there are similarities between the birth rites
of the three religions covered. |
· Brainstorm
Christening · Explain
Christening · Task in
exactly 50 words explain Christening · Read
through Buddhism sheet · Discuss
significance of symbols ·
Plenary: Group work using Cards to highlight
similarities |
· Can
identify the key elements of Buddhist and Christian R of P · Can
compare and contrast the 3 religions studied ·
Can recognise the significance of symbolism in R of
P |
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A very pacey lesson timing is essential |
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Cards |
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5. My Birth Rite of Passage |
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·
Further about the symbolism involved in Rites of
passage |
· From
previous lesson use card game as a starter · Discuss
the symbols (Honey, water, thread) ·
Pupils produce a leaflet for their own birth
ceremony which may be religious or note. Leaflet includes the order of
service and an explanation of the symbols used. |
· Learn
from religion and apply this knowledge to their own R of P ·
Demonstrate an understanding of ritual symbolism |
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A4 paper for leaflets |
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6. Sikh initiation (Entering the
Khalsa) |
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About the commitment to Sikhism that entering the
Khalsa involves. |
· Use
cards from y7 to test knowledge of the 5 K’s · Read
through information sheet about entering the Khalsa · Watch
video · Use
questions to produce notes ·
Q & A testing as a plenary |
· Identify
the significant aspects of the R of P and the Symbolism involved. ·
Explain why a entering the Khalsa is important to a
Sikh. |
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Hwk research Bar Mitvah for next lesson |
· Cards · Video ·
Worksheet |
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7. Bar Mitzvah & Bat Mitzvah |
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About the significance of Bar (& Bat) Mitzvah
for Jews |
· Pupil
group work to produce presentation on research from hwk (information supplied
in lesson, sheets and books) · Presentations · Video ·
Quick Q&A test as plenary |
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Explain the Bar Mitzvah ceremony to others. |
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· Books
and info for presentations ·
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8. Christian Marriage |
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· About
Christian marriage and it’s symbols ·
How marriage in a church would help a couple in
their married life (preparation for GCSE) |
· Brainstorm
the ceremony · Discuss
the symbols · Watch a
wedding video · Talk
through Christian marriage worksheet · Draw
pictures for each element of Christian marriage · Hold a
mock wedding ·
Plenary preparation for homework class brainstorm,
‘How does a Christian wedding help a couple in their future married life?’ |
· Understand
the significance of a Christian wedding and it’s symbols ·
Recognise the affect a Christian wedding would have
on believers |
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Hwk: Written piece, ‘How does a Christian wedding
help a couple in their future married life?’ |
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9. Death Rites |
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· To
explore and compare funeral rites in 4 religions ·
To recognise the significance of death for
religious people |
· Jigsaw
lesson · Split
into 4 groups each group focuses on 1 religion. · Answer
key questions in research task · Regroup
to groups of 4 share information and produce display work. ·
Use cards to test knowledge. |
· Can
compare and contrast Death rites in four religions ·
Can present information about one rite of passage
to a group |
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Speaking and listening links |
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Cards |
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10. Life after Death |
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· About
beliefs about life after death ·
That religious people believe that life does not
end in death |
· Use
cards to test from previous lessons · Brainstorm
life after death · Read
through life after death sheet using focusing questions · Answer
questions ·
Plenary ‘What have we learnt in this unit’ Quiz. |
· Can
identify different beliefs about life after death · Can
state which beliefs are for which religion ·
Can describe how beliefs about life after death
will affect the believer |
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Cards |
BUXTON COMMUNITY SCHOOL RELIGIOUS EDUCATION