YEAR 7 SYLLABUS

3.  INTRODUCTION TO RELIGIOUS BELIEFS

Aims:

Having explored the pupils' own ideas on religious beliefs in the first lesson, this section is designed to help pupils grasp some of the basic questions which religious belief tries to answer. To probe the human necessity to find satisfactory answers to questions of life and its meaning.

'Implicit' Ideas:

Questions of origin, purpose and destiny.

Concepts:

Fact, opinion, belief, religious questions, evidence, proof.

Content and Suggestions:

1. Brief Introduction to World Religions: throughout lower school, finding out what people believe and learning to think about 'big' questions.
   What do religions have in common? Focus of worship (e.g. God), place of worship, holy book(s), teachings, moral code, BELIEFS, festivals, symbols etc.
   As a fun exercise, try designing a religion simply to introduce the different aspects of religion to the pupils and get them thinking about them.
2. Fact, Opinion and Belief: Use introductory exercise/ game/ puzzle/ group discussion to examine the differences between facts, opinions and beliefs.
   Use sheet No. 7/3/01 to categorise various statements. In groups pupils invent own statements for others to categorise. Plenary - to make clear distinction between facts and opinions and beliefs.
   Final exercise (use sheets) is to examine the difference between questions about religion and religious questions.
3. Difficult Questions: Use sheet No. 7/3/02 as a starting point or devise your own scheme of difficult questions. There might be fear of causing offence or distress, embarrassment, or no available 'facts'.
   Groups to work for 3 minutes on a difficult question to submit to an "Ask Jeeves" question box. If computer available, submit a selection to "Ask Jeeves" to see what results.
   Share selected questions for pupils to come up with their answers. Could do a wall display of religious questions.
4. Is There a God? - Try a board exercise (3 or 4 pupils at a time) drawing something that represents God. [Some pupils might do the old, white-bearded man picture - and there is precedent for that in the Biblical book of Daniel - could lead to a discussion of its meaning. However, the task should be set in such a way that symbols, words or other ideas could be used].
   Use sheet No. 7/3/03: Consider the following - reasons people do and do not believe in God. Paired argument and final written summary.
5. Hard Evidence: Produce statements of religious belief and/or use sheet No. 7/3/04. Discuss in groups "What evidence is there to support any of these beliefs?"
   Consider the evidence in plenary session. Is this proof? Recap. on facts, opinions and beliefs material. How much would we 'know' if we relied only on 'proven fact'? What about 'knowing' right from wrong? What about values? Purpose in life and so on?
   Use the quotation from Hebrews 11 v 1 shown on the sheet (actually, I think the Authorised Version is more useable in that it uses the words 'substance' and 'evidence'.
   Examine ways in which it would be difficult to live without faith (trust and associated ideas) - most of our daily life is conducted on the basis of trust - e.g. we do not test our food for poisoning, we believe the bus driver is qualified to do what he does, we allow the dentist, a total stranger, to drill into our tooth, without asking for proof of his/her abilities and so on.
   Faith opens the door to some of the most important and far-reaching questions for which there are no scientific answers.
6. Just Imagine: this is an introduction to reflection, inspiration and creativity. In some respects this could also provide an insight into revelation upon which so much of faith is based.
   As a practical exercise, you will need a lighted candle and some soft music playing quietly in the background. Pupils should sit without talking and, after they have concentrated on the candle for a few minutes, they should write down all the words and thoughts that come into their minds. They should know beforehand that what they write will be used later to inspire some creative writing.
   After about 5 minutes, the pupils should then use what they have written to produce a poem or piece of creative writing expressing some of the things a candle might stand for.
   Additional ideas in sheet Nos. 7/3/05 and 7/3/05tn.
7. Laws For Living: Consider rules at home, school, play and society. Who decides what they should be and why?
   Look at 10 commandments - 'do' commands and 'do not' commands. Compare with the two commands of Jesus. 1) What is difficult about keeping these two? 2) What would life in this world be like if these two commands were kept by all? 3) Why, would Christians say, that the first one is absolutely essential? (look again at answers to question 1!)
   Look at the school code of conduct. How are the rules written? Why is this form more likely to produce results?
   In groups or individually, make up your own commandments for living today - things to do rather than not do. Produce posters to show these commandments.
   Sheet No. 7/3/06 available.
8. Life's Ups and Downs: Summary examination of past life... look at important events. Why do we remember some events from long ago, but forget what happened last week? OHP transparency with suggested layout for work.
   Write about some of these events in more detail. Encourage pupils to bring in (with parents' permission) and talk about early photographs of themselves. Mount temporarily in books.
   Thoughts about the future. Time scale projection of future life with ideas of future education, job, marriage, children. Uncertainty but need for preparation, direction. Final event of life... handle with care, but may bring in the question, "What is the purpose of life?" Some "Peanuts" cartoons are very thought-provoking on such issues and provide a useful starting point (easy to copy onto OHP).
   Sheet No. 7/3/07 is available.
9. Who Am I?: "The Playground of Life Activity" - recognising own character/ feelings. - sheet No. 7/3/08.
   Follow up with "Unique, Marvellous...Me?" - how do you see yourself? Sheet No. 7/3/09.
   The Russian doll comparison - Sheet No. 7/3/10.
   Next lesson: 'True Colours' - Consider how colours represent different feelings and thoughts. Use track 3 on CD as a stimulus for the next step.
   Sheet No. 7/3/11.
10. Why Are We Here?: "Life is..." Pupils should come up with words to complete this phrase (can use sheet No. 7/3/12). Use an OHP of the wall graffiti on sheet No. 7/3/13 to give some ideas.
    Use time sheets (No.7/3/14) to discover how yesterday was used. Is the idea that life is a gift from God reflected in the way pupils use their time?
    Plenary to brainstorm what is important in life and what makes life worthwhile. (Also Sheet No. 7/3/15). Create a collage of ideas using magazines, newspapers etc.
11. Where Are We Going?: Heaven for everyone? Listen to CD song as starting point.
    Task - a storyboard to go with the song. Play the song again, pausing as necessary. Discuss what the words mean.

Time:

Resources:

Worksheets Nos. 7/3/01 to 7/3/15.
Other stimulus material available from RE.1.