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SECTION 1: Beliefs and values
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SECTION 1: Beliefs and values
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Section 1: Beliefs and valuesScheme of work(Student Book pages XXX–XXX)
This section focuses on Christian beliefs about the nature of God, specifi cally on the belief that there is one God but three persons: father, son and Holy Spirit. It also includes a consideration of the Christian belief that God is the creator of all things. Most of these beliefs are held in common by almost all the Christian Churches, although where there is a specifi cally Catholic point of view this needs to be highlighted. It is important to keep this in mind throughout the unit.
There are two spreads in the Student Book and two lesson plans for the topic of ‘Jesus as the Son of God’. This simply refl ects the huge range of material that could be covered for what is, above all others, the belief that characterises the Christian faith.
The section goes on to discuss the idea of sin and salvation, focusing on the Christian belief that fallen humanity was saved from eternal punishment through the death and resurrection of Jesus. Later it considers quite diffi cult concepts such as sin and atonement.
Finally, the section picks up on the fundamental Christian belief that human beings were created by God in order to love Him and to love each other – love of God and others being the meaning and purpose of human existence.
Along with Section 2 (Community and tradition) these topics have the potential to be quite dry and unappealing. At the same time they provide an important foundation to a student’s understanding of the Catholic faith, and should not be diluted. Rather, teachers should try to fi nd as many ways as possible to present the material in a user-friendly and engaging way.
That would suggest as great a use of activities as possible and the use of a medium such as PowerPoint to present the topic in a more visual way. It could also include making use of excerpts from suitable fi lms and documentaries, which can be seen on television from time to time. Many teachers fi nd it useful to record such programmes and build up a resource library. Topics in this section that might lend themselves to this approach include ‘God as Creator’ and ‘Jesus as the Son of God’. There are frequent TV programmes about Creation theories and, around Christmas and Easter times, programmes about the life of Jesus and related topics.
Exam questions often ask students to explain why Christians or Catholics believe something to be important – for example: ‘Why is belief in the Trinity important for Christians?’ In the mark scheme, marks are awarded for answers that say, ‘… because belief in the Trinity is stated in the creed’ or ‘… belief in the Trinity is taught in the Catechism’. As the creed affi rms many fundamental Christian beliefs, it is not referred to specifi cally for every topic either in the Student Book or this Teacher Guide. Similarly, the Catechism of the Catholic Church (CCC) will outline the Catholic teaching on almost every topic covered in the syllabus. Students should be reminded of this, but it is not mentioned repeatedly in either the Student Book or this guide.
The resources provided for this section can also be found on the accompanying Resource Browser CD, along with Resource Sheets for each topic.
In all cases please see Teacher Guide pages for Lesson plans, suggested teaching, references to Resource sheet(s) and homework tasks. Resources are included as suggestions only and not as a comprehensive guide to all that are available. The Edexcel Student Book is assumed to be the main text (referred to as the Student Book in this suggested scheme of work). All Resource sheets are available on the CD-ROM.
Suggested teaching and homework activities
Suggested resources Points to note/possibilities for SMSC and key skills
0 Introduction: Beliefs and values
A general introduction to the idea that religious believers in general, and Christians in particular, tend to formulate sets of beliefs about God and about how to behave. A simple explanation of the identity of the Catholic Church.
Student Book pages XXX–XXX.
• A map of the world, in which the main religions are indicated by region (see Student Book, page 000). PowerPoint presentation prepared by the teacher showing this map of the world and key features shared by all religions.
• Resource Sheet 0.1.
In many of these lessons there will be an opportunity for group work, and for the sharing of ideas.
Occasionally it is proposed that short impromptu debates might take place.
There is also the opportunity for students to engage in individual personal research.
1 God as unity and Trinity
The meaning and importance for Christians of believing in God as unity and Trinity.
An examination of the Christian belief in one God but as three persons, and the importance of that belief for Christians.
Student Book pages XXX–XXX.
• Large image of a shamrock either drawn onto the board or projected.
• Simple PowerPoint presentation prepared by the teacher, showing God as unity and God as Trinity.
• Resource Sheet 1.1: God as unity and Trinity.
The shamrock image is the standard one for discussing and explaining the concept of the Trinity. There are alternatives, such as the Trinity shield.
2 God the Father
The meaning, and importance for Christians, of believing in God as father.
An examination of what Christians believe about the fi rst person of the Trinity, God the father, and why that belief is important for Christians.
Student Book pages XXX–XXX.
• Resource Sheet 1.2: Qualities of a good father (provides a copy of the prayer ‘Our father’).
• Image of a father with his children (as in Student Book, page 000).
Section 1: Beliefs and valuesIntroduction
SECTION 1: Beliefs and values
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SECTION 1: Beliefs and values
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Suggested teaching and homework activities
Suggested resources Points to note/possibilities for SMSC and key skills
3 God the Creator
The meaning, and importance for Christians, of believing in God as the creator.
An examination of the Christian belief that God created the universe, and the importance of that belief for Christians.
Student Book pages XXX–XXX.
• Copies of the Bible.
• Resource Sheet 1.3: How was the universe created?
4 Jesus, the son of God
The meaning, and importance for Christians, of believing that Jesus is the son of God.
An examination of the Christian belief that Jesus is the Son of God, incarnate of the Virgin Mary, and the importance of that belief for Christians. This lesson focuses specifi cally on the identity of Jesus.
Student Book pages XXX–XXX.
• A suitable image of the transfi guration of Jesus, such as the one in the Student Book (page 000), with the caption: ‘This is my Son’.
• Short PowerPoint presentation prepared by the teacher to help explain why it is important for Christians that Jesus is the Son of God.
• Resource Sheet 1.4: Names and titles of Jesus.
• A copy of the biblical account of the transfi guration of Jesus (Matthew 17:1–9).
Because ‘Jesus as Son of God’ is such a huge and important topic there are two spreads on this in the Student Book, each with its own lesson plan.
5 The death and resurrection of Jesus
The meaning, and importance for Christians, of the death and resurrection of Jesus.
An examination of the Christian belief that Jesus is the Son of God, incarnate of the Virgin Mary, and the importance of that belief for Christians. This lesson focuses on the implications of Jesus’ death and resurrection.
Student Book pages XXX–XXX.
• A DVD of a suitable fi lm about the life and death of Jesus, such as Mel Gibson’s fi lm The Passion of the Christ or Franco Zeffi relli’s Jesus of Nazareth.
• Resource Sheet 1.5a: The crucifi xion.
• Resource Sheet 1.5b: Jesus’ death and resurrection.
Suggested teaching and homework activities
Suggested resources Points to note/possibilities for SMSC and key skills
6 The Holy Spirit
The meaning, and importance for Christians, of believing in the Holy Spirit.
An examination of the Christian belief in God in the person of the Holy Spirit, and the importance of that belief for Christians.
Student Book pages XXX–XXX.
• Copies of St Luke’s Gospel.
• The account of the descent of the Holy Spirit at Pentecost (Acts 2:1–13) to read out in class.
• Resource Sheet 1.6: The work of the Holy Spirit.
Traditionally the Holy Spirit is the third ‘person’ of the Trinity. It is, of course, more diffi cult to ascribe a personality to the Holy Spirit than to God the father or God the son.
7 Sin and salvation
The meaning and importance of Christian beliefs about salvation from sin.
An examination of the Christian concept of sin and the belief that the death and resurrection of Jesus brought liberation from sin and eternal union with God. The importance of that belief for Christians.
Student Book pages XXX–XXX.
• Resource Sheet 1.7: Mortal and venial sins.
‘Salvation’ is likely to be a diffi cult concept for many students. One way of approaching it in a more concrete way might be to refer to it in terms of ‘going to heaven’.
8 The importance of loving God
The meaning and importance of loving God and how love of God affects Christian lives.
An examination of the Christian belief that the primary purpose of life is to love God and to allow that love to affect the way we live our lives.
Student Book pages XXX–XXX.
• PowerPoint presentation prepared by the teacher, based on the notes below (or those on the relevant spread in the Student Book).
• A display, perhaps on the black or whiteboard, entitled ‘Love is the meaning of life’.
• Resource Sheet 1.8: The Shema.
The specifi cation includes a number of topics on the general theme of ‘loving God and others’.
If lesson time is at a premium, this group of lessons could probably be reduced without sacrifi cing too much material (particularly in relation to the lessons that relate to a religious community expressing love (1.11 and 1.12) and showing love in the local area (1.13)).
9 Christian teaching on loving others
The meaning and importance of Christian teachings on the love of others (Mark 12:29–31, Luke 10:25–37, Matthew 25:31–46).
An examination of the Christian belief that their love for God should also lead them to express their love for others.
Student Book pages XXX–XXX.
• Copies of the Parable of the Good Samaritan (Luke 10:30–37).
• Resource Sheet 1.9: Circles of concern.
The theme of ‘loving others’ has obvious links with the related non-religious concepts of showing concern for others both locally and in developing countries.
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Lesson outcomesBy the end of the lesson:
(AO1)
• all students will be able to name some of the world’s major religions
• all students will be able to identify some simple beliefs held by some of those religions
• some students will be able to explain the relationship between the various religions and the regions of the world
• a few students will be able to explain in detail the common features held by almost all the major religions.
(AO2)
• all students will be able to give their own opinion about whether the world would be a better place if there was only one religion, with a supporting reason
Suggested teaching and homework activities
Suggested resources Points to note/possibilities for SMSC and key skills
10 Expressing love for God
How love of God is expressed in the life of a religious community.
An exploration of the ways in which Christians seek to express their love of God in their everyday lives.
Student Book pages XXX–XXX.
• Resource Sheet 1.10: How do we show we love others?
The concept of ‘a religious community’ here is taken to refer to an identifi able Christian community, such as a parish or a diocese. It could also be taken to refer to a school.
11 How religious communities express their love of others
How love of others is expressed in the life of a religious community.
An exploration of the ways in which Christians seek to express their love of others in their everyday lives.
Student Book pages XXX–XXX.
• Copies of the Parable of the Sheep and the Goats (Matthew 25:31–46) or students to have copies of the Bible to look this up.
• Resource Sheet 1.11a: The Parable of the Sheep and the Goats.
• A collage of photos showing examples of actual suffering around the world today, such as the one that appears in the Student Book on page 000. This could be a PowerPoint presentation.
• Resource Sheet 1.11b: Amnesty.
12 Showing love for God and others in the local areas
How a Christian Church shows love of God and love of others in the local area.
An exploration of the ways in which a group of Christians might seek to express their love of God and their love of others in their local area.
Student Book pages XXX–XXX.
• Resource Sheet 1.12: The corporal works of mercy.
• You may want to give some advance thought to examples of deprivation and suffering that the students can witness in their own local area.
Examzone
This lesson is fairly general and designed to familiarise students with the shape of a question and the approaches needed to answer each part.
Student Book pages XXX–XXX.
• OHP or other means of projecting the sample questions.
• ExamZone Resource Sheet.
• For the teacher, mark scheme (in the SAMS).
Section 1: Beliefs and valuesIntroductory Lesson plan (Student Book pages XXX–XXX)
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• A map of the world, in which the main
religions are indicated by region (see Student Book, page 000). PowerPoint presentation prepared by the teacher showing this map of the world and key features shared by all religions.
• Resource Sheet 0.1.
Starter
Time Content
10 minutes • Display the map of world religions. Explain how it shows religions by region. Hand out the introduction Resource Sheet: World religions.
• Spend some time explaining how many different religions there are, then focus on Hinduism, Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism. It would help to explain in simple terms a few beliefs from each religion. (You could also ask students if they know anything about them or have any experience of any of the religions.)
• Identify each religion by region and give the approximate numbers of adherents for each.
• Mention some of the benefi ts of having so many religions (such as colourful ceremonials, different insights into the nature of God) and some drawbacks (possible confl ict, feeling one religion has more authority than another).
• Identify the principal Catholic areas of the world – such as southern Europe and South America.
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Main teaching
Time Content
15 minutes Ask students to complete the introductory Resource Sheet using information they have noted during the lesson. They should record:
• the main regions of the world where each of the major religions is to be found
• the approximate numbers of adherents for each religion some of the key beliefs shared by these religions.
15 minutes Examine the common features of the major religions. A PowerPoint presentation would make this much more accessible to the students. Give examples, in simple terms, of some of the key ways in which all religions are similar, and one or two differences. For example:
• almost all believe in God as creator (although some argue that Buddhism is not theistic)
• all have sets of beliefs about God and/or what was taught by their founders
• all have moral values
• all have rituals and ceremonies
• most believe in some form of life after death and punishment and reward for the way life has been lived (but some Jews don’t, for example).
15 minutes Ask the question: ‘What is Catholicism?’ This is not an attempt to explain Catholic beliefs, but rather to place Catholicism in context with other Christian faiths. You could approach it historically and diagrammatically (using a dividing line).
• The early Christian Church divides in the eleventh century between East and West, mainly on the issue of authority.
• The Western Church divides in the early sixteenth century, mainly on the issue of the authority of the Pope, the role of clergy, and the primacy of the Bible.
• Broadly there are now Orthodox Christians (in the East), Protestants and Catholics.
• Catholics are those who accept that the Pope is the person appointed by Christ to lead the Christian Church.
Plenary
Time Content
5 minutes Recap the themes of the lesson. Explain that Christianity is one of the major world religions (the one with the most followers) and Catholicism is part of the Christian Church. There are many different religions around the world, all have their own beliefs and values, but there are things that most religions have in common.
Homework
Time Content
2 weeks Ask students to consider whether they think it is a good or a bad thing that there are so many different religions, and to explain why.
DifferentiationMore able students could be asked to fi nd out more about why the Christian Church split between the East and the West in the eleventh
century or why the Western Christian Church split in the sixteenth century, and write a brief explanation.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will know that Christians believe in one God
• all students will know that Christians believe that God is made up of three ‘persons’
• some students will be able to explain why belief in God as unity and Trinity is important for Christians
• a few students will be able to explain how describing God as three persons might help Christians understand what God is like.
(AO2)
• all students will be able to give their own opinion about whether Jews, Christians and Muslims all believe in the same God, with a supporting reason
Section 1: Beliefs and valuesLesson plan 1: God as unity and Trinity(Student Book pages XXX–XXX)
Starter
Time Content
10 minutes • Show the image of the shamrock and ask students whether it has one leaf or three leaves? Hopefully you will get both answers.
• Go on to say that St Patrick of Ireland used the shamrock to explain one of the great mysteries of Christian belief – the Trinity. Write ‘God the father’, ‘God the son’ and ‘God the Holy Spirit’ onto the three parts of the leaf.
• Ask students to draw the shamrock into their books or fi les, for revision later.
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Large image of a shamrock either drawn onto
the board or projected.
• Simple PowerPoint presentation prepared by the teacher, showing God as unity and God as Trinity.
• Resource Sheet 1.1: God as unity and Trinity.
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Main teaching
Time Content
15 minutes God as unity
Explain more fully that Christians believe in one God and why this belief is important. You could refer to the brief explanation in the Student Book (page 000). Three key points to stress are:
• before the Jews started to believe in one God, people used to worship lots of gods, including nature and the elements (e.g. sun and thunder)
• if there is only one God, then the god of the Jews, Christians and Muslims is the same god (you should mention some of the common characteristics of belief in God, e.g. that all teach about how to behave, that we should worship God, the belief in life after death)
• if we were all created by one God, then we are all brothers and sisters and should live in unity.
10 minutes Discussion
What kinds of things did people worship in the past and why? In what ways might it be better for all people to believe there is only one God who is like a person rather than a part of the natural world?
10 minutes God as Trinity
Explain more fully that Christians believe there are three ‘persons’ in one God. You should mention that this belief distinguishes them from other monotheistic religions. You could refer to the brief explanation in the Student Book. Describe the division into:
• God the father – as creator, law giver, father of all human beings
• God the son – Jesus, who became man, taught about how we should behave, helped others, died and rose again
• God the Holy Spirit – a more mysterious force at work in the world, inspiring people to live a good life.
10 minutes Writing task
Ask students to write a short paragraph explaining whether they believe God exists and why. Ask them to describe how they think about God – what images they have in their mind to describe him.
Plenary
Time Content
5 minutes Ask students to recap the most important things learned during the lesson. It is important to establish that students know Christians believe both in the unity of God and in God as the Trinity – father, son and Holy Spirit. Stress that the Trinity is a diffi cult idea and that they shouldn’t worry if they don’t fully understand what it means.
Homework
Time Content
2 weeks Ask students to fi nd out more about a pre-Christian religion that used to worship many gods, then write a short essay about what they have discovered. They could complete their shamrocks by adding a brief explanation in their own words of what Christians believe about God the father, God the son and God the Holy Spirit.
Brighter students might be asked to explain whether they think that imagining God as three persons helps them to understand what God might be like. They could also fi nd out about a present-day religion that believes in more than one god.
DifferentiationAn activity in which students write about the way they see God will allow the brighter students to answer more theoretically, while weaker students will tend to suggest images (old man, white beard, etc.).
Resource Sheet 1.1 provides some quotations from early Christian texts on the subject of the Trinity, and some research research that might be suitable for more able students.
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Time Content
15 minutes Point out that one of the ways in which Christians view God is as their father. Explain briefl y about God being understood as a father. You could explain such ideas as:
• God created all people
• he loves and cares for them
• he provides for their needs
• he guides them with rules
• he sometimes disciplines his children
• everyone is part of God’s family on Earth and in Heaven.
10 minutes Ask students to spend a few minutes reading the prayer ‘Our father’. Ask them to write it out again in their own words. Go around the class helping those who do not understand some of the phrases (such as ‘forgive us our trespasses’).
10 minutes Discussion
What evidence might Christians point to that shows God acts like a father? Is there evidence to suggest that God does not act like a father? Try to ensure the discussion is balanced, and write some of the best ideas on the board.
Plenary
Time Content
5 minutes Summarise the most important points from the lesson. Ask one or two students to name the most important quality of a father and why they chose it. Then remind them that God is seen as father by Christians and recap some of the qualities that support that view of God. You could refer students to the summary for this spread in the Student Book.
Homework
Time Content
2 weeks Write up a summary of the class discussion. In what ways can God be said to be like a human father? In what ways is he different from a human father?
Starter
Time Content
10 minutes Display an image of a father with his children or refer students to the photograph in the Student Book, page 000. Briefl y ask students to suggest words or phrases that describe what a good father should be like. Record the words on the board.
Main teaching
Time Content
10 minutes Students could be asked to complete the starter task, either individually or in pairs. They should use Resource Sheet 1.2 to note down the most important words that describe a good father, and explain briefl y why they think these qualities are important.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will be able to explain some of the qualities of a good father
• all students will be able to understand that Christians call God their father
• some students will be able to why it is important for Christians to believe that God is their father
• a few students will be able to understand that Christians believe God, as father, sometimes makes rules and punishes those who disobey him.
(AO2)
• all students will be able to give their own opinion about whether God acts like a loving father, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Resource Sheet 1.2: Qualities of a good father
(provides a copy of the prayer ‘Our father’).
• Image of a father with his children (as in Student Book, page 000).
Recap of previous experience and prior knowledgeStudents will have considered God as unity and Trinity. They will have learned that one of the ways in which Christians understand God is as their father.
Section 1: Beliefs and valuesLesson plan 2: God the father(Student Book pages XXX–XXX)
DifferentiationOffer the more able candidates an alternative homework, e.g. ‘Do good fathers punish? Can God be a good father if he makes lots of rules and sometimes punishes those who disobey him?’
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Time Content
10 minutes Brief class discussion
Why is it important for Christians to believe that God created the universe? There are two important answers you should try to focus on.
• It shows that God is the origin of everything, meaning he has the authority to guide people about how to live in the world.
• It means that as God is good, the world is also good and should be looked after.
Plenary
Time Content
5 minutes Recap the key points in the lesson: that Christians believe God created the universe, but disagree about whether this was by a single act of creation or through evolution following the Big Bang.
Homework
Time Content
2 weeks Ask students to list the good things in creation (such as beauty of lakes and mountains) and the bad things (such as war and disease). How fair is it to say that God’s creation is good? Can humans be blamed for all the bad things?
Starter
Time Content
10 minutes Ask students to read Genesis 1. To familiarise themselves with the story, ask them to create six boxes and record what Genesis says God created on each day.
Main teaching
Time Content
10 minutes Hand out Resource Sheet 1.3 (How was the universe created?). After giving some time for the students to read the theories, help them to understand each of them better with a combination of explanation and discussion.
10 minutes Ask the students to write down in their own words what they believe about the creation of the universe, and why they hold that belief.
15 minutes Cause and Effect and Design
Give students a brief explanation of both these arguments for the existence of God. Point out that both arguments suggest the existence of the universe indicates that God must exist.
• Cause and Effect – everything (except God) must have a cause, so the universe must have been created by God.
• Design – the world is so intricate and beautiful it must have had a designer, i.e. God.
There are notes on this topic in the Student Book, pages 000–000. You can also point students to straightforward explanations of these arguments in online encyclopaedias such as Wikipedia.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will know that Christians believe God created the universe
• all students will know that Christians disagree about how and when the universe was created
• some students will be able to explain why it is important for Christians to believe that God created the universe
• a few students will be able to explain both the Cause and Effect and the Design arguments to explain creation.
(AO2)
• all students will be able to give their own opinion about the most likely explanation for the existence of the universe and of human life, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Copies of the Bible.
• Resource Sheet 1.3: How was the universe created?
Section 1: Beliefs and valuesLesson plan 2: God the creator(Student Book pages XXX–XXX)
DifferentiationYou could ask more able candidates to do some research on the different theories of Creationism and write a short presentation on whether it is acceptable for Christian to believe that the world was created just 10,000 years ago.
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Main teaching
Time Content
10 minutes Explain the incarnation
This is a diffi cult idea, so try to explain it as simply as possible. It must include the ideas that:
• Mary was Jesus’ mother, but God, not Joseph, was his father
• Mary was a virgin
• Jesus’ birth was a miracle
• Jesus was both God and man, which is a diffi cult concept to understand.
15 minutes Discussion
Ask the class to discuss the Catholic belief that Mary was a virgin when Jesus was born and remained so, she and Joseph not having children of their own. Try to draw out these conclusions.
• Mary’s willingness to stay a virgin shows her commitment to God.
• Mary being a virgin, Jesus’ birth shows God’s power.
• Brothers and sisters could have led to confusion – would they have been partly divine?
15 minutes Why is it important for Christians that Jesus is the Son of God?
If you have prepared a presentation in PowerPoint, you could show it now. Alternatively, the topic is covered in the Student Book, pages 000, or you could have the key points written up as a poster. If Jesus is the Son of God:
• he can forgive sins
• his teachings have great authority
• he can raise the dead to eternal life in Heaven
• he is alive now and we can talk to him and be helped by him.
Plenary
Time Content
5 minutes Ask students to suggest the most important things they have learned in this lesson. As part of this recap, mention the key themes:
• the Christian belief that Jesus is the Son of God
• the Incarnation
• the Virgin Birth.
Homework
Time Content
2 weeks Students could be asked to read the account of the Transfi guration. And then draw a picture of the scene in the form of a poster for a church noticeboard.
Starter
Time Content
15 minutes • Prepare an image of the transfi guration of Jesus for the students to look at, such as in the Student Book, page 000. Refer to the caption ‘This is my beloved son’. Point out that Christians believe Jesus is God’s son. Explain that, since this does not mean father in a biological sense, in this lesson you will consider exactly what the word means for Christians when they refer to God as ‘father’.
• Ask students to write down as many different uses and meanings of the word ‘son’ as they can (biological, foster, term of affection, etc.). They work in twos or groups, perhaps with a little competition to see which group can think of the most. Then list some of the examples on the board.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will know that Christians believe that Jesus is God
• all students will know that this is the fundamental belief for all Christians
• some students will be able to explain why it is so important for Christians to believe that Jesus is the Son of God
• a few students will be able to explain how the Incarnation makes Christianity differ from other religions, whose founders are not considered divine.
(AO2)
• all students will be able to give their own opinion about whether it is essential for Christians to believe that Jesus is the Son of God, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• A suitable image of the transfi guration of
Jesus, such as the one in the Student Book (page 000), with the caption: ‘This is my Son’.
• Short PowerPoint presentation prepared by the teacher to help explain why it is important for Christians that Jesus is the Son of God.
• Resource Sheet 1.4: Names and titles of Jesus.
• A copy of the biblical account of the transfi guration of Jesus (Matthew 17:1–9).
Section 1: Beliefs and valuesLesson plan 4: Jesus, the son of God(Student Book pages XXX–XXX)
DifferentiationMore able students could be asked to write a short essay: ‘What do you think is the most important reason for Christians to believe that Jesus is God? Why did you choose that reason?’
Resource Sheet 1.4 provides an activity that asks students to fi nd Gospel passages relating to the various titles given to Jesus. It also asks them to carry out their own research into the meaning of these titles. It is an activity that might be suitable for more able students.
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Time Content
15 minutes What did Jesus do to offend the Jewish and Roman authorities?
You could ask for suggestions, but should lead students to the two key points:
• the Jewish leaders thought he was saying and doing things that undermined the Jewish faith
• the Roman governor feared his popularity and the possibility of rebellion against Roman rule.
15 minutes Why is the death and resurrection of Jesus so important?
Ask students to discuss and come up with a list of points, then put the list on the board. Alternatively, refer students to the points listed in the Student Book, pages 000–000. You should explain each idea briefl y – for example:
• Christians believe it shows God’s love for humankind
• it means people are saved from their sins
• it proves that Jesus is divine (i.e. that Jesus is God)
• it gives the hope of life after death
• Jesus is alive today and can help Christians live good lives.
Plenary
Time Content
5 minutes • Ask students to recap on the most important things learned in this lesson. It is important to establish that students know that Christians believe the death and resurrection of Jesus proved Jesus was God, and brought salvation to humankind.
• Resource Sheet 1.5b provides a ‘complete the sentence’ activity. It could be used at the end of the lesson as a short test of what the students have remembered, and to reinforce the key points of this diffi cult topic.
Homework
Time Content
2 weeks Ask students to write a short essay explaining whether or not they think the resurrection of Jesus is an important Christian belief. Would there be so many Christians today if Jesus had not risen?
Differentiation
Starter
Time Content
15 minutes Show an extract from a fi lm about the death of Jesus that concentrates on some aspect of the process of crucifi xion.
Main teaching
Time Content
15 minutes What did crucifi xion entail?
Refer to an image of the crucifi xion, such as the one in the Student Book, page 000. Hand out Resource Sheet 1.5a about the process of crucifi xion. Give students a few minutes to look at the various words associated with a crucifi xion. Then, through discussion and explanation, help them to understand what crucifi xion actually entailed. Ask students to record on their Resource Sheets what caused the death of someone who was crucifi ed.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will know that Christians believe Jesus died on the cross and rose again three days later
• all students will know that the death and resurrection of Jesus are the most important of all Christian beliefs
• some students will be able to explain why belief in the death and resurrection of Jesus is so important for Christians
• a few students will be able to explain what is meant by saying Jesus rose spiritually rather than physically.
(AO2)
• all students will be able to give their own opinion about whether the resurrection of Jesus is essential to the Christian faith, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• A DVD of a suitable fi lm about the life and
death of Jesus, such as Mel Gibson’s fi lm The Passion of the Christ or Franco Zeffi relli’s Jesus of Nazareth.
• Resource Sheet 1.5a: The crucifi xion.
• Resource Sheet 1.5b: Jesus’ death and resurrection.
Section 1: Beliefs and valuesLesson plan 5: The death and resurrection of Jesus(Student Book pages XXX–XXX)
Stronger candidates could be asked to do some research on the question of the ‘empty tomb’. What do Christians who say that the resurrection of Jesus was spiritual rather than physical believe happened on Easter Sunday and the days following?
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Time Content
15 minutes Hand out Resource Sheet 1.6 (The work of the Holy Spirit). Ask students to read the various passages from St Luke’s Gospel as indicated on the spider diagram and to explain in their own words what the Holy Spirit is doing on each occasion. You may need to go round the class helping some students with their writing. For example, for Luke 1:35 they could write that ‘the Holy Spirit descended on Mary so that she would become pregnant with Jesus’.
10 minutes points from the story.
• The Apostles were afraid and were hiding.
• The Holy Spirit came down in two of the forms mentioned in the lesson – fi re and wind – and gave them courage.
• The Apostles then went out and risked their lives to speak about Jesus and to try to win converts to the Christian faith.
10 minutes Pentecost
Read out the account of Pentecost (Acts 2:1–13) to the class. Emphasise the following
15 minutes Discussion
How may the Holy Spirit be needed today? You could ask such questions as:
• How diffi cult is it to be a Christian today?
• Are some people embarrassed to say they are Christians?
• Is it acceptable to say you are a Christian in school?
• What qualities are needed to live a Christian life in twenty-fi rst century?
• How might the Holy Spirit help people in these situations?
Plenary
Time Content
5 minutes Ask students to recap on the most important things learned in this lesson. They should mention the following.
• Christians believe the Holy Spirit is God.
• The work of the Holy Spirit can seem mysterious and is often described using images such as fi re, water and air.
• The Holy Spirit works in the world to guide and inspire Christians to live good lives.
Homework
Time Content
2 weeks Students could be asked to research the life of a modern Christian martyr such as Oscar Romero or Maximilian Kolbe. What challenges did they face trying to be good Christians? What qualities did they need? How might they have been helped by the Holy Spirit?
Starter
Time Content
15 minutes Christians believe that the work of the Holy Spirit can sometimes be described using the images of fi re, water and air. Ask students to make a list of the good things that each of these three can do (e.g. fi re brings warmth, water brings growth, air breathes life, etc.). This could be a small group exercise with groups being given just one each of the three to think about. Ideas could then be presented and written on the board.
Main teaching
Time Content
5 minutes Explain briefl y the key points about Christian belief in the Holy Spirit, as follows.
• The Holy Spirit is one of the aspects (‘persons’) of God.
• The Holy Spirit works in the world to give Christians the qualities they need to live good lives.
• The work of the Holy Spirit is mysterious, sometimes hidden, but can be understood better using the images of fi re, water and air – for example, that the Holy Spirit brings growth, refreshment and new life to people who may need help and strength.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will know that Christians believe the Holy Spirit to be one of the three persons in the one God
• all students will know that Christians believe God the Holy Spirit is present in the world to help people live good lives
• some students will be able to explain the kinds of qualities that Christian believe are gifts of the Holy Spirit
• a few students will be able to explain the reasons why it can be diffi cult to admit to being a Christian (or any religious believer in any faith), and how the Holy Spirit may help people in this situation.
(AO2)
• all students will be able to give their own opinion about whether it is more diffi cult to live a Christian life in the twenty-fi rst century than in the time of the apostles, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Copies of St Luke’s Gospel.
• The account of the descent of the Holy Spirit at Pentecost (Acts 2:1–13) to read out in class.
• Resource Sheet 1.6: The work of the Holy Spirit.
Section 1: Beliefs and valuesLesson plan 6: The holy spirit(Student Book pages XXX–XXX)
DifferentiationMore able students could be asked to research the eventual fate of some of the apostles that went out preaching about Jesus at Pentecost.
They could be asked to comment on whether it was more diffi cult to be a Christian then than now.
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Time Content
10 minutes Discussion
What might Heaven, Purgatory and Hell be like? Would people behave differently if they knew there was no such place as Hell? Show students suitable images of Hell (e.g. images from medieval art, such as those by Bosch, and more modern representations). You could refer students to the image of Hell in the Student Book, pages 000–000.
10 minutes Salvation
Give a simple presentation of the Church’s teaching about salvation.
• God is good and forgiving, and doesn’t want people to be punished.
• Jesus was sent to teach us how to live a good life.
• Jesus died on the cross to bear the punishment for the sins of the world.
The concept of ‘atonement’ may need to explained in relation to the death and sacrifi ce of Jesus.
15 minutes Ask students to return to the resource sheet. They should choose three examples from their list of sins that they consider to be venial and three they consider to be mortal sins, and explain why they have chosen to put them into these categories.
Plenary
Time Content
5 minutes Ask students to recap on the most important things learned in this lesson. Lead them to two essential issues:
• the Christian meaning of sin, and the ideas of eternal reward and punishment
• the Christian teaching about salvation, brought about by the death of Jesus.
Homework
Time Content
2 weeks Refer students back to their list of sins on Resource Sheet 1.7. Ask them to try to explain why people sometimes behave like this. Do all these sins have something in common?
Starter
Time Content
15 minutes Hand out Resource Sheet 1.7 (Mortal and venial sins). Invite students to suggest various sins and list them on the sheet. You could also write them on the board.
Main teaching
Time Content
10 minutes Sin, Heaven and Hell
Give the students a simple breakdown of Catholic teaching on sin and salvation.
• Sin is disobeying the will/law of God.
• Those who die without sins are rewarded in Heaven but those who die with unforgiven sins are punished.
• Purgatory – a temporary place of purifi cation for those whose sins are less serious (venial sins), before they go to Heaven.
• Hell – eternal punishment for those who die without having repented of serious sins (mortal sins).
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will be able to explain what is meant by the term ‘sin’
• all students will be able to explain simply the ideas of Heaven, Purgatory and Hell
• some students will be able to explain what is meant by the Catholic teaching that Jesus saved men and women from their sins
• a few students will be able to understand the principles of self-sacrifi ce and atonement as they relate to the Christian teaching about the death of Jesus.
(AO2)
• all students will be able to give their own opinion about whether people would behave differently if they knew Hell didn’t exist, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Resource Sheet 1.7: Mortal and venial sins.
Recap of previous experience and prior knowledgeThis lesson develops a theme introduced in Lesson 1.5, The death and resurrection of Jesus.
Section 1: Beliefs and valuesLesson plan 7: Sin and salvation(Student Book pages XXX–XXX)
DifferentiationBrighter candidates could be asked to write a short story in which someone has done something wrong, but someone else takes the blame and the punishment. They should also explain the possible reasons why a person might be willing to do this.
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Time Content
15 minutes Christians think that loving is the whole meaning of existence. Ask students to write a short paragraph recording some of the other things people might say make being alive worthwhile. Then invite some students to volunteer their ideas.
15 minutes Discussion
Refer students back to their list of ways of loving their parents, family or friends. Can they think of similar ways in which they show their love for God in their everyday lives? Answers such as ‘worshipping God’ and ‘obeying him’ will lead well into Lesson 1.10 about expressing love for God. Try to draw out the idea that showing love for God is diffi cult because he seems far away, and we cannot see him. Mention St John’s teaching that those who claim to love God, who they cannot see, must love their fellow human beings, who they can see.
Plenary
Time Content
5 minutes Recap on the lesson. One of the most important questions asked by human beings is: ‘What is the meaning or the point of life?’ Summarise the Christians answer as follows.
• God created human beings to show them love.
• He also created them to give love back to him and to show love to their fellow human beings.
Homework
Time Content
2 weeks Students could be asked to try answering a question similar in style to part b) questions in the exam: ‘Christians should love God in the same way as they love their parents. Do you agree? Develop at least two reasons to explain your point of view.’
Starter
Time Content
10 minutes Jesus said we should love God as children love their fathers. Ask students to make a list of the ways in which they show love for their parents, family or friends. You could start them off with some suggestions, or refer them to a starter list on the relevant spread in the Student Book. You could then invite students to offer suggestions, which could be written on the board.
Main teaching
Time Content
15 minutes ‘Love is the meaning of life’
PowerPoint presentation. Give a summary of Christian teaching about the importance of love. Key points should include:
• the Catechism teaches that we were made to love and serve God
• God created human beings to love them, and to ask for love in return
• loving God and others is the whole meaning of our existence
• Jesus said that love of God and others summarises every other law and commandment
• loving God as ‘our father’ is central to the Christian religion.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will understand that Christians believe God created human beings as an act of love
• all students will understand that Christians believe loving should be the motivation for any moral action we perform
• some students will be able to explain why showing love for God, whom we cannot see, can be diffi cult
• a few students will be able to explain how showing love can be an explanation of the meaning of human existence.
(AO2)
• all students will be able to give their own opinion about whether it is possible to love God in the same way as we love our parents, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• PowerPoint presentation prepared by the
teacher, based on the notes below (or those on the relevant spread in the Student Book).
• A display, perhaps on the black or whiteboard, entitled ‘Love is the meaning of life’.
• Resource Sheet 1.8: The Shema.
Section 1: Beliefs and valuesLesson plan 8: The importance of loving God(Student Book pages XXX–XXX)
DifferentiationFor stronger students, suggest the following short essay: ‘St Augustine once said: “Love and do what you will.” Do you agree that any action is acceptable provided it is motivated by love? Is it possible to lie, or even to kill someone out of love?’
Resource Sheet 1.8 (The Shema) asks students to fi nd out more about the Jewish prayer that exhorts Jews to love God with ‘all their heart and all their soul and all their might’. It would give more able students an insight into the Judeo-Christian belief that the love of God is the fi rst and most important of the commandments.
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Time Content
15 minutes Who is our neighbour? – Circles of concern
Explain that in the Parable of the Good Samaritan, Jesus teaches us to love our neighbour. But the problem is, who is our neighbour? You could hand out Resource Sheet 1.9 (Circles of concern) or ask students to copy the diagram from the Student Book.
Explain how the image of circles of concern works.
In pairs or groups students should discuss who might be in need among their own family and friends, in their own town or local community, in the wider world. Ask students to write their examples within the circles on the diagram.
10 minutes Discussion
Ask some students to share with the class a selection of the examples they have placed into their circles of concern diagram. This could lead to a discussion about ways they might be able to offer help and support.
10 minutes Give a brief summary of the example Jesus showed about loving others (you could refer to the Student Book, pages 000–000).
• He mixed with outcasts from society – tax collectors, collaborators with the Romans, prostitutes, etc.
• He took the risk of getting close to lepers and helping them.
• He went against the belief of his time that you should love your friends and hate your enemies.
• His example of loving outcasts has been followed by brave Christians ever since, for example by Mother Theresa of Calcutta.
Plenary
Time Content
5 minutes Recap the main points of this lesson, as follows.
• Jesus taught us to love our neighbour, whoever and wherever they may be.
• He meant we should help people in all three sections of the circles of concern, even when it is dangerous to do so.
• It is possible to show love even to those who are far away.
Homework
Time Content
2 weeks Ask students to do some research and to think about:
• enemies in the modern world
• areas in the world where there is great hatred
• who are the outcasts in modern-day society.
They could then prepare a short presentation or essay about their conclusions.
Starter
Time Content
10 minutes Give out copies of the Parable of the Good Samaritan or ask students to go to Luke, Chapter 10 in their bibles. Ask them to read the parable, then ask them to explain what they think it means. Use the discussion as an opportunity to explain the enmity between Jews and Samaritans. Ask students to think of examples of such enmity in the modern world.
Main teaching
Time Content
15 minutes Ask students to write in their own words a parable based on the Good Samaritan, but using modern-day enemies and scenes from the modern world.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will be able to explain simply Jesus’ teaching about the Good Samaritan
• all students will be able to explain that Christians consider everyone, near and far, to be their neighbour
• some students will be able to explain how the example of Jesus helps Christians know how to behave towards others
• a few students will be able to explain fully the concept of ‘circles of concern’.
(AO2)
• all students will be able to give their own opinion about whether it is possible to love everyone, even our enemies, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Copies of the Parable of the Good Samaritan
(Luke 10:30–37).
• Resource Sheet 1.9: Circles of concern.
Recap of previous experience and prior knowledgeRemind students that in the previous lesson on the importance of loving God (Lesson 1.8), they discussed the idea that one way of showing love for God is by loving each other.
Section 1: Beliefs and valuesLesson plan 9: Christian teaching on loving others(Student Book pages XXX–XXX)
DifferentiationMore able students could be encouraged to offer concrete examples of what they think Jesus
might have done or taught to try to put right the problems in the modern world.
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Time Content
15 minutes Teacher presentation
Try to summarise the ways in which Christians can show love for God under four headings (these are explained more fully in the Student Book, pages 000–000):
• Prayer – talking to God, as we talk to our parents, sharing thoughts and concerns
• Worship – which shows respect for God
• Obedience – not subservience, but following God’s guidance
• Respect for others – because Christians believe we are all children of God.
15 minutes Discussion
A fi fth, and current, issue that relates to how we love God is respect for the Earth. State that if we want to show love for God we should respect the world he has created. Invite students to say whether they agree. In what ways do humans show disrespect for the Earth and for God’s creation?
Plenary
Time Content
5 minutes Recap the following key ideas from the lesson.
• There are many ways in which we show someone we love them.
• To show love for God, Christians pray, worship, show obedience, respect others and respect God’s creation.
Homework
Time Content
2 weeks Students should use the ideas they came up with concerning the best ways for Christians to show love for God, and explain why they selected those particular ideas.
Starter
Time Content
10 minutes Hand out Resource Sheet 1.10 (How do we show we love others?). Ask students to think of someone they love and respect very much (such as a parent, grandparent, carer, relative or friend) and to think of nine ways in which they show this love. Then ask them to put the nine ways into a ‘Diamond 9’ pattern on the resource sheet. You may need to explain how a ‘Diamond 9’ works (with the most important at the top, down to the least important at the bottom).
Main teaching
Time Content
15 minutes Group work
Ask the students to work in small groups to try to answer a similar question: ‘How do Christians show love for God?’
Allow each group 5 minutes to come up with as many ideas as they can about how Christians might show love for God. Some of these ideas may well be based on their responses in the ‘Diamond 9’ exercise.
Then ask for feedback and put the ideas onto the board. Make sure students add the top fi ve ideas in the space provided on the resource sheet.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will be able to describe ways in which people express love for others
• all students will be able to describe some of the ways in which Christians show their love for God
• some students will be able to summarise ways of showing love for God under a series of headings, such as worship and obedience
• a few students will be able to see how the ways in which Christians show their love for God derive from the ways in which we show love and respect for our fellow human beings.
(AO2)
• all students will be able to give their own opinion about the most important ways in which Christians might show love for God, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Resource Sheet 1.10: How do we show we love
others?
Recap of previous experience and prior knowledgeThis lesson builds on the previous lesson on the importance of loving God (Lesson 1.9).
Section 1: Beliefs and valuesLesson plan 10: Expressing love for God(Student Book pages XXX–XXX)
DifferentiationStronger students can be asked to research the work of CAFOD, in particular what it does to raise awareness of global warming and other dangers threatening the planet. Students should also try to explain why CAFOD, as a Catholic charity, thinks this work is so important.
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Time Content
5 minutes Ask students to return to Resource Sheet 1.11a and record the examples of actual suffering they have seen and discussed in class.
15 minutes Presentation
How can Christians show love for those who suffer? A breakdown of this section can be found in the Student Book, pages 000–000. Explain the following ways in which Christians can help others.
• Helping in soup kitchens and with collections of food and clothes, especially at Christmas,
• Getting involved with the work of CAFOD, supporting development overseas.
• Joining Pax Christi, and supporting its work for world peace.
• Support Amnesty’s work for political prisoners.
• Gap years in which students spend a year working to help others, perhaps abroad or in a developing country.
10 minutes The value of prayer
Explain that many Christians believe it is important to pray for those who suffer. Mention bidding prayers and prayer vigils. Start a discussion in class about how prayer can help.
Mention that:
• some Christians believe God intervenes when people pray with faith
• prayer can spur people into direct action
• prayer vigils helps us to remember those who suffer, so that they know they have not been forgotten.
Plenary
Time Content
5 minutes Remind students that there is a great deal of suffering in the world. Christians, aware of the Parable of the Sheep and the Goats, try to fi nd ways in which to show their love and support for those who suffer. For example:
• supporting aid agencies and other organisations
• direct action to help others
• prayer.
Starter
Time Content
10 minutes Ask students to read the Parable of the Sheep and the Goats, using Resource Sheet 1.11a (The Parable of the Sheep and the Goats). Students should then be able to write down the seven acts of kindness for which God offers the reward of eternal life (feeding the hungry, etc.).
Main teaching
Time Content
15 minutes Discussion
Present a collage of photos of problems that cause suffering around the world – for example, natural disaster, a political prisoner, hungry children, homeless people, sick people unable to get help, etc. Alternatively, use the collage in the Student Book, page 000. Ask students to identify the various problems faced by the people in each image, and discuss the extent of the problem and the degree of suffering involved.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will be able to describe examples of suffering around the world
• all students will be able to explain in simple terms the story and the meaning of the Parable of the Sheep and the Goats
• some students will be able to explain a number of ways in which Christians try to help those who suffer
• a few students will be able to explain what Christians believe to be the value of prayer as an act of love towards those who suffer.
(AO2)
• all students will be able to give their own opinion about the most effective ways of helping those who suffer, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Copies of the Parable of the Sheep and the
Goats (Matthew 25:31–46) or students to have copies of the Bible to look this up.
• Resource Sheet 1.11a: The Parable of the Sheep and the Goats.
• A collage of photos showing examples of actual suffering around the world today, such as the one that appears in the Student Book on page 000. This could be a PowerPoint presentation.
• Resource Sheet 1.11b: Amnesty.
Recap of previous experience and prior knowledgeThis follows on from the previous lesson about Christian teaching on loving others (Lesson 1.10).
Section 1: Beliefs and valuesLesson plan 11: How religious communities express their love for others(Student Book pages XXX–XXX)
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SECTION 1: Beliefs and values
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Section 1: Beliefs and valuesLesson plan 12: Showing love for God and others in the local area(Student Book pages XXX–XXX)
DifferentiationMore able students could be asked to do some research about Aung San Suu Kyi and tell the class what they have found out about her.
Some of the more able students could be asked to prepare for a future debate on the motion, ‘The suffering in the world is too great for one individual to make a difference’. The debate could be held at the start of a lesson later in the term.
Homework
Time Content
2 weeks Students could be asked to fi nd out about:
• either the work of Mother Theresa and her Order around the world
• or prayer vigils and the causes/individuals for which they take place.
Students could then, individually or in groups, prepare a report for the class, or simply write a short account of what they have discovered.
Resource Sheet 1.11b provides a straightforward research activity about the work Amnesty International, which could be carried out by all abilities. This could be done during the lesson if Internet access is available or it can be set as an alternative homework for those who have access to the Internet at home.
Lesson outcomesBy the end of the lesson:
(AO1)
• all students will be able to name some of the corporal works of mercy
• all students will be able to give some examples of how a local community witnesses to its love of God
• some students will be able to explain fully the role of the parish as a focus for showing love for God and love for others
• a few students will be able to explain what is meant by ‘spiritual works of mercy’.
(AO2)
• all students will be able to give their own opinion about whether all Catholics should volunteer some of their time each week working for the less fortunate, with a supporting reason
• some students will be able to give reasons for their own opinion and show that they have considered a different opinion
• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.
Resources required• Resource Sheet 1.12: The corporal works of
mercy.
• You may want to give some advance thought to examples of deprivation and suffering that the students can witness in their own local area.
Starter
Time Content
10 minutes Refer to Resource Sheet 1.12 (The corporal works of mercy). Name these actions and explain that these are traditional acts of kindness traditionally taught by the Catholic Church, designed to be performed by every local Christian community. It is a responsibility of each parish, led by the local parish priest. Ask students to create a spider diagram of these works of mercy on the resource sheet.
Main teaching
Time Content
15 minutes Discussion
Where in the students’ local community might they fi nd people who need to be shown these acts of kindness (homes for senior citizens, very poor areas of town, etc.)? How great is the need for this kind of help in this country as opposed to developing countries. Help students to be aware that there are needy people in the UK.
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Time Content
15 minutes Explain about parishes – the idea of a local Christian community with its own local priest and church.
• Love for God is shown by people visiting the church for private prayer, attending Mass and receiving the Sacraments.
• Often there is a local Church school where children are taught about the teachings of Jesus.
• The community also tries to be aware of local needs and to help local people, e.g. by visiting the elderly and shopping for them; visiting the sick (at home and in hospital); supporting the bereaved and showing solidarity by attending funerals of parishioners.
Explain that Catholic parishes often have the support of organized groups who support the local priest in caring for members of the community. The St Vincent de Paul Society (the SVP) for example, organises advice, fi nancial support and drop-in centres. Many parishes and Catholic schools have a branch of the SVP. Members of the Legion of Mary visit the homes of the old and sick and offer them both spiritual comfort and fi nancial help.
15 minutes Return to Resource Sheet 1.12 and discuss each of the works of mercy with the students. Ask them to think of practical ways in which a local community can put each of these ‘works’ into practice. If you have to help, you could mention the following examples.
• Many Catholics will attend parish funerals to show solidarity with the bereaved.
• Churches often have collections of food at Christmas to make up hampers for the poor and the elderly.
• As already mentioned many parishes will set up a branch of the SVP.
Ask students to make a record of these examples next to the ‘works’ on the resource sheet. Then ask them: ‘Should every Catholic join in one of these activities and give time each week to help the less fortunate?’
Plenary
Time Content
5 minutes Recap the main points of this lesson, which was centred on the idea of the local Christian parish community.
• Stress the idea of local needs and local response.
• Be sure to mention that the local community also shows its love for God as well as for others.
• Recap also on what has been learned about the work of the SVP and other Catholic organisations.
DifferentiationMore able students could be asked to research the ‘spiritual works of mercy’ and say whether they feel these are more or less important acts of kindness than the corporal works, and why.
Homework
Time Content
2 weeks Ask students to suggest arguments for and against the idea that every Christian should give some hours of every week working for the less fortunate. Also ask them give their own opinion and explain why they have that view. The question is posed on the resource sheet.
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SECTION 1: Beliefs and values
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Skills checklist
RED AMBER GREEN
Do you know the defi nitions of the key words for this section?
For the evaluation questions, will you be able to offer more than one reason to support your point of view and more than one reason that might be put forward by someone who disagrees with you?
In the examination, marks can be gained for developing a point. Are you confi dent you know what this means, and how you would develop a point in your answer?
Have you improved your ability to express your ideas verbally?
Have you improved your ability to express yourself in writing?
Are you able to discuss ideas in pairs and in groups?
Do you know how to use the library for personal research?
Do you know how to use the Internet for personal research?
Section 1: Beliefs and valuesSelf-assessmentNow that you have fi nished your lessons for this section of the course, it’s time to think about how well you know these topics. Go through each of the points in the checklists below and think carefully before you tick the traffi c light colour that best describes you.
Knowledge and understanding traffi c light chart
Red Amber Green
Topics I found this topic really diffi cult and need some more help!
I found this topic OK but will need to revise carefully.
I feel really confi dent about this topic.
Skills I feel that I am struggling to grasp this skill and need some more help!
I fi nd this diffi cult but with more practice I think that I will be OK.
I feel that I have mastered this skill well.
Knowledge checklist
RED AMBER GREEN
The Christian belief that there is one God but three persons
What it means when Christians call God their father.
What Christians believe about God and creation
What it means to say that Jesus is the Son of God
What Christians believe to be the role of the Holy Spirit
What is meant by ‘sin’ and ‘salvation’ for a Christian
How Christians show their love of God
How Christians show their love of others
How a Christian community expresses its love of God and others in the local area
For each of the topics above, why these beliefs are important for Christians
SECTION 1: Beliefs and values
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SECTION 1: Beliefs and values
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(d) ‘The Holy Spirit is active in the world today.’ In your answer you should refer to Roman Catholic Christianity. (i) Do you agree? Give reasons for your opinion. (3) (ii) Give reasons why some people may disagree with you.
(3 marks)
The mark scheme will suggest possible reasons for supporting the statement, for example:
• there are examples of the Holy Spirit acting on people (for example, speaking in tongues)
• miracles are believed to happen, so many say these are the work of the Holy Spirit
• the Sacrament of Confi rmation is when the Holy Spirit descends on people.
It will also suggest possible reasons for not supporting it, for example:
• God does not exist, therefore this cannot be true
• the actions attributed to the Holy Spirit could be explained by science
• the Holy Spirit is something only Christians believe in – if the Holy Spirit really existed then everyone would believe in it.
But once again the mark scheme will indicate that the list is not exhaustive and other valid reasons should be rewarded.
Candidates will be awarded a maximum of three marks for expressing and giving reasons for their point of view, and a maximum of three marks for giving reasons that oppose their point of view. Full marks can be gained for giving three simple reasons in each case, or fewer developed reasons.
The question says that candidates should refer to Roman Catholic Christianity in some part of their answer. When this applies (and it will always say when it does), candidates who fail to refer to Roman Catholic Christianity cannot go above three marks in total for both parts of the answer.
Build better answersIn parts b), c) and d) of the question, answers can be improved by either offering more reasons or by offering developed reasons. Note, however, that in part b) full marks can only be obtained by offering two developed reasons.
Here are some examples to illustrate the various ways in which reasons can be developed.
Section 1: Beliefs and valuesExamZoneThe exam questions for each of the four sections of the course have an identical format. In each case there is a choice of two questions, which have been divided into four parts.
• Part a) will usually ask for the defi nition of a key word.
• Part b) will ask candidates to express an opinion about a certain point of view and to offer reasons to support their opinion.
• Part c) will ask candidates to explain some aspect of the religious beliefs and practices they have studied.
• Part d) will ask students to express an opinion about a certain point of view, with reasons. It will also ask them to demonstrate their understanding that others may disagree with their opinion by explaining the reasons they might offer.
Applying the mark schemeHere is an example of how the examiners will apply the mark scheme to your answer.
(a) What is monotheism? (2 marks)
The two marks will be awarded for the glossary defi nition or any other form of words that conveys the same meaning, for example: ‘belief in one God’ or ‘believing there is only one God’.
One mark will be awarded for an answer that expresses a part of the defi nition, for example: ‘belief in God’, ‘believing God exists’. Although these are answers to the question ‘What is theism?’ they do convey part of the meaning of the term ‘monotheism’.
Answers that fail to address any aspect of the meaning of the key word, or which defi ne another key word, will not score any marks.
(b) Should God be described as father? Give two reasons for your point of view. (4 marks)
The mark scheme will offer a list of possible reasons, but will make clear that the list is not exhaustive and other correct reasons should be rewarded.
For example, reasons to support the idea that God should be described as father include the following.
• Jesus taught his disciples to pray the ‘Our father’.
• God is our creator and as such is a father.
• The creed begins with a reference to God as father.
Opposing reasons include the following.
• It is not physically possible that God is everyone’s father.
• How can we have a father/child relationship with someone that cannot be seen or heard?
• If God was a father he would not let his children suffer.
The mark scheme goes on to indicate that candidates will only achieve the full four marks with two developed reasons. The idea of development will be demonstrated in the next section, entitled ‘Build better answers’.
(c) Explain why Christians believe in the Trinity. (8 marks)*
The mark scheme will indicate some of the main reasons why Christians believe in the Trinity. For example:
• Father, son and Holy Spirit are found in the Gospel accounts of the baptism of Jesus
• in the New Testament, St Peter and St Paul refer to God as father, son and Holy Spirit
• the creeds are about the Trinity
• the Catholic Catechism says that the Trinity is the basis of the Christian faith.
But the mark scheme also goes on to say that other approaches are possible and must be marked according to the levels.
Candidates would gain Level 4 for four correct reasons, but can also achieve Level 4 for fewer developed reasons.
*Once the examiner has decided which level to award, they will decide whether to award the higher or lower mark in that level after taking into account the quality of written communication (QWC).
(b) Should God be described as father? Give two reasons for your point of view. (4 marks)
A simple answer Commentary A better answer
Yes, God should be described as father because it says in the creed that God is a father. (1 mark)
Also, Jesus taught his disciples to pray with the words ‘Our father… ’ (2 marks)
These are two correct reasons. However, they are expressed simply and neither of them is developed.
There are various ways in which a reason can be developed.
In relation to the answer about the creed, it would be a development to go on to explain why the creed is important in this context.
In relation to the answer about the ‘Our father’, candidates could go on to explain more about what Jesus meant.
Yes, God should be described as father because it says in the creed that God is a father. (1 mark)
The creed is a statement of the faith of the Christian Church so if it says that God is a father we know that teaching is really important for Christians. (2 marks)
Also, Jesus taught his disciples to pray with the words ‘Our father… ’ (3 marks)
Jesus was encouraging his followers to look on God as their father, just like Jesus himself who used to refer to God as his father – for example, in the Garden of Gethsemane. (4 marks)
SECTION 1: Beliefs and values
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SECTION 1: Beliefs and values
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(d) ‘The Holy Spirit is active in the world today.’ In your answer you should refer to Roman Catholic Christianity. (i) Do you agree? Give reasons for your opinion. (3) (ii) Give reasons why some people may disagree with you. (3)
A simple answer Commentary A better answer
I think the Holy Spirit is active in the world today. When young people receive the Sacrament of Confi rmation the Holy Spirit descends on them to help them. (1 mark) Catholics believe that the Holy Spirit brings gifts at Confi rmation which help people to live better Christian lives. (2 marks)
i) Others may disagree and say that, as they don’t believe in God, for them the Holy Spirit doesn’t exist. (1 mark) They might also say that what people call miracles is not the work of the Holy Spirit but can be fully explained by science. (2 marks)
This answer offers one correct reason, which it develops, gaining two marks out of the three available for this part of the question.
In the second part, two simple reasons are given, which will also gain two marks.
The candidate has remembered the need to refer to Roman Catholic Christianity, and so gains four marks in total. Had they not referred to Roman Catholic Christianity they could not have gained more than three marks.
To improve their marks they could, for example, have further developed their answer to part i) and offered a third simple reason in part ii).
(i) I think the Holy Spirit is active in the world today. When young people receive the sacrament of confi rmation the Holy Spirit descends on them to help them. (1 mark) Catholics believe that the Holy Spirit brings gifts at confi rmation which help people to live better Christian lives. (2 marks) One of the gifts Catholics believe the Holy Spirit brings is courage. By bringing this gift the Holy Spirit helps people have the courage to stand up for what they believe in, for example to fi ght against oppression. (3 marks)
(ii) Others may disagree and say that, as they don’t believe in God, for them the Holy Spirit doesn’t exist. (1 mark) They might also say that what people call miracles are not the work of the Holy Spirit but can be fully explained by science. (2 marks) In any case, belief in the Holy Spirit is only a Christian belief. If the Holy spirit were really active in the world everyone would see and believe. (3 marks)
With the reference to Roman Catholic Christianity this answer can gain the full six marks.
(c) Explain why Christians believe in the Trinity. (8 marks)*
A simple answer Commentary A better answer
Christians belive in the Trinty because:
• Credes are about the Trinty (Level 1)
• the catakism says that the Trinty is the basis of the Christin faith. (Level 2)
Here two correct simple reasons are given, and the answer would achieve Level 2.
Because the candidate spelled most of the technical words incorrectly and used bullet points it would only achieve the lower mark in Level 2 (3 marks).
Less able candidates who struggle with the idea of ‘development’ can still achieve Level 4 by offering four simple reasons without the need for development. Obviously, they would also have to spell the technical words correctly and eliminate the use of bullet points if they want to score full marks.
Christians believe in the Trinity for a number of reasons. The creeds are all about the Trinity (Level 1) and also the Catechism says that the Trinity is the basis of the Christian faith. (Level 2)
It says in the Gospel that when Jesus was baptised the father, the son and the Holy Spirit were all present. (Level 3) In his letters St Paul often talks about God as father, son and Holy Spirit. (Level 4)
SECTION 1: Beliefs and values
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SECTION 1: Beliefs and values
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Section 1: Beliefs and valuesExamZone Revision lesson plan(Student Book pages XXX–XXX)
Lesson outcomesEach of the four ExamZone revision lessons (one for each section of this Teacher Guide) will take a slightly different approach. This fi rst lesson is fairly general and designed to familiarise students with the shape of a question and the approaches needed to answer each part.
By the end of the lesson:
• students will be familiar with the style of questions they will fi nd in the examination
• they will have received advice from the teacher about how to approach questions
• they will have had practice answering those questions
• they will have received feedback from the teacher about their answers.
Resources required• OHP or other means of projecting the sample
questions.
• ExamZone Resource Sheet.
• For the teacher, mark scheme (in the SAMS).
Starter
Time Content
10 minutes In PowerPoint, display a copy of sample questions that could be set for Section 1. An example can be found on the ExamZone Resource Sheet.
Begin by explaining the requirements of the exam:
Candidates will need to answer either all of Question 1 or Question 2. The same question format will repeat itself for all four sections – meaning that candidates have to answer four questions in total.
They will have 90 minutes to complete the paper – approximately 20 minutes per question with 10 minutes to plan/check answers.
Advise students about the danger of mixing answers from two different questions. Respond to any immediate questions.
Main teaching
Time Content
10 minutes Part a) questions
Quick quiz – key words for Section 1. How many can students remember? How many defi nitions can they remember? Stress the importance of the key words.
Ask for answers to part a) of the sample question on the resource sheet. Help students distinguish between alternative words that still answer the question and those that don’t. The mark scheme in the SAMS will help.
Time Content
10 minutes Part b) questions
Refer to the sample of a part b) question on the resource sheet.
Explain that to receive four marks they will need two developed reasons. Explain what constitutes a development. You can use the explanation on the resource sheet.
Give students a few minutes to come to a point of view with two supporting reasons. Ask them to work individually on this exercise.
Invite responses, and comment on whether you feel the two reasons are distinct and have been properly developed.
10 minutes Part c) questions
Refer to the example on the resource sheet. Explain the mark scheme – full marks for four brief reasons or fewer if developed. Allow students to refer to their notes or to the Student Book. They shouldn’t answer the question but just plan an answer. This could be done in pairs.
Students could decide:
• what they believe to be the key points
• whether to give four reasons, undeveloped, or fewer with developments.
10 minutes Part d) questions
Refer to the example on the resource sheet. Divide the class into two groups: one that will be asked to argue in support of the quotation; and one that will argue against – regardless of whether they actually agree or not. This exercise is designed to help students remember that they must be prepared to see both points of view. They could then be asked to give their reasons to the rest of the class.
Plenary
Time Content
5 minutes Run through the key points of the lessons and remind students that they should:
• learn the key words and defi nitions
• select the question they can answer best overall
• not jump between questions.
Homework
Time Content
Ongoing Ask students to complete the sample question.
DifferentiationLower-ability students may need more advice about how to answer the questions. The extra 5 minutes available in the lesson plan could be used fl exibly to deal with individual concerns.