Transcript Document 7194991

Skills development in the
study of a world religion
Advice and guidance
for practitioners
2a – Introductory examples
Introductory examples
• The following examples are provided as potential approaches to stimulate learners’
thinking about questions relating to religions and to begin to develop their thinking
skills in relation to the study of a world religion.
• The activities included are designed to support practitioners in considering how best
to develop learners’ skills and build their knowledge and understanding.
• The examples provided in this section may be of help when introducing the world
religion unit and/or introducing specific areas of study within it. They are adaptable
and flexible and should be contextualised for use at the appropriate level within
centres.
• Some exemplification of possible answers is provided. This is offered as
exemplification within a context. These examples could be adapted for the study of
any world religion.
• For each example provided, practitioners are encouraged to consider how it, or a
similar activity, could be applied across different contexts for study within the world
religion selected at the appropriate level.
Introductory examples
• It is important for learners to understand the skills they are developing and that
it helps learning if they are able to reflect on their own skills development.
• The development and application of skills, as outlined by both Bloom and
McGinlay are crucial for the ‘transformational changes needed to improve the
life chances of young people in Scotland.’ They develop higher order thinking
skills, such as creating, evaluating and analysing and are essential Skills for
Learning, Skills for Life and Skills for Work. These are briefly outlined at the end
of PowerPoint 1 –Introductory Advice and Guidance and in detail in ‘Building
the Curriculum 4: Skills for Learning, Skills for Life and Skills for Work’
http://www.ltscotland.org.uk/buildingyourcurriculum/policycontext/btc/btc4.asp
• The skills identified in the following examples are not those detailed as the
assessable skills for National Qualifications in the SQA documentation.
• Practitioners should refer to the relevant SQA documents to ensure
they develop the skills identified by SQA at the appropriate levels.
Introductory examples
• Activities exemplified in these materials, such as fish diagrams allow learners to
explore the many possible causes to problems and to trace these back to a likely
starting point. This allows learners to quickly visualise the many different causes
and effects, as well as offering them different perspectives from which to solve
problems.
• Similarly, zone of relevance diagrams are good for developing thinking and
literacy skills as after taking part in an activity, learners will place the works that
explain or are associated with the learning in a diagram. Those words that most
describe the learning go to the middle, those that are not relevant go to the
outside.
• The skills developed in these activities develop higher order skills. The
approaches exemplified demonstrate approaches which place the learner at the
centre of the learning experience. This material supports effective learning and
teaching in National Qualifications and builds on the skills and knowledge
developed from a broad general education.
• There are lots of places on the internet which give detailed advice and examples
of these types of resources, such as: thinking classroom.
Revised Bloom’s taxonomy
Creating:
designing, constructing, formulating and/or adapting opinions, theories and/or products. Can
I construct/create a viewpoint/theory?
Evaluating:
making judgements, considering opinions, defending decisions by assessing, comparing,
judging, deciding and/or proposing alternative solutions. Can I justify my decision?
Analysing:
differentiating and distinguishing information into appropriate parts, working out how the
parts relate to each other and to the overall setting by comparing, contrasting, matching,
classifying, grouping. Can I distinguish aspects of my knowledge/learning?
Applying:
using and demonstrating knowledge, understanding and information in a new way. Solving
problems to new situations; implementing procedures in unfamiliar situations; constructing
answers. Can I use my knowledge/learning in a new way or an unfamiliar situation?
Understanding: demonstrating understanding of facts and ideas by organising, comparing, classifying,
translating, interpreting, describing, discussing and stating ideas. Can I explain my
knowledge/learning?
Remembering:
demonstrating the ability to remember previous learning by recalling facts, terms, concepts,
ideas and answers. Can I recall my knowledge/learning?
McGinlay’s Skills Path
Group or pair discussion –
stimulus questions
Overview
This activity encourages learners to think about questions
that may lead to a particular answer and share them with
their peers. It has the potential to challenge learners, who
may think creatively about possible alternative questions, and
encourages thinking about different interpretations and
understandings within the support of a peer group.
Skills
Remembering
Understanding
Applying
Group or pair discussion –
stimulus questions
How it works
1. Learners are given high level, open questions.
2. Learners are encouraged to think of as many answers as
possible.
3. Learners then share their answers with their peers.
4. Learners can now discuss, with their peers, the answers they
have come up with and justify how they arrived at a particular
answer.
Group or pair discussion –
stimulus questions
Example
Questions
Is it an essential part of a
religion to believe in a god or
gods? Give a reason for your
answer.
Possible Answers
Yes, because I’ve always been
told to do this and my parents
would never make something as
important as this up!
Where might belief in a god or They are just superstitions from
gods have come from?
a time before science!
Why might followers of religion In times of difficulty many people will
today believe in a god or gods? seek every possible answer to difficult
questions.
Group or pair discussion –
stimulus questions
Example
An important practice for many religious people is communicating with God,
gods, saints or other religious figures. People engage in this communication
on their own, in groups, in silence, through song, at home, before meals or in
a holy place. It can be part of an organised required ritual or it can be
impromptu. Often this is called prayer or worship.
For each of the following statements, learners should discuss whether it
matters if the statement is correct. Learners should then give a reason for
why they think it matters or not if the statement is correct. Answers should
be based on what believers of the religion studied might think.
Group or pair discussion –
stimulus questions
Example
Does it matter if.......
1. A person prays to be cured of a serious illness, but they eventually die?
2. A person prays to win the lottery and does win the jackpot?
3. In desperation a person prays to God for help, even though they normally do not
consider themselves to be religious?
4. A child prays, but does not really believe in God and only does it because the rest
of the family do it too?
5. A person is required by their religion to pray on a daily basis, but they are very
busy and usually don’t get around to it?
6. A person prays to God every day, but God does not actually exist?
Fish diagram
Overview
This activity encourages learners to think about the causes of
questions. This offers learners the opportunity to investigate
the reasons we have particular questions and offer alternative
answers/ approaches. It has the potential to challenge
learners, who may think creatively about possible alternative
questions, and encourages thinking about different
interpretations and understandings.
Skills
Remembering
Understanding
Applying
Fish diagram
How it works
1. Learners use the fish diagram to add their reasons in the
Reason 1–4 boxes along the fins.
2. They then fill in any additional information about these
reasons in the lines leading to the centre, for example you
could write ‘fear of death’ along the fins and then explain why
people fear death on the Details lines.
Fish diagram
Example
Reason 1
Fear of death
Unknown
Reason 2
Hope for better
Hope/promise of
Why do you think that
the idea of life after
death is popular in
many religions?
peace, prosperity,
unity with God
Separation from
loved ones
Trust in God’s
promises
Promise of
Heaven
Reason 3
Belief in holy
book
Difficulties in current
life
Terminal
illness
Loss of loved
ones
Reason 4
Hope of reunion
Life after
death
Discussion questions with a report
Overview
This activity encourages learners to think about questions that may
lead to a particular answer, share them with their peers and the
and create a report for others to learn from. It has the potential to
challenge learners, who may think creatively about possible
alternative questions, and encourages thinking about different
interpretations and understandings within the support of a peer
group with the ultimate focus being on the report.
Skills
Remembering
Understanding
Applying
Creating
Discussion questions with a report
How it works
1. Learners are given an imaginary situation which they are
asked to offer viewpoints from alternative positions.
2. They are then given a series of leading questions which
enable them to develop their viewpoints from simple
observations to more high level questioning and hopefully
reflective learning.
3. Learners will then produce a draft report for the class.
Discussion questions with a report
Example
Many religions explain what they see to be the true nature of
human life and human nature.
A good way to consider what human life is actually like is to
imagine what you would say about people if you were abducted
by aliens and asked to make a report on the nature of humanity.
Consider the following questions, discuss your ideas with a
partner/group and use this information to draft a report.
Discussion questions with a report
Example
1. What makes a human life happy and enjoyable?
2. What makes a human life unhappy?
3. What do humans need to survive?
4. What are the best things that humans have done?
5. What are the worst things that humans have done?
6. Draft a report detailing your thoughts on the nature of human life.
Think, pair, share
Overview
This activity encourages learners to independently think about
questions that may lead to a particular answer and share them with
their peers and ultimately to the whole group. It has the potential
to challenge learners, who may think creatively about possible
alternative questions, and encourages thinking about different
interpretations and understandings within the support of a peer
and large group. This has the potential to lead to research to
develop the learning.
Skills
Understanding
Analysing
Evaluating
Think, pair, share
How it works
1. Learners are given a situation which they are asked to
consider viewpoints from a variety of positions.
2. They are then given a question to consider, on their own, for a
brief period. They then share their thoughts with their ‘pairs’.
3. Then they share their answers with the group, which enable
them to develop their viewpoints and consider a range of
different viewpoints.
4. Learners will then be encouraged to ‘Extend their learning’ by
researching their viewpoints, or alternative viewpoints, at
home and bringing the finding back to the group.
Think, pair, share
Example
(a possible group research activity)
Many religions begin with important events that have occurred in their
history. These events are often highly important for the religion and its
believers, so much so that for many people they believe that the
important events really happened. Often these events are supernatural
and would in ordinary life be unbelievable.
Many people consider that certain people have either been inspired by
the divine or were themselves divine and therefore do not follow the
natural laws of the universe.
Think, pair, share
Example
Consider the following question, first on your own for 30 seconds, then in
pairs for 1 minute and finally share your ideas with the rest of the class.
‘If someone is a believer of the religion you are studying, does the believer
have to think that all of the events from the past actually occurred, or can
they think some of them are just important stories?’
Think, pair, share:
Extending the learning
Example
In pairs or small groups carry out research (possibly at home) and make a list
of some of the major historical events in the religion you are studying. For
each religion prepare a statement regarding what you consider to be
believable or unbelievable about each of these events and give reasons for
your answers.
1.
2.
3.
4.
5.
6.
7.
Skills development in the
study of a world religion
Advice and guidance
for practitioners
2b - Active skills development
Skills development examples
For each example a short description is included explaining:
• how the activity works
• which skills can be developed.
There are suggestions about how these can be applied to the
study of a world religion.
This section should be used in conjunction with section 1 –
Introductory advice and guidance.
Skills development examples
The development and application of skills, as outlined by both Bloom and
McGinlay are crucial for the ‘transformational changes needed to improve
the life chances of young people in Scotland.’
For a revised explanation of the skills development as described by Bloom’s
taxonomy see PowerPoint 1 – Introductory Advice and Guidance
Starting from using mindmaps to group things, flash cards to remember,
always developing towards analysing, evaluating and creating.
These higher order thinking skills, such as creating, evaluating and analysing
are essential Skills for Learning, Skills for Life and Skills for Work.
This is outlined in ‘Building the Curriculum 4: Skills for Learning, Skills for Life
and Skills for Work
‘http://www.ltscotland.org.uk/buildingyourcurriculum/policycontext/btc/btc
4.asp
Also consider sites such as Thinking Classroom which offer many examples of
open questioning/ starters/ active thinking activities.
Answers for Questions
Overview
This activity encourages learners to think about questions
that may lead to a particular answer. It has the potential to
challenge learners, who may think creatively about possible
alternative questions, and encourages thinking about
different interpretations and understandings within a religious
context.
Skills
Remembering
Understanding
Applying
Answers for Questions
How it works
1. Learners are given the answer to a question of relevance to
the topic being explored. Answers may range from purely
factual, such as a date, a name or a place, to an emotion or
abstract concept.
2. Learners must think of questions that match the answer.
3. Learners are encouraged to think of as many questions as
possible that would match the answer.
4. If the answer does not have a straightforward question,
learners compare and contrast the questions they have come
up with and justify how they arrived at a particular question.
Answers for Questions
Example
Answer: Nibanna
Possible questions:
What is the ultimate goal for Buddhists?
What is difficult to explain unless it has been experienced?
What do you achieve if you leave the cycle of samsara?
What do you need lots of good kamma to achieve?
What causes all kamma to be extinguished?
What has an Arhat achieved?
Answers for Questions
Example
Answer: The story of the fall in Genesis 1–3
Possible questions:
How might some Christians explain the existence of sin?
How do some Christians explain the existence of natural disasters, droughts
and other natural problems?
What is one of the issues that Christians disagree on depending on their
interpretation of Genesis?
What terrible thing was instigated by the actions of the serpent and the
actions of Adam and Eve?
Why might some Christians claim that all people have sinned and fallen short
of the glory of God?
Consequence Map
Overview
This activity encourages learners to think about the direct and
second-order consequences of a particular event or action.
Learners map these consequences in a visual manner and
expand from the central idea. This activity helps learners to
understand the idea of indirect consequences and the impact
of belief and practice on the lives of followers of a religion.
Skills
Remembering Understanding Applying Analysing
Consequence Map
How it works
1. Learners write the main event or action in a centre circle in
the middle of the page.
Consequence Map
Example
Meditation
Consequence Map
How it works
1. Learners write the main event or action in a centre circle in
the middle of the page.
2. Learners write a direct consequence of the event in a circle
which is linked to the main circle by a single line. Learners
try to think of as many direct consequences as possible.
Consequence Map
Example
Less tanha
Meditation
More skilful
actions
Consequence Map
How it works
1. Learners write the main event or action in a centre circle in
the middle of the page.
2. Learners write a direct consequence of the event in a circle
which is linked to the main circle by a single line. Learners try
to think of as many direct consequences as possible.
3. Learners then consider second-order consequences. These
are drawn once again in circles and linked to the direct
consequences with double lines. Third-order consequences
have a triple line, etc.
Consequence Map
Example
Getting closer to
Nibanna
More
compassion
Meditation
Less tanha
More skilful
actions
Less suffering
More good
kamma
Consequence Map
How it works
1. Learners write the main event or action in a centre circle in the
middle of the page.
2. Learners write a direct consequence of the event in a circle which is
linked to the main circle by a single line. Learners try to think of as
many direct consequences as possible.
3. Learners then consider second-order consequences. These are
drawn once again in circles and linked to the direct consequences
with double lines. Third-order consequences have a triple line, etc.
4. Feedback afterwards could compare and contrast learners’
consequences as well as lead into deeper exploration of arising
issues regarding the likelihood of certain consequences.
Plus-Minus-Interesting
Overview
This method helps learners to examine all sides of an idea,
topic or argument. It steers learners away from their initial
emotive responses to an issue and encourages them to think
about the disadvantages of an idea which they may like very
much.
Skills
Remembering
Understanding
Analysing
Evaluating
Applying
Plus-Minus-Interesting
How it works
1. Learners use a plus–minus–interesting template to note the
plus points of the issue as they see it, followed by the
drawbacks and then any interesting points.
2. Learners will hopefully come to understand that ideas which
they perceive to be bad can also be interesting, if they lead on
to other ideas.
3. A debrief afterwards could compare and contrast learners’
plus–minus–interesting points, followed by an exploration of
any interesting points highlighted.
4. Collaborative paired or group work on this task will engender
discussion and greater depth of exploration of the issues.
Plus-Minus-Interesting
Example
Four noble truths
Plus
Provide a guide to
stop suffering.
Make a connection
between suffering
and desires.
Clear and easy to
understand.
Minus
Interesting
Seems too pessimistic
that life is
characterised by
suffering.
What would life be
like if no-one
experienced desires?
Not all suffering seems
to be caused by desire.
Desires often make life
happy and fulfilling.
Odd One Out
How it works
Overview
that
cancan
be used
as a as
springboard
1. Odd
Odd one
oneout
outisisananactivity
activity
that
be used
a
for
initial exploration
of exploration
the topic or as
tool
to consolidate
springboard
for initial
of athe
topic
or as a tool
knowledge.
Learners
are encouraged
toare
explore
for
to consolidate
knowledge.
Learners
encouraged
to
themselves
similaritiesthe
and
differencesand
between
ideas
explore for the
themselves
similarities
differences
and
to foster
an understanding
relationship
between them.
between
ideas
and to foster an
understanding
relationship between them.
Skills
Remembering Understanding Applying Analysing
Odd One Out
How it works
1. Learners are given a set of key words, ideas, places, things or
people, depending on the learning area and topic.
2. Learners must decide on the odd one out in each grid or list. Often
there may be no right or wrong answers and any word might be the
odd one out. Learners must, therefore, give a justified and valid
response as to why they chose a particular word and the nature of
the relationship between the other words on the list.
3. A discussion afterwards might concentrate on how learners made
the connections between the words, the processes involved and
whether the group work has helped learners to see different
connections which they otherwise might not have considered.
Odd One Out
Example
Possible answers
• The monk – he is not a
symbol of the religion.
• The Buddha – He is the
only one to have achieved
enlightenment.
• The Wheel of Samsara – it
is the only one that
describes the situation
we are all in.
Collage
Overview
This activity asks learners to represent their views on an issue
or concept in a visual, creative and engaging way. It
encourages learners not only to communicate effectively, but
also to develop their interpretation skills in considering other
people’s work.
Skills
Understanding
Applying
Analysing
Collage
How it works
1. Each group is given a relevant word, idea, issue or concept which
they must represent using a range of provided materials. Such
materials might include magazines, newspapers, sticky shapes,
coloured card and paper, marker pens, scissors, glue and pens.
2. Groups must discuss what their key term/concept means and
record how they decide to represent this, with supporting reasons.
3. The practitioner may wish to establish a certain criteria for the
collages in order to add a challenge aspect to the activity (this is an
opportunity to involve learners in creating success criteria and for
practitioners to ensure differentiation is effectively planned into
learning so that all learners are fully involved, engaged and
challenged).
Collage
How it works
4. Learners are given a time limit to complete the task.
5. Groups can present their work to others or groups can navigate
around the room to consider the work of each group.
6. Each group should discuss and take notes on the work of others.
Discussion can then take place about what each group felt the
other groups were trying to represent and how they interpreted
this.
Example
Son of
God
A
man
Knew
fishermen
good
Jesus
Resurrected
Son of a
carpenter
Saviour
Incarnation
Example
Atonement
Is the
resurrection
of Jesus
necessary?
Judgement
Jesus - the
only way
to the
Father
(John
14:6)
Is it by
grace,
through
faith?
Faith
without
deeds is
dead
Redemption
through Christ
the ‘lamb’
(Gen 22:6–8)
(John 1:29)
John 3:16
Carousel
Overview
In this activity learners move around the room in groups to
various stations, completing a different task or question at
each stage. Learners have a limited time at each station
before moving on. Once they move on they are able to review
the previous group’s work and add their own ideas.
Skills
Remembering
Understanding
Analysing
Evaluating
Applying
Carousel
How it works
1. Learners work in groups and are given a pen that the group
must use. Each group will have a different colour of pen and
will take it with them as they progress through the stations.
2. Learners travel around the room in a set route (eg clockwise).
3. At each station learners must complete the task or answer the
question set on a large sheet of paper. Small groups (three to
four) are advisable to enable the contribution of all learners.
4. When all groups have completed all tasks the responses to
each task or question are examined and differences are
highlighted through discussion.
Example
Definition:
An immoral act considered
to be a transgression against
divine law
(Concise Oxford Dictionary).
What does it
really mean?
‘Lawlessness’
Anarchy?
Who makes the rules?
Who enforces the rules?
Are there rewards/punishments?
Stimulus questions
Overview
This activity gives learners responsibility for creating the
questions that will be examined and discussed. Learners also
have the opportunity to apply their developing knowledge by
analysing and evaluating the views of others in response to
stimuli and then to propose their own theories.
Skills
Applying
Analysing
Evaluating
Creating
Stimulus questions
Overview
How
it works
1. A stimulus is presented to learners. This could take the form of a piece of
In
this activity
learners
move around the room in groups to
scriptural
text, extract
or picture.
stations,
different
task
question
2. various
Learners are
asked tocompleting
think of any a
question
about
theor
stimulus
that at
they
are presented
with and tohave
contribute
this question
The
each
stage. Learners
a limited
time atverbally.
each station
practitioner
writeson.
down
the questions
on aon
board
flip-chart
so that
all
before moving
Once
they move
theyorare
able to
review
learners can see them.
the previous group’s work and add their own ideas.
3. Learners decide which question they would like to discuss first.
4. Learners discuss their answers to the question selected.
5. There are a number of different ways to develop learners’ thinking skills
Skills
duringRemembering
the discussion:
Understanding
Applying
•
•
•
learners give at least one reason for every view they have
Analysing
Evaluating
learners say whether
they agree or disagree
with the last person who spoke
and say why
learners summarise the views of the last speaker and comment on them.
Example
Ash Wednesday marks the
start of Lent for many
Christians.
Lent is a season for prayer,
fasting and penitence; a time
to reflect on past sins and to
say sorry for them to prepare
for the feast of the
resurrection.
Why does the painting ‘Ash
Wednesday’ symbolise the
time of Lent?
‘Ash Wednesday’
by Carl Spitzweg
Conversion
Overview
Being able to take information and convert it into another
format demonstrates understanding and also develops
analytical skills. This activity engages learners with source
material from a religion chosen for study. It also provides
learners with an opportunity to make a choice about how
they want to develop their understanding.
Skills
Applying
Analysing
Evaluating
Creating
Conversion
How it works
1. Learners are presented with a story, theory or idea.
2. Practitioners should ensure that the presented material is
explained and that learners have the opportunity to discuss or
ask questions about it.
3. Learners are then given options about how they would like to
convert the presented information.
Example
Groups select a source from any of the following:
Isaiah 11:10–12
Amos 9:11
Hosea 3:5
Micah 4:2–4
These sources are used to describe the time when the Messiah (Mashiach in
Hebrew) will come and what he will do.
Groups Convert your chosen text into a new format, which they will present
to the class. Possibilities include:
a mind map
a storyboard
a play
a creative story a diary entry
a poem
a flow diagram
a song
Groups now:
- explain/perform their piece to the whole class.
-explain which source they chose and why.
- explain the conversion it has gone through. Why they chose present it in this
form. What the key elements of the text are and how they have expressed
and emphasised these?
Exchanging Viewpoints
Overview
This activity can be used to develop learners’ understanding
of different points of view regarding a debatable topic. Not
only must they listen to others, but they have to describe the
views of other learners.
Skills
Applying
Analysing
Evaluating
Creating
Exchanging Viewpoints
How it works
1. Each learner will need a name tag that can be easily swapped with
a partner.
2. A question which provokes debate should be posed to the class.
This might be a new topic or one that learners have already studied
if using the task for revision.
3. Learners are given a short amount of time to consider their answer
to the question and instructed that they will have to describe their
view to another learner.
4. A time limit is set during which learners must describe their view
and at least one reason why they have this view. Learners exchange
their name tags so that they are wearing each other’s.
Exchanging Viewpoints
How it works
5.
6.
7.
8.
9.
Learners must then find a new partner and instead of describing their
own view, they describe the view of the person whose name tag they are
wearing.
Once the time is up, they again swap name tags, find a new partner and
describe the view of the person whose tag they are wearing.
This can be done as few or as many times as required depending on the
time available.
Learners write down as many of the different views as they can
remember.
After a period of time the learners are asked to place their name tags on
a large piece of paper and to express and explain the view of the learner
named. The learner named can then add further points of clarification or
correct any errors.
Example
Darren
Yes, because it’s the
time when the
scriptures were
fulfilled. The Bible
said it would happen
and it did. This is
further proof that
what is written is all
true!
Emily
Andy
Yes, because it was
such a special event,
angels etc. This
would only happen if
something truly
amazing from God
were to take place.
Yes, because it
means that God
came to us, and
without God
coming to save us
there would be no
eternal life.
Is the Incarnation the most important belief for Christians?
Lucy
No, there are many
more important
things Jesus did
and said. He taught
us about how to live
a good life.
George
No, it’s just too much
with angels. I mean
there is no physical
evidence of angels,
ever!
Cara
No, the
resurrection
means much more
for Christians. The
Resurrection is
what Jesus was all
about – saving us.
Points of View
Overview
This activity requires learners to consider a scenario, situation
or problem from different perspectives without unfairly
favouring any one side. It uses creative writing as a way of
developing a greater awareness and understanding of difficult
issues.
Skills
Applying
Analysing
Evaluating
Creating
Points of View
How it works
1. Learners are given a situation scenario in which there are multiple
characters or people who are affected by the situation.
2. It should be made clear that different characters will have different
views regarding the issue.
3. Learners identify who the characters are and what views they hold.
It can be agreed amongst the whole class what the view of each
character is so that comparisons can be made. Alternatively,
learners can create characters themselves and the comparison can
be based on the beliefs they hold.
4. Learners then write a dialogue or story which incorporates the
different characters and their views.
Example
‘Christ in front of Pilate’
by Mihaly von Munkacsy
There are many different characters in this painting. Can you identify who they are?
Select a character and discuss how you would feel if you were them. What would you
be thinking about what was going on? What would you be feeling watching this unfold?
How do you think a Christian would feel viewing this?
Example
Townsfolk,
expectant
Pilate,
Roman officer
Elders,
advisers
Roman guard,
keeping the peace
‘Christ in front of Pilate’
by Mihaly von Munkacsy
There are many different characters in this painting. Can you identify who they are?
Select a character and discuss how you would feel if you were them. What would you
be thinking about what was going on? What would you be feeling watching this unfold?
How do you think a Christian would feel viewing this?
Priority Pyramid
Overview
This activity allows learners to consider what points may be
most relevant when considering a key question. It asks
learners to prioritise ideas and information on the question,
and discuss justifications for their choices.
Skills
Applying
Analysing
Evaluating
Priority Pyramid
How it works
1. Learners are given a set of cards with words, phrases or pictures which
relate to a key question. (There should be enough cards to allow learners
to build a pyramid.)
2. Alternatively, learners could write down their own ideas on a piece of
paper or post-it notes and use them to build their pyramid.
3. It can be helpful for learners to see a card pyramid so they know how to
organise their ideas (see next slide).
4. Learners work through the cards (or their own post-it notes), deciding as a
group how relevant or important each one is to the key question. The
most important factors form the top section of the pyramid, the least
important factors go at the bottom.
5. Groups then give feedback on their decisions, justifying their choices.
Christians
believe they
have a special
relationship with
God.
With this
relationship
there are
responsibilities.
Place the cards
in the order you
think is most
important for
Christians.
Example
Stewardship
Possessions
Friends
Worship
Family
Personal
wealth
The
environment
Self
Grace
Christians
believe they
have a special
relationship
with God.
With this
relationship
there are
responsibilities.
Place the cards
in the order
you think is
most important
for Christians.
Example
Grace
Worship
Family
Friends
The
Stewardship
environment
Self
Personal
wealth
Possessions
Zone of Relevance
Overview
This activity allows learners to consider points that may be
relevant or irrelevant when considering a key question. It
subsequently asks learners to prioritise ideas and information
on the question and discuss justifications for their choices.
Skills
Applying
Analysing
Evaluating
Zone of Relevance
How it works
1. Learners can work in pairs or groups.
2. Each group is given a set of cards with words, phrases or pictures which
relate to the key question.
3. Each group is also given the zone of relevance template with the key
question in the centre. Alternatively, each group might draw their own
zone of relevance.
4. Learners work through the cards, deciding whether each one is relevant or
irrelevant to the key question.
5. If they decide that a card is relevant, they must consider the degree of
relevance in relation to the question and place it at an appropriate place
within the zone of relevance.
6. Groups then give feedback on their decisions, justifying their choices.
food
shelter
Example
protection
seeds
large
shrub
place
of rest
birds
community
growing
food
flavouring
Jesus spoke about
the Kingdom of God
through parables.
One key parable is
that of the mustard
seed. Place the cards
in order of relevance
to what Jesus was
meaning in this
parable about the
Kingdom of God, with
the most relevant in
the middle and
moving outwards to
not relevant.
Example
food
seeds
place
of rest
protection
shelter
community
large
shrub
growing
birds
food
flavouring
Jesus spoke about
the Kingdom of God
through parables.
One key parable is
that of the mustard
seed. Place the cards
in order of relevance
to what Jesus was
meaning in this
parable about the
Kingdom of God, with
the most relevant in
the middle and
moving outwards to
not relevant.
Revolving Circles
Overview
This method builds learner confidence in communication
techniques as they engage in short discussions. It also allows
learners to consider a wide range of views without holding a
whole-class discussion. Learners may, as a result, refine their
ideas or opinions on a particular issue.
Skills
Applying
Analysing
Evaluating
Creating
Revolving Circles
How it works
1. Learners are divided into two groups.
2. One group forms an inner circle, facing outwards, and the other group
forms an outer circle, facing inwards.
3. Learners face a partner in the other circle.
4. Learners are given a topic, question or task that they must answer or
discuss.
5. Learners are given the chance to speak to the person facing them for a
limited time (approximately 30 seconds to 1 minute).
6. The inner circle then rotates clockwise and the outer circle rotates
anticlockwise.
7. The new pair considers the question.
8. The rotation continues until learners have had the opportunity to discuss
the question with a wide range of partners.
9. Once the activity has finished, learners can share their ideas and
interesting emerging points with the class.
Example
Allah?
Creator
How do the Five Pillars impact on the
daily life of a Muslim?
Boundaries
Identity
What is Tawhid?
Oneness
Unique
What is Risalah?
Message
Messenger
Are humans the pinnacle of
creation? Yes
No
What If?
Overview
This activity encourages learners to consider the
consequences of various actions. Contemplating a wide range
of possibilities and canvassing different opportunities
develops a broad perspective in problem solving.
Skills
Applying
Analysing
Evaluating
Creating
What If?
How it works
1. Learners (working independently or in small groups) are presented
with a scenario.
2. To implement the strategy, they work out a series of ‘What if?’
statements, such as ‘What if you were told a lie to protect you?’
3. Explain to learners that there are no wrong answers, but they
should consider what they think the most likely consequences
would be.
4. Learners have a limited amount of time to write down what the
consequences of the scenario would be.
5. Once the time is up, learners share their answers with the class.
Example
the Kingdom of God was here for all to see?
What if...
there was no star at the Incarnation?
there was a witness to the Resurrection?
you had concrete proof about the existence of God?
we had proof of an afterlife?
all people loved their neighbours?
Note-Taking
Overview
Learners often find it difficult to take useful notes during a
lesson. This activity can help them develop knowledge,
understand and critical-thinking skills.
Skills
Understanding
Applying
Analysing
Evaluating
Note-Taking
How it works
1. Before introducing a new idea in a lesson tell learners to divide a
sheet of paper into four equal columns.
2. At the top of each column, they write the words ‘Important facts’,
‘New ideas’, ‘Questions’ and ‘Connections’ (this last one is for
anything that relates to prior/other learning in RME, RE, RMPS and
other subject areas).
3. During the lesson learners add information to each of the columns.
4. Learners can share what they wrote with others.
5. An extension can be for learners to post their notes online and for
the class to view them to help everyone see what each other has
learned and to spark discussion over the points raised.
Important facts
Jesus spoke
about it.
Jesus’ actions
said something
about it.
It was about
God and His
Kingdom.
Ordinary
people couldn’t
openly speak
about God.
Questions
Was Jesus just
talking about
God when He
was speaking
about the
Kingdom?
When will it
come or is it
here?
Example
New ideas
Jesus was
doing more
that just telling
people what to
do, he was
showing them
how to live.
Connections
Jesus wanted to talk about
God in a way people would
understand. He couldn’t
speak openly about God so
He spoke about where God
would be.
All the time he acted in a
way that would be an
example to others, more
than just telling people how
to behave.
The Golden rule