Unit Sequence

1. How and why do people try to make the world a better place? What is wrong with the world? 

2. How can the ‘Golden Rule’ help people to work out how to make the world a better place? 

3. Tikkun Olam, repairing the world: how do Jewish people try to make the world a better place? 

4. Who is inspired by Jesus’ example of sacrifice? 

5. How do Muslims try to make the world a better place? 

6. How do non-religious people try to make the world a better place? 

Learning Outcomes

• Identify some beliefs about why the world is not always a good place (e.g. Christian ideas of sin). 

• Make links between religious beliefs and teachings and why people try to live and make the world a better place 

• Make simple links between teachings about how to live and ways in which people try to make the world a better place (e.g. tikkun olam and the charity Tzedek) 

• Describe some examples of how people try to live (e.g. individuals and organisations) 

• Identify some differences in how people put their beliefs into action 

• Raise questions and suggest answers about why the world is not always a good place, and what are the best ways of making it better 

• Make links between some commands for living from religious traditions, non-religious worldviews and pupils’ own ideas 

• Express their own ideas about the best ways to make the world a better place, making links with religious ideas studied, giving good reasons for their views 

L2.9 What can we learn from religions about deciding what is right and wrong? 

1. Recall and talk about some rules for living in religious traditions (B2). 

2. Find out at least two teachings from religions about how to live a good life (C3). 

3. Give examples of rules for living from religions and suggest ways in which they might help believers with difficult decisions (B1). 

4. Make connections between stories of temptation and why people can find it difficult to be good (A2). 

5. Give examples of ways in which some inspirational people have been guided by their religion (B1). 

6. Discuss their own and others’ ideas about how people decide right and wrong (C3). Exceeding: 

7. Explain some similarities and differences between the codes for living used by Christians and the followers of at least one other religion or non-religious belief system (B3). 

8. Express ideas about right and wrong, good and bad for themselves, including ideas about love, forgiveness, honesty, kindness and generosity (C3). 

U2.6 What does it mean to be a Muslim in Britain today? 

1. Describe the Five Pillars of Islam and give examples of how these affect the everyday lives of Muslims (A1). 

2. Identify three reasons why the Holy Qur’an is important to Muslims, and how it makes a difference to how they live (B1). 

3. Make connections between Muslim practice of the Five Pillars and their beliefs about God and the Prophet Muhammad (A2). 

4. Describe and reflect on the significance of the Holy Qur’an to Muslims (B1). 

5. Describe the forms of guidance a Muslim uses and compare them to forms of guidance experienced by the pupils (A2). 

6. Comment thoughtfully on the value and purpose of religious practices and rituals in a Muslim’s daily life (B1). 

7. Answer the title key question from different perspectives, including their own (C1). 

U2.7 What matters most to Christians and Humanists? 

1. Identify the values found in stories and texts (A2). 

2. Suggest ideas about why humans can be both good and bad, making links with Christian ideas (B3). 

3. Describe what Christians mean about humans being made in the image of God and being ‘fallen’, giving examples (A2). 

4. Describe some Christian and Humanist values simply (B3). 

5. Express their own ideas about some big moral concepts, such as fairness, honesty etc., comparing them with the ideas of others they have studied (C3). 

6. Suggest reasons why it might be helpful to follow a moral code and why it might be difficult, offering different points of view (B2). 

7. Give examples of similarities and differences between Christian and Humanist values (B3). 

8. Apply ideas about what really matters in life for themselves, including ideas about fairness, freedom, truth, peace, in the light of their learning (C2). 

U2.8 What difference does it make to believe in Ahimsa (harmlessness), Grace, and Ummah (community)? 

1. Describe what Ahimsa, Grace or Ummah mean to religious people (A1). 

2. Respond sensitively to examples of religious practice with ideas of their own (B2). 

3. Make connections between beliefs and behaviour in different religions (A1). 

4. Make connections between belief in ahimsa, grace and Ummah, teachings and sources of wisdom in the three religions (A1). 

5. Consider similarities and differences between beliefs and behaviour in different faiths (B3). 

6. Explain similarities in ways in which key beliefs make a difference to life in two or three religions (A1).

7. Consider and evaluate the significance of the three key ideas studied, in relation to their own ideas (B3).