• Cultural Understanding - exploring lifestyles in a world religion other than Christianity.
• Personal Health - exploring the role of religion in regard to health issues.

Cross Curricular Skills:

Communication

• contribute comments, ask questions and respond to others’ points of view;
• read arrange of texts for information, ideas and enjoyment;
• develop, express and present ideas in a variety of forms and formats.

Using ICT

• create, develop, present and publish ideas and information using a range of digital media.

Thinking Skills and Personal Capabilities:

Managing Information

• plan and set goals and break a task into sub-tasks;
• select, classify, compare and evaluate information;
• communicate with a sense of audience and purpose.

• research and manage information effectively to investigate religious, moral and ethical issues using ICT where appropriate;
• show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using Mathematics and using ICT where appropriate;
• communicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose.

Reinforcing Activity: Teaching Activity 1

Teacher preparation:

• Teacher should provide each group/pair with an envelope containing a range of household chores.

Individual work - identify who has responsibility for the different jobs and categorise them into jobs normally carried out by a parent or child. 

Group work - discuss how parents and children have different roles in a family. 

Feedback discussion to draw out that in many world religions the family is considered to be very important and belief very often influences the different roles life in a family and impacts on daily life. 

Reinforcing Activity: Teaching Activity 1

Individual work – pupils write out their daily routine which they then share this with a friend. (Think Pair Share - ‘Active Learning and Teaching Methods’ Page 70).

In the feedback session the teacher could ask some pairs to explain each others daily routine.  Pupils could also think about whether religion has any impact on their daily life. 

Core Activity: Teaching Activity 2

Teacher Preparation:

• Case study ‘A day in the life of a …... teenager’. (See relevant web sites)
• Read through the case on a day in the life of …… (e.g. Jewish teenager preparing for Shabbat. )

Group work - draw out similarities and differences from their own daily lives and routines.  This could be done through a thinking diagram – similarities, differences and consequences of these.  In groups pupils could discuss the effect that religious belief could have on the day to day life of people living in this country using the following question:

This could then be used as an evaluation tool. 

• How may it effect the day – in school or work?
• What have you learned today? 
• What was the most useful/interesting thing for you today?

Reinforcing Activity: Teaching Activity 3

Group work - devise key questions using five questions strategy (Five Questions - ‘Active Learning and Teaching Methods’ page 29) that they would like to put to a …… teenager about their faith.

Core Activity: Teaching Activity 1

Teacher preparation:

• Worksheet or questions on video from RE online site.

Using People of Faith section of RE:Online web site (http://pof.reonline.org.uk/) show appropriate video about faith being studied.  There are also interviews with a number of other people from various religious traditions that can be used at this point to show what life is like within a religious faith.  The information could be collated by pupils in the form of a worksheet/fact sheet.

Having looked at the life of a teenager in the religion being studied one of the following questions could be used as part of a CAF exercise as appropriate (CAF - ‘Active Learning and Teaching Methods’ page 9).

• Is it important that children/teenagers are taught the faith of their parents? 
• Do parents have the right to choose suitable marriage partners for their children?
• The age of becoming an adult should be lowered/raised?

Introductory Activity: Teaching Activity 1

Teacher Preparation:

• A variety of fashion/home/celebrity magazines should be collected and given out to pupils.

Group work - make a list of all the different types of foods/dishes mentioned in the magazines. 
Where/what country does the food/ingredients originate from?
What dishes have they eaten/tried?
What dishes would they like to try?
Pupils should give feedback on the different types of food/dishes they have found.

Core Activity: Teaching Activity 1

Teacher preparation:

• Fact sheet or power point presentation on the food laws within the religion being studied.

Teacher should ask if anyone knows of the food laws within different world religions.  (KWL grid- ‘Active Learning and Teaching Methods’ page 44 may aid the teacher in establishing how much the pupils actually know and what they would like to know.)

A fact sheet or PowerPoint could be used to explain the various food laws within the world religion being studied. 
Alternatively pupils could be asked to research the food laws within the religion being studied and present their findings in a manner most appropriate for a specific audience. e.g.: presented at a school assembly, a group of adults or young people from the religion being studied.

Reinforcing Activity: Teaching Activity 1

In groups pupils could discuss the advantages and disadvantages of having food laws.  Could fill in a PMI on what they think are the positive, minus and interesting points of food laws. PMI – ‘Active Learning and Teaching Methods ’(page 57).

Reinforcing Activity: Teaching Activity 2

Follow up activities could include a Bingo game where the pupils are given a sheet with pictures of e.g. Kosher/Non kosher food and the teacher holds up corresponding items and pupils identify a match on their sheet.  The first to match all items calls “bingo”.

OR

Pupils could be given the task of devising a three course menu for a teenager from another world religion.

Introductory Activity: Teaching Activity 1

Teacher Preparation:

• Teacher should ask the pupils to bring their favourite item of clothing to class or a picture of their favourite item of clothing.

Show and Tell Activity

Pupils are asked to show their item of clothing and explain why it is their favourite.  E.g. football shirt, jeans, trainers.

Core Activity: Teaching Activity 1

Teacher Preparation:

• Teacher should have a range of images of people wearing clothing which reflects their religious belief (from a range of world religions).
• Fact sheet on the dress laws of the religion being studied.
• If appropriate - selection of newspaper/magazines articles reporting on the controversy around religious dress in the religion being studied.  Alternatively a case study could be developed for discussion.

Group work - identify the different world religions represented in the images – this could be done as a quiz for pupils.

Class discussion following this could focus on why certain religions have particular items of clothing/jewellery distinctive to them.

Having identified the images pupils could focus on the dress laws in the religion being studied.  They could use images and fact sheet to help them write a letter responding to a request for information about why people within the religion they are studying dress in a particular way.

Reinforcing Activity: Teaching Activity 2

Group work – if appropriate, read and discuss newspaper/magazine articles or a case study highlighting some of the controversy around religious dress.  As they read a key question could be asked:

• Why has wearing religious dress become an issue for some people in today’s society?
• In what ways can wearing a religious symbol help/hinder someone in their faith today?

End Activity: Teaching Activity 1

As a class create a small teenage magazine insert based on aspects of family life in a world religion.

Pupils could be split into groups with each given a double page to complete on a particular topic.  Pupils could be given a time limit and asked to set and work towards targets that are identified by the group. Possible inclusions in magazine:

• fashion;
• food and drink;
• everyday living;
• religious rules for living;
• family life.