Skills development in the study of a world religion

1
Skills development in the study of a world
religion

• Advice and guidance
• for practitioners
• 2a Introductory examples

2
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.

3
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/buildingyourcurriculu
  m/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.

4
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.

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Revised Blooms taxonomy
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McGinlays Skills Path
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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 Applyin
g
8
Group or pair discussion stimulus
questions

• How it works
• Learners are given high level, open questions.
• Learners are encouraged to think of as many
  answers as possible.
• Learners then share their answers with their
  peers.
• Learners can now discuss, with their peers, the
  answers they have come up with and justify how
  they arrived at a particular answer.

9
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. Where might belief in a god or gods
have come from? Why might followers of religion
today believe in a god or gods? Possible
Answers Yes, because Ive always been told to do
this and my parents would never make something as
important as this up! They are just
superstitions from a time before science! In
times of difficulty many people will seek every
possible answer to difficult questions.
10
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.
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Group or pair discussion stimulus
questions
Example

• Does it matter if.......
• A person prays to be cured of a serious illness,
  but they eventually die?
• A person prays to win the lottery and does win
  the jackpot?
• In desperation a person prays to God for help,
  even though they normally do not consider
  themselves to be religious?
• A child prays, but does not really believe in God
  and only does it because the rest of the family
  do it too?
• A person is required by their religion to pray on
  a daily basis, but they are very busy and usually
  dont get around to it?
• A person prays to God every day, but God does not
  actually exist?

12
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 Remem
bering Understanding Applying
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Fish diagram

• How it works
• Learners use the fish diagram to add their
  reasons in the Reason 14 boxes along the fins.
• 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.

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Fish diagram
Example
Why do you think that the idea of life after
death is popular in many religions?
Hope/promise of peace, prosperity, unity with God
Difficulties in current life
Separation from loved ones
Trust in Gods promises
Terminal illness
Promise of Heaven
Loss of loved ones
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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
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Discussion questions with a report

• How it works
• Learners are given an imaginary situation which
  they are asked to offer viewpoints from
  alternative positions.
• 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.
• Learners will then produce a draft report for the
  class.

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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.
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Discussion questions with a report
Example

• What makes a human life happy and enjoyable?
• What makes a human life unhappy?
• What do humans need to survive?
• What are the best things that humans have done?
• What are the worst things that humans have done?
• Draft a report detailing your thoughts on the
  nature of human life.

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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
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Think, pair, share

• How it works
• Learners are given a situation which they are
  asked to consider viewpoints from a variety of
  positions.
• They are then given a question to consider, on
  their own, for a brief period. They then share
  their thoughts with their pairs.
• Then they share their answers with the group,
  which enable them to develop their viewpoints and
  consider a range of different viewpoints.
• 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.

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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.
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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?
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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.
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Skills development in the study of a world
religion

• Advice and guidance
• for practitioners
• 2b - Active skills development

25
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.

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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 Blooms
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/buildingyourcurricul
um/policycontext/btc/btc4.asp Also consider
sites such as Thinking Classroom which offer many
examples of open questioning/ starters/ active
thinking activities.
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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 Understand
ing Applying
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Answers for Questions

• How it works
• 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.
• Learners must think of questions that match the
  answer.
• Learners are encouraged to think of as many
  questions as possible that would match the
  answer.
• 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.

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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?
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Answers for Questions
Example
Answer The story of the fall in Genesis
13 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?
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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
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Consequence Map

• How it works
• Learners write the main event or action in a
  centre circle in the middle of the page.

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Consequence Map
Example
Meditation
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Consequence Map

• How it works
• Learners write the main event or action in a
  centre circle in the middle of the page.
• 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.

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Consequence Map
Example
Less tanha
Meditation
More skilful actions
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Consequence Map

• How it works
• Learners write the main event or action in a
  centre circle in the middle of the page.
• 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.
• 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.

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Consequence Map
Example
Getting closer to Nibanna
More compassion
Meditation
Less tanha
More skilful actions
Less suffering
More good kamma
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Consequence Map

• How it works
• Learners write the main event or action in a
  centre circle in the middle of the page.
• 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.
• 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.
• Feedback afterwards could compare and contrast
  learners consequences as well as lead into
  deeper exploration of arising issues regarding
  the likelihood of certain consequences.

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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
Applying Analysing Evaluating
40
Plus-Minus-Interesting

• How it works
• Learners use a plusminusinteresting template to
  note the plus points of the issue as they see it,
  followed by the drawbacks and then any
  interesting points.
• 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.
• A debrief afterwards could compare and contrast
  learners plusminusinteresting points, followed
  by an exploration of any interesting points
  highlighted.
• Collaborative paired or group work on this task
  will engender discussion and greater depth of
  exploration of the issues.

41
Plus-Minus-Interesting
Example
Four noble truths
Plus Minus
Interesting
Provide a guide to stop suffering. Make a
connection between suffering and desires. Clear
and easy to understand.
Seems too pessimistic that life is characterised
by suffering. Not all suffering seems to be
caused by desire. Desires often make life happy
and fulfilling.
What would life be like if no-one experienced
desires?
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Odd One Out

• How it works
• Odd one out is an activity that can be used as a
  springboard for initial exploration of the topic
  or as a tool to consolidate knowledge. Learners
  are encouraged to explore for themselves the
  similarities and differences between ideas and to
  foster an understanding relationship between them.

Overview Odd one out is an activity that can be
used as a springboard for initial exploration of
the topic or as a tool to consolidate knowledge.
Learners are encouraged to explore for themselves
the similarities and differences between ideas
and to foster an understanding relationship
between them. Skills Remembering
Understanding Applying Analysing
43
Odd One Out

• How it works
• Learners are given a set of key words, ideas,
  places, things or people, depending on the
  learning area and topic.
• 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.
• 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.

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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.

45
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 peoples work. Skills Understan
ding Applying Analysing
46
Collage

• How it works
• 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.
• Groups must discuss what their key term/concept
  means and record how they decide to represent
  this, with supporting reasons.
• 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).

47
Collage

• How it works
• Learners are given a time limit to complete the
  task.
• Groups can present their work to others or groups
  can navigate around the room to consider the work
  of each group.
• 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.

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Example
Jesus
Son of God
Knew fishermen
A man
good
Saviour
Incarnation
Resurrected
Son of a carpenter
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Example
Atonement
Jesus - the only way to the Father (John 146)
Is it by grace, through faith?
Is the resurrection of Jesus necessary?
Faith without deeds is dead
Salvation
John 316
Judgement
Redemption through Christ the lamb (Gen
2268) (John 129)
50
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 groups work and
add their own ideas. Skills Remembering
Understanding Applying Analysing
Evaluating
51
Carousel

• How it works
• 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.
• Learners travel around the room in a set route
  (eg clockwise).
• 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.
• When all groups have completed all tasks the
  responses to each task or question are examined
  and differences are highlighted through
  discussion.

52
Example
Sin
Hamartia. Paraptoma Adikia Anomia
Definition An immoral act considered to be a
transgression against divine law (Concise Oxford
Dictionary).
Missing the mark losing the way not
straight lawlessness
Losing the way Is this the same as lost? Does
this mean you know where youre going? Does it
mean you know where you are? Can I get sat nav?
Like in a sport? Do you train and youre just not
good enough? Can you just fluke it? Is it
enough just to spectate?
What does it really mean?
Lawlessness Anarchy? Who makes the rules? Who
enforces the rules? Are there rewards/punishments?
Not straight So? Does straight not mean
unmoving? Is it not better to be adaptable?
53
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 Analy
sing Evaluating Creating
54
Stimulus questions
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 groups work and
add their own ideas. Skills Remembering
Understanding Applying Analysing
Evaluating

• How it works
• A stimulus is presented to learners. This could
  take the form of a piece of scriptural text,
  extract or picture.
• Learners are asked to think of any question about
  the stimulus that they are presented with and to
  contribute this question verbally. The
  practitioner writes down the questions on a board
  or flip-chart so that all learners can see them.
• Learners decide which question they would like to
  discuss first.
• Learners discuss their answers to the question
  selected.
• There are a number of different ways to develop
  learners thinking skills during the discussion
• learners give at least one reason for every view
  they have
• 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.

55
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
56
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 E
valuating Creating
57
Conversion

• How it works
• Learners are presented with a story, theory or
  idea.
• Practitioners should ensure that the presented
  material is explained and that learners have the
  opportunity to discuss or ask questions about it.
  
• Learners are then given options about how they
  would like to convert the presented information.

58
Example

• Groups select a source from any of the following
• Isaiah 111012 Amos 911 Hosea 35 Micah 424
• 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?

59
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 Anal
ysing Evaluating Creating
60
Exchanging Viewpoints

• How it works
• Each learner will need a name tag that can be
  easily swapped with a partner.
• 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.
• 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.
• 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 others.

61
Exchanging Viewpoints

• How it works
• 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.

62
Example
Is the Incarnation the most important belief for
Christians?
Darren Yes, because its 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 Yes, because it was such a special event,
angels etc. This would only happen if something
truly amazing from God were to take place.
Andy Yes, because it means that God came to us,
and without God coming to save us there would be
no eternal life.
Lucy No, there are many more important things
Jesus did and said. He taught us about how to
live a good life.
George No, its 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.
63
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
64
Points of View

• How it works
• Learners are given a situation scenario in which
  there are multiple characters or people who are
  affected by the situation.
• It should be made clear that different characters
  will have different views regarding the issue.
• 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.
  
• Learners then write a dialogue or story which
  incorporates the different characters and their
  views.

65
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?
66
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?
67
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
68
Priority Pyramid

• How it works
• 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.)
• Alternatively, learners could write down their
  own ideas on a piece of paper or post-it notes
  and use them to build their pyramid.
• It can be helpful for learners to see a card
  pyramid so they know how to organise their ideas
  (see next slide).
• 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.
• Groups then give feedback on their decisions,
  justifying their choices.

69
Example
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.
Stewardship
Possessions
Friends
Worship
Family
Personal wealth
The environment
Self
Grace
70
Example
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.
Worship
Family
Friends
Stewardship
The environment
Self
Personal wealth
Possessions
71
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
72
Zone of Relevance

• How it works
• Learners can work in pairs or groups.
• Each group is given a set of cards with words,
  phrases or pictures which relate to the key
  question.
• 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.
• Learners work through the cards, deciding whether
  each one is relevant or irrelevant to the key
  question.
• 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.
• Groups then give feedback on their decisions,
  justifying their choices.

73
food
shelter
Example
protection
seeds
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.
large shrub
place of rest
birds
food flavouring
community
growing
74
food
Example
seeds
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.
place of rest
protection
shelter
community
large shrub
growing
birds
food flavouring
75
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
76
Revolving Circles

• How it works
• Learners are divided into two groups.
• One group forms an inner circle, facing outwards,
  and the other group forms an outer circle, facing
  inwards.
• Learners face a partner in the other circle.
• Learners are given a topic, question or task that
  they must answer or discuss.
• Learners are given the chance to speak to the
  person facing them for a limited time
  (approximately 30 seconds to 1 minute).
• The inner circle then rotates clockwise and the
  outer circle rotates anticlockwise.
• The new pair considers the question.
• The rotation continues until learners have had
  the opportunity to discuss the question with a
  wide range of partners.
• Once the activity has finished, learners can
  share their ideas and interesting emerging points
  with the class.

77
Example
Allah?
How do the Five Pillars impact on the daily life
of a Muslim?
Creator
Boundaries
Identity
What is Tawhid?
Oneness
Unique
What is Risalah?
Message
Messenger
Are humans the pinnacle of creation?
Yes
No
78
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
79
What If?

• How it works
• Learners (working independently or in small
  groups) are presented with a scenario.
• 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?
• Explain to learners that there are no wrong
  answers, but they should consider what they think
  the most likely consequences would be.
• Learners have a limited amount of time to write
  down what the consequences of the scenario would
  be.
• Once the time is up, learners share their answers
  with the class.

80
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?
81
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
82
Note-Taking

• How it works
• Before introducing a new idea in a lesson tell
  learners to divide a sheet of paper into four
  equal columns.
• 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).
• During the lesson learners add information to
  each of the columns.
• Learners can share what they wrote with others.
• 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.

83
Example
Important facts
New ideas
Jesus spoke about it.
Jesus was doing more that just telling people
what to do, he was showing them how to live.
Jesus actions said something about it.
Jesus and the Kingdom of God
It was about God and His Kingdom.
Ordinary people couldnt openly speak about God.
Connections
Jesus wanted to talk about God in a way people
would understand. He couldnt 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
Questions
Was Jesus just talking about God when He was
speaking about the Kingdom? When will it come or
is it here?