When Does Life Begin
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This document outlines an activity for students to debate when life begins. It instructs students to organize major fetal development stages on a timeline from conception to birth. It notes that Catholics believe life begins at conception while Muslims believe the soul enters the fetus at 120 days. The document asks students to consider these religious views and their own opinions on when life begins. It provides discussion questions and a 6-mark question for students to justify their view while considering different perspectives.
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This document provides a step-by-step guide for a mock exam on poetry analysis. It instructs students to 1) identify the key idea in the question, 2) choose a comparative poem, 3) write an introduction comparing the two poems, 4) write paragraphs analyzing imagery/language and form/structure in each poem, and 5) write a conclusion comparing how duty is presented in the two poems and how attitudes have changed over time.
English Literature Paper 1 and Paper 2
This document provides guidance and assessment objectives for students taking a literature exam consisting of multiple questions. It includes sample exam questions on Shakespeare, a 19th century novel, modern texts, poetry, and unseen poetry. For each question, it lists the assessment objectives, key content to discuss in responses, and level descriptors for marking. The document aims to help students understand what is required to answer questions successfully and achieve higher marks in the literature exam.
AQA- Power and Conflict Revision Resource
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
AQA- English Language Mock
This document provides an overview of the format and structure of a GCSE English Language Paper 1 exam. It includes:
- A reading section with 4 comprehension questions about a fiction passage, testing identification of explicit details, language analysis, structure analysis, and a critical response.
- A writing section with 2 potential essay prompts, testing content, organization, vocabulary, sentence structure, and technical accuracy.
- Guidance is given for each question, including timing, skills tested, and techniques for answering successfully like highlighting examples and commenting on language effects. Close attention to language features and how they impact the reader is emphasized.
Sharing faith with others
This document discusses evangelism and sharing faith with others. It defines evangelism as referring to preaching one's faith to others and discusses whether people should share their faith. Some reasons provided include that it is part of some religious identities and duties, and it allows others to learn about different practices, though it could also lead to discrimination or trying to change others' beliefs in a multi-faith society. The document provides tasks for students to complete around this topic.
Christian pilgrimage
This document provides information about Christian pilgrimages and compares them to holidays. It includes definitions of "holiday" and "pilgrimage" and discusses why pilgrimages are important to some Christians. Students study various Christian pilgrimage sites and create posters about one site. They then practice answering an 8-mark question comparing pilgrimages to holidays and discussing religious views. The document emphasizes that pilgrimages can help with spiritual growth by traveling to holy sites important in the Christian faith.
Hajj
The document discusses the Muslim pilgrimage known as Hajj. It provides instructions for students to learn about the different elements of Hajj, including creating a flow diagram illustrating the various stages. These stages include dressing in ihram clothing, circling the Ka'bah building, traveling to Mount Arafat to stand in prayer, and throwing stones in Mina. The document suggests Hajj is meant to strengthen believers' faiths and encourage spiritual transformation through immersion in religious atmospheres and rituals.
Symbolism in mosques
This document provides information about mosques and how Muslims prepare their place of worship for prayer. It includes:
- Learning objectives about describing what a mosque looks like, explaining why there are no images in mosques, and comparing how Christianity and Islam prepare for prayer.
- Details about the parts of a mosque like the dome, minaret, prayer hall, and mihrab, as well as activities like watching a video, discussing mosque features, and adding information to a mosque floorplan.
- Information on Muslims joining together for Friday prayers at the mosque to strengthen their sense of community and faith by listening to religious lessons.
Information on symbolism
The dome atop the prayer hall symbolizes heaven and provides practical benefits like carrying the imam's voice and keeping the hall cool. The minaret allows the call to prayer to be heard from afar and helps people locate the mosque. The prayer hall contains no chairs as worshippers kneel and prostrate on carpets, with men and women separated. The mihrab indicates the qibla direction of Makkah. Prayer mats contain symbols like the mihrab arch to guide correct worship orientation. Calligraphy from the Qur'an decorates walls in place of images.
Symbolism in churches
This document provides information about symbolism in different types of Christian churches. It includes tasks for students to learn about and compare the Baptist, Catholic, Church of England, Greek Orthodox, Free Church, and Quaker denominations. Students are asked to create posters and drawings showing the symbols and important parts of each church. They also complete a cloze activity about worship in churches and design a new multi-denominational church explaining their choices.
Year 9 Units- Checklists
This document discusses several topics related to religious beliefs and human experiences:
- Topic 1 examines relationships, issues of love, marriage, divorce and same-sex relationships. It explores religious teachings around sex, commitment, and the purpose and importance of marriage.
- Topic 2 focuses on issues of justice and equality. It looks at religious responses to inequality, prejudice, wealth, social responsibility and how religions promote justice and fair treatment of all people.
- Topic 3 is about finding meaning and addresses questions of God's existence, religious symbols, experiences of God, beliefs about death and the afterlife, and the value of religion in society.
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Chapter 2
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Chapter 3
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When Does Life Begin
- 2. Do it now...! • As you walked in you have been given a necklace... • In groups of 9- organise yourselves into the timeline- from conception to birth... • Then ask yourself? • WHEN DOES LIFE BEGIN?
- 3. Conception
- 4. 4 weeks
- 5. 8 weeks
- 6. 12 weeks
- 7. 16 weeks
- 8. 20 weeks
- 9. 24 weeks
- 10. 28 weeks
- 11. 36 weeks
- 13. When does life begin? Learning objectives: • To debate and explain different views on when life begins. • To form our own opinion and compare it to those of Muslims and Christians.
- 14. Task – ideas on when life begins Follow the instructions on the sheet.
- 15. Catholics say “Life begins at the moment of conception” Muslims say “There is potential life from the moment of conception, but a foetus gets a soul at 120 days, so this is when l ife really starts.” A foetus is viable (can survive outside the womb) at 22 weeks. This is when life starts. 1. Add these views onto your timeline. 2. Which do you agree/disagree with? Why?
- 16. Why is it important to ask the question: “When does life begin”? In pairs, list as many ideas as you can come up with.
- 17. 6-mark question “It is nonsense to speak of a moment when life begins.” • Do you agree? Give reasons for your answer, showing that you have thought about more than one point of view. • Refer to religious arguments in your answer. For Against Religious view My view Evaluate the Religious view
- 18. Peer Assessment Swap books, and use your mark scheme to peer assess your partner’s answer. Write down: • Two things they’ve done well. • One thing that they could improve.
- 19. Improve your OWN answer Spend a few minutes improving your answer. You could: • Check spelling • Add in evidence for the religious view • Explain your opinion
- 20. Plenary 3 – key words and their meaning 2 – religious views 1 – reason why you think deciding when life begins is important