1. 1
Scheme of Learning
Unit Title: The Island Term: Autumn Year Group: 7
Title Teaching and Learning Focus Assessment Resources Curriculum Links
(ICT, Literacy,
Numeracy etc.)
Homework
1 Bon Voyage LO: To considerwhatitmeansto be part of
a group and to understandthatpeople
have differentideas.
Suggested Activities
Bell:
Word search oncruise holidays
Ext: fill inthe gapsbasedon vocabulary
Starter:
AlphabetGame to encourage listening
skills.
 Pupilstoshare the tellingof astory. “I
wentona holidayand boughtan
apple,a bobble,some crayons…”
Main: Circle Time Storyand Discussion –
Rulesimplementedtoinformpupilsthatif
theydo notfollowthe rules,theywill be
removedfromthe circle.
Pupilstouse clipboardswiththeirIsland
booklets.
 Tell the introductiontothe storyof the
Island
 Discussfeelingsaboutthe
trip/anticipation
 What itemshave theybroughtform
home to remindthemof lovedones?
 The Ball – What music isplaying?What
are theywearing– designtheiroutfit
Ext: What isthe bestpart of your
designandwhy?What mightit
symbolise aboutyou?
 The Ball – What kindof foodwill they
eat?How isthis foodspecial?(designa
LaRT: In a religionneutral way,pupilsare
introducedtolife onthe Island.
LfRT: Pupilsare introducedtothe beginnings
of a traditionandbegintosee the
importance of rituals.
L2: Pupilscan re-tell the Islandstoryand
thinkabouttheirsandothersfeelings.
L3: Pupilscan use the Islandstoryto say how
eventsmightinfluence themandothers.
L4: Pupilscan describe whatmightinfluence
themand considerwhatitmightmeanto be
part of a group.
L5: Pupilscan thinkabout whatchallenges
mightbe involvedinbeingpartof a group
and explain howeventsmightaffect
themselvesandothers.
L6: Pupilscan explain howpeople inthe
groupcan interpretideasdifferentlyusing
logic and specific examples
L7: Pupilscanshowan understandingof a
range of ideasand evaluateideasof whatis
important.
Blooms focus:
Remembering: re-call the story, define
wordsto do withthe cruise holiday, listthe
typesof thingsthat people mightexperience
on a cruise holiday.
Understanding:re-tellthe story,
interpretation of the situation,reviewing
Applying: Predictthe future outcome onthe
Island, dramatise–beingpart of the story,
 ClipBoards
 IslandBooklets
 SoundEffects
 Islandartefacts
 Cruise holiday
wordsearch
and literacyfill
inthe blanks
ICT
 SoundEffects to
react to
Literacy
 Word search
withvocabulary
blankfill
 Alphabetgame
 Vocabulary
 Diaryentries
Other Links:
Geography – ideas
of whata deserted
Islandmightconsist
of.
To create a
bookcoverfor
theirIsland
diary.

2. 2
menu) Ext:explainthe significance of
the itemsonthe menu
 The Shipwreck:-Pupilsheararange of
soundeffectsfromthe musicat the
Ball to the crash of the boat and then
the calmnessof the sea andthe lackof
birdsor planes.Itbecomesevident
that thisIslandshouldn’texist.
 Diary: pupilsneedtoconsiderhow
theyfeel –how isthisdifferentfrom
the start of the story?Nowrather than
individualsonaholiday,theypartof a
groupof 80 people whowill needto
sticktogether.Howwill theycome to
termswiththe fact that theymightnot
getrescued?
Plenary:Camp fire – settingof routine –
howdo pupilsfeel sofar– a time to share
diaryentriesandfeelingsof others.
applyingsimilarscenariosto relatetheir
understandingto
Analysing: examinethe seriousnessof the
situationandcompare to similarsituations.
Evaluating:Pupilsconsiderwhatthe
outcomemightbe if theyare notrescued
and how theymightreact.
Creating:Pupilsimaginethemselvesaspart
of the storyand create theirpersonas
throughIslandworkbooktasks
2 Now that’s a
challenge!
LO: To considerhow difficultcircumstances
can make a time of celebrationintoatime
of worry and to analyse howtechnological
advancescouldmeanthe difference
betweenlife anddeath.
Suggested Activities
Bell:
Code Breaker Pupilsare givena
mathematical bell activitywhichwhen
usinga code breakerwill reveal keywords
for the lesson.Ext:pupilstodefinethe key
wordsusingdictionaries.
Starter:
Back to Back Artefacts/picturesplacedon
pupilstables.Pupilsare satbackto back –
one pupil describestheirartefact/picture
and the otherdraws whattheyhear.Does
the drawingfitthe description?Doesthe
memberof the pair guesswhatthe
artefact/picture is?
LaRT: In a religionneutral way,pupilsare
introducedtolife changesonthe Island.
LfRT: Pupilsare aware of the importance of
the growthof a community
L2: Pupilscan re-tell the Islandstoryand
thinkabouttheirsandothersfeelings about
the challenge of the bride’spregnancy.
L3: Pupilscanuse the historical sourcesto
say how technology mightinfluence the
outcome of the bride’spregnancy.
L4: Pupilscan describe how the sources
showpositive andnegativeoutcomesforthe
bride’spregnancy.
L5: Pupilscanexplainusingthe sourceswhy
the bride’spregnancyissoseriousandto
thinkabout the challenges thatthismight
presenttothe group and how eventsmight
affectthemselvesandothers.
L6: Pupilscan explain howpeople inthe
groupcan interpretideasdifferentlyusing
 ClipBoards
 IslandBooklets
 SoundEffects
 Islandartefacts
ICT
 SoundEffectsto
react to
Literacy
 Vocabulary
 Diaryentries
 Numeracy:
 Mathematical
bell activity
 Creationof
Bar/Pie chartsto
reflectsources
Other Links:
 History – using
historical
sourcesto look
at how
technologyhas
had an impact
on life/death
Pupilsto
update their
Islanddiary.
Create a
special wish
for the safety
of babyand
mother.
Colourinand
stickin Island
booklets.

3. 3
Main: Circle Time Storyand Discussion -
Pupilstouse clipboardswiththeirIsland
booklets.
 The challenge of the bride being
pregnantisintroduced.Howdopupils
feel aboutthis?Whyis this
challenging?
 Pupilsdiscussinthe circle howlife on
the islandisdifferentfromthe life that
theyknownowinBirmingham.
 Pupilsintable groupstouse sourcesto
compare howmedical care wouldbe
differentfromlife onthe islandusing
21st
and 19th
examples.(medical care,
painrelief,cleanliness,disease,
stillbirthratesetc) Thiscanbe done in
a table and pupilscanproduce a bar
chart to reflecttheirfindings.
 Pupilstoevaluate theirfindingsand
apply to theirIsland.Will thisbe atime
of worryor of celebration?Howdoes
the bride feel?Howdopupilsfeel?
Why dotheyfeel thisway?How
difficultwill the nextfewmonthsbe?
How will theyfeelif the mother/baby
die?
 Diary: Basedonanalysistaskand
Islanddiscussion,pupilswillnow
predictthe outcome of the pregnancy
and explaintheirprediction.
Plenary:Campfire – discussionof the main
findings andthen…..Dun,dun,dun…East
Ender’stheme tune – cliff hanger‘til next
lesson.
analyticallogic and specific examplesfrom
the sources.
L7: Pupilscanshowan understandingof a
range of sourcesand evaluatethe
importance of the evidence withregardto
the wife’spregnancy.
Blooms focus:
Remembering: re-call the story, quote
sources, research sources.
Understanding:re-tellthe story, identify
positive andnegativesources, interpretation
of the situation, reviewing
Applying: Predictthe future outcome of the
wife’spregnancy,classify sourcesintogood
and bad outcomes.
Analysing: examinethe seriousnessof the
situationand comparetohistorical/present
situations.
Evaluating:Pupilsevaluatewhatthe
outcomeof the pregnancymightbe based
on historical evidenceaswell astheir‘gut
feeling’and formulatetheiropinionwith
justification.
Creating:Pupilsorganisetheirfindingsand
create a chart representthis.Theycouldalso
proposealternativesforthe bride basedon
thisinformation.
ratesof
mother/child
during
pregnanciesover
time.
3
&
4
Whew! Let’s
celebrate!
LO: To considerwhywe have aneedto
celebrate milestonesinlife andtodesign
elementsforacelebrationceremony.
LaRT: In a religionneutral way,pupilsare
introduced toour needtomark special
milestonesinlife.
 ClipBoards
 IslandBooklets
 SoundEffects
ICT
 SoundEffectsto
react to
Pupilsto
update their
Islanddiary

4. 4
Suggested Activities
Bell:
Jigsaw picture startertask – pupilstopiece
togetherjigsawpicturesandthentosay
whichemotiontheycansee.Howdoes
each picture relate towhatishappening
rightnow onthe island.
Starter:
Detectives- groupsare givensnippetsof
informationandartefactstodiscover
whethermotherandbabyare ok – they
have to piece togetherthe cluestofindout
– sequencingandinference.
Main: Circle Time Storyand Discussion -
Pupilstouse clipboardswiththeirIsland
booklets.
 Pupilswaitwithbaitedbreathtofind
the good newsthatbothmotherand
babygirl Sophiaare well.
 Pupilsare askedhowtheyshouldmark
the eventandthe Islandgroup
brainstormthe elementsrequiredfora
celebration.Linktowhattheyalready
knowaboutweddings,baptismsetc.
 Pupilsare askednowto workintable
groupsto design a special menu,
special gift,aspecial symbol,special
clothingandspecial wordstobe put
togetherintoa ceremony.( A bitlike
an ‘Apprentice’task) –Pupilsalsoneed
to linkeachpart of theirceremony
back to the experiencesof the cruise
and the Islandsothat theirceremony
has significance.Eachstudentinthe
groupshouldhave at leastone
elementof the ceremonytobe ‘in
charge’of.
 As a model forpupilstofollow,the
teachershouldprovide the exampleof
LfRT: Pupilsare introducedtothe beginnings
of a traditionandbeginto see the
importance of rituals.
L2: Pupilscan re-tell elementsof the Island
storyand link symbolicideas whenmarkinga
special occasionsuchas the birthof a baby.
L3: Pupilscanuse the Islandstoryto
recognisehowsymbolsare importantina
celebrationceremony.
L4: Pupilscan describe howtheyfeel about
symbolsfora celebrationceremonyand
begintoexplaintheirimportance.
L5: Pupilscan explainthe importanceof
symbolsina celebratingthe birthof achild
and howit mightaffectthe inhabitantsof
the Islandcommunity.
L6: Pupilscan explain howpeople inthe
groupcan interpretsymbolsdifferentlyusing
logic and specific examples aswell asgiving
theirownjustifiedopinion.
L7: Pupilscanshowan understandingof a
range of differentideasof different
ritualisticpractices andevaluateideasby
givingcoherentwelljustifiedarguments.
Blooms focus:
Remembering: re-call the story, list the
symbolsthatare usedanddescribe them.
Understanding:re-tellthe story, explain the
importance of symbols,and expresstheir
opiniononthe symbols.
Applying: Predictthe future outcome onthe
Island, dramatise–beingpart of the story,
applyingsimilarscenariosto relatetheir
understandingto
Analysing: examinethe seriousness of the
situationandcompare to similarsituations.
Evaluating:Pupilsconsiderwhatthe
outcomemightbe if theyare notrescued
 Islandartefacts
and detective
informationfor
the baby
 Emotions
jigsaw
 Differentiated
message ina
bottle
templates
 Model life map
Literacy
 Explanationof
emotionsand
howtheyrelate
to people onthe
Island
 Vocabulary
analysisof clues
 Diaryentries
Pupilsto
create a life
map showing
the baby and
the milestones
that she will
reach onthe
Island.An
example can
be provided.

5. 5
the necklace andthe conch shell and
whattheyrepresent.(necklace –80
stones/shellstorepresentthe
Islanders.Conchshell –torepresent
the arrival whenblownof the baby)
Ext: pupilscanbegintoput togetheran
orderof ceremonyforthe babyand
mother.
Plenary:Campfire – pupilstoreflecton
howtheyfeltaboutthe motherand baby’s
survival andhowtheirlife mightnowbe
differentonthe Island.
Lesson 4
LO: To explain a needfora ritual to
celebrate the birthof a childandto design
a celebrationceremonyforababy on the
Island.
Bell:
Spot the Difference –Pupilsare giventwo
seeminglyidentical picturesandhave to
spotthe differencesbetweenthem.
Noticingdifference.
Starter:
Annotate – pupilsare givena photoof
Baby Sophiaandare askedto annotate
aroundher withanswerstoquestionssuch
as whois she?Whyis she important?What
challengesdoesshe potentiallyface onthe
Island?How isthe birthof Sophiasimilarto
the birthof a royal baby, a celebritybaby
or you?
Main:
 Pupilsare given15 -20 minutesto
piece togethertheirceremonieswith
theirsymbols,words,foodandgifts
and practice as a drama.
Creating:Pupilsimaginethemselvesaspart
of the storyand create theirpersonas
throughIslandworkbooktasks
LaRT: In a religionneutral way,pupilsare
awareof our needto mark special
milestonesinlife.
LfRT: Pupilsare introducedtothe beginnings
of a traditionandsee the importance of
ceremoniesinourlives.
L2: Pupilscan re-tell the Islandstory and link
symbolicideas whenmarkingaspecial
occasionsuch as the birthof a baby.
L3: Pupilscanuse the Islandstoryto
recognisehowsymbolsare importantina
celebrationceremony.
L4: Pupilscan describe whathappensat a
celebrationceremonyandbeginto explain
the importance of symbolspresent.
L5: Pupilscan explain the importanceof a
celebrationceremony andhow itmight
affectthe inhabitantsof the Island
community.
L6: Pupilscan use good vocabularyto fully
describe differentideasaboutcelebration,
and explain the importance of ceremoniesas
a jointformof expressiononthe Island.
L7: Pupilscan analyseissuesandmeanings
of a range of differentideasoncelebratory
practicesand evaluatethembygiving
Pupilscould
create a
welcome card
for baby
Sophia

6. 6
 Pupilswill be givenanOfstedstyle tick
sheettopeer-assessthe groups and
will lookatstrengthsandweaknesses.
 Afterhavingseenall of the groups
perform,individualgroupscanadd or
delete elementsfromtheirceremonies
and give reasonsforthe changes.
 Pupilscanthenwrite uptheir‘good’
versionintheirIslandBooklets.
Plenary:
 Campfire - pupilsdiscussthe
importance of the ceremony.Pupils
are askedto write a‘message ina
bottle’tothrowback intothe sea just
incase it can getback home. (The
messageshouldcentreonhowpupils
felt abouttheceremony,why it was
important,andhowthey mighthave
felt if there hadn’tbeenaceremony.)
coherentwell justifiedargumentsusing
philosophical language.
Blooms focus:
Remembering: re-call the order of
ceremony,listthe symbolsthatare usedand
describe them.
Understanding:re-tellthe orderof
ceremony,explain the importance of
symbols used,andexpresstheiropinion.
Applying: dramatisethe group’sceremony
by applyingsimilarlifescenariostorelate
theirunderstandingto demonstrateto
others.
Analysing: structuring of the ceremonyand
compareto othergroups’ceremonies.
Evaluating:Pupilsevaluateeachother’s
groupceremonies andmake judgementson
whichelementswouldenhance theirown
ceremonies. Hypothesisingonhowthey
mighthave feltif there hadn’tbeena
ceremonyforthe child.
Creating:Pupilscreatetheirownbirth
ceremonyforthe Islandanddesignthe
individualelements. Fromtheirevaluation,
theycan develop theirceremonydesign
further.
5 It’s the Law! LO: To considerwhetherthere is needfora
code of lawand to designasetof rulesand
punishmentsforthe Island.
Suggested Activities
Bell:
Code breaker activitythatrefersto an item
beingfoundmissingfromone of the
Islander’shuts.
Starter:
Relative/absolute:Groups/pairs could
analyse differentscenariocardsand
LaRT: In a religionneutral way,pupilsare
introducedtocrime on the Islandandthe
needforpunishment.
LfRT: Throughthe scenarioon the Island,
pupilsrealisethatlawsare necessaryforany
societytofunctionsmoothly.
L2: Pupilscan re-tell the Islandstoryand
thinkabouttheirsandothersfeelingswith
regardto the crime that hasbeen
committed.
 ClipBoards
 IslandBooklets
 SoundEffects
 Islandartefacts
ICT
 SoundEffectsto
react to
Literacy
 Code breaking
activity
 Vocabulary
 Diaryentries
Pupilsto
update their
Islanddiary
Pupilscould
researcha
crime and how
societydeals
withit– then
compare to

7. 7
considerwhethersome actionsare rightor
wrongand suggestlinkstolife experiences.
Main: Circle Time Storyand Discussion -
Pupilstouse clipboardswiththeirIsland
booklets.
 Discussiontofollowstartertaskwhich
askshow we knowhowto make moral
decisions.Are there anyinstances,
whensomethingthatwe thinkis
‘wrong’,can also be considered‘right’?
(toreinforce the ideaof relative and
absolute morality)
 The necklace whichsome of the
communityhadmade as a special
presentforthe Baby at the Welcome
ceremonyhasbeenfoundinFred's
hut.Pupilsare askedwhatwe are
goingto do aboutit.
 Aftersome discussion,pupilsreturnto
theirtablesandare asked tocome up
with10 rulesandpunishmentsforthe
Island.(ideapromptsgiven) (linktothe
TenCommandments)
 Pupilsare givenfind some information
aboutthe whereaboutsof Fredover
the past fewdaysonlyto findthathe
has brokensome otherrules.
 In groups,pupilsshouldprovide
positive andnegativeevidence of
Fred’stime onthe Islandso far.
 Pupilsshouldevaluate Fred’scase and
decide whatshouldhappentohim –
thiscouldbe done in the formof a
classdebate.
Plenary:Campfire discussion –‘Fred
shouldgoto prison’ – pupilstojoininby
givingtheirthoughts.
L3: Pupilscanuse the Islandstoryto say how
the crime mightinfluence themselvesand
otherson the Island.
L4: Pupilscan describe beingpartof a group
mightmeanto themand applyideasabout
truth andtrust as beingnecessarypartsof
the group.
L5: Pupilscan explain howand why
challengessuchascrime inthe community
mightaffectthemselvesandothers.
L6: Pupilscan makean informed accountof
the importance of rulesina communityand
express insightsintothe bestwaytodeal
withtransgressions.
L7: Pupilscanshowan understandingof a
range of arguments onthe importance of
punishmentand evaluateideasof whatis
importantinlightof the community.
Blooms focus:
Remembering: re-call the story, list the
eventsleadingtoFred’sdetention.
Understanding:reviewing of the evidence
and explaining whyFredwasin the wrong.
Applying: Applying similarlife situationsand
rulesinreligionandsocietyto relatetheir
understandingto inorderto implement
these ideasintorulesandpunishmentsfor
the Island.
Analysing: examinethe seriousness of what
Fredhas done by deconstructing the
evidence and comparing toothersituations.
Evaluating:Pupilsimaginethemselvesas
part of the storyand create theirpersonas
throughIslandworkbooktasks
Creating:Pupilscreatetheirownsetof rules
and punishmentsforthe Island.
theirIsland
experience.

8. 8
6 Write this
down!
(Different
Ideas, Holy
Books and
Founders)
LO: To considerthe importance that
‘special writings’have onthe Islandersand
devise awayto keepthemsafe forfuture
generations.
Suggested Activities
Bell:
Dots – mathematical startertolinkthe
dots– (gettingpupilstothinkoutsideof
the box – literally)
Starter:
Chinese Whispers–pupilsare givena
short storyto pass onthroughthe classas
an introductiontoan oral tradition.(has
the story changedfrombeginningtoend?
Why? What shouldtheydoaboutit?
Record thisintheirdiaries)
Main: Circle Time Storyand Discussion -
Pupilstouse clipboardswiththeirIsland
booklets.
 Campfire - Pupilsare toldthatwe have
beenonthe Islandfor 30 yearsnow
and that I (teacher) amSophia,the
babyall grown up andthe leaderof the
community.
 Independenttask - Pupilswillbe given
10 minutestore-write the storyof the
shipwreckandthenshare some of the
stories.
 Group task withanevidence grid –
pupilsare given3-4 model stories
aboutthe shipwreck.Theywill have to
analyse the similaritiesanddifferences
and whatfactors mighthave affected
the stories.Theycan colourcode them
to reflectdifferingaspects.Asagroup
theymustdecide whichone isthe
mostreliable andranktheminorder of
LaRT: In a religionneutral way,pupilsare
introduced the importance of oral and
writtentradition.
LfRT: Pupilsare introducedtothe beginnings
of a oral/writtentraditionandbegintosee
the importance of Special Writings(Holy
Books) andFounders.
L2: Pupilscan identifythe importance of
Special Writingstohelppeoplere-tell a
religiousstory.
L3: Pupilscanuse the Islandstoryto say how
Special Writings mightinfluence themand
others.
L4: Pupilscan makelinks betweenSpecial
Writingsandshow howtheyare connected
to the livesof those onthe Island.
L5: Pupilscan suggestreasons forvarying
opinionspeople mayholdandexplainhow
Special Writingsare usedtoprovide answers
to importantquestionsaboutlife onthe
Island.
L6: Pupilscan interpret Special Writingsand
explain whytheycouldbe in variouswaysto
provide answerstoultimate questionsand
ethical issues.
L7: Pupilscanshowan understanding of the
historyandculture on Islandlife and
evaluatethe importance of a written
traditionby recognising thatit mightimpact
othersindifferentwaysfordifferent
reasons.
Blooms focus:
Remembering: re-call variouselementsof
the differentIslandstories, listsome similar
factors.
Understanding:classify differentelements
fromthe stories, summarisingthe main
facts.
 ClipBoards
 IslandBooklets
 SoundEffects
 Islandartefacts
 Dots –
mathematical
bell task
ICT
 SoundEffectsto
react to
Literacy
 Vocabulary
 Diaryentries
 Literaryanalysis
task
Numeracy:
 Mathematical
bell task
Pupilsto
update their
Islanddiary
As a separate
homework
task – pupils
couldcreate
theirown
example of a
special
writingsstone
to be placed
on the Island.

9. 9
whicheachone was written,(mirroring
the Gospels)
 Pupilstodiscusshowtheymightbe
able to passthe story of the Islanders
downto future descendants.Howcan
theymake sure that the writinglasts
for future generations?(mirrorstothe
deadseascrollsand howtheyhave
decayedovertime.)
 It isdecidedtowrite onstone which
can be visitedannuallyinan
AnniversaryFestival –copiesof the
Islandstorycan onlybe createdusing
the special stonesasno othercopy
couldbe consideredreliable.
Plenary:Campfire – the group discussthe
importance of the oral and written
traditions.
Applying: apply differentelementsof the
storiesand developquestionstheywould
ask the authorsof eachstory to gaindeeper
understanding.
Analysing: deconstructthe elementsof
each storya comparethemwitheachother.
Evaluating:evaluatethe evidence andmake
a judgementasto whichstoryis the most
reliable.
Creating:devise a wayfor the writingsstay
intactfor future generations.
7 Let’s go
somewhere
special!
LO: To considerthe importance of ritual
and traditionandevaluate whetheritis
still importanttoday.
SuggestedActivities
Bell:Whenpupils are confused/upset,
where dotheygo? What isspecial about
that place?Howdo theyfeel once they
have beenthere?
Starter: Picturesontablesshowing
tranquillity,ascary tree,a balloonrising
etc.Pupilsneedtowrite whattheysee,
howthe picture makesthemfeel,howit
mightconnectwithsomethingtheyhave
experiencedorhave wonderedabout.Can
theypredictwhatwill happennext?
Main: Circle Time Storyand Discussion -
Pupilstouse clipboardswiththeirIsland
booklets.
 Pupilsfindthatitis now 500 yearson
and all of the original Islandersare
gone.But everyyearthe newIslanders
LaRT: In a religionneutral way,pupilsare
introducedto the importance of followinga
traditional ritual
LfRT: Pupilsare introducedtothe beginnings
of a traditionandbegintosee the
importance of followingbyexample through
rituals
L2: Pupilssuggestmeaningsforsymbolic
actions.
L3: Pupilscan askimportantquestionsabout
how symbolicactions mightaffectthemand
others.
L4: Pupilscandescribe howsymbolicactions
mightaffectthemand considerwhatit
mightmeanto be part of a group.
L5: Pupilscan thinkabout whatchallenges
mightbe involvedinbeingpartof a group
and explain how symbolicactions might
affectthemselvesandothers.
L6: Pupilscan explain howpeople inthe
groupcan interpretideasdifferently about
 ClipBoards
 IslandBooklets
 SoundEffects
 Islandartefacts
 Ball gowns
 Special bookto
readfrom (use
Google
Translate to
put some
writinginto
another
language.It
wouldbe good
to use Cyrillic
language such
as
Russian/Greek
whichwill
prove difficult
to read)
ICT
 SoundEffectsto
react to
Literacy
 Vocabulary
 Diaryentries
Pupilsto
update their
Islanddiary
readyto be
handedinnext
lesson.
Theycould
alsocreate a
DVD coverto
celebrate the
Anniversary
Festival –new
and updated
or traditional.

10. 10
go back to the stone forthe
anniversaryfestival.Whydotheystill
go to the stone?Some of the Islanders
had gone off to differentareasof the
Islandandalso returnto the stone.Isit
still importanttofollowthistradition?
Doesthe original storyhave any
relevance tothe Islanderstoday?
 Traditionhasdictatedthat onthis
AnniversaryFestival,thatmembersof
the communitystandupdressedin
one of the original ball gownstoretell
the story fromthe holybooks.
 Some of the youngermembers
questionthe storyof the shipwreck
and whetheritevenhappened.
Lookingat the artefactsfrom the ship,
there are picturesof sky scrapersetc.
These are not evenrecognisable tothe
Islanders.Howdopupilsreactto the
differences?
 A male pupil isaskedtocome to the
frontof the classto read the special
words(whichare writtenina different
language) wearingone of the ball
gowns.Canthe wordsbe translated?
Doesthe Anniversaryhave tobe
celebratedinthisway500 yearson? Is
it relevanttothe Islanderstoday?
Evaluationtask‘followingtraditionis
still importanttoday’usingaVenn
Diagram and‘rites’thatare followed
on the Island.
 Designanalternative Anniversary
Festival thatwill reflectthe traditional
ritesas well asincorporatingsome
newerIdeasthatwill be more relevant
to the Islanderstoday.Include an
annotatedfloorplanof the area and an
the importance of symbolictradition using
logic and specific examples
L7: Pupilscanshowan understandingof a
range of ideasand evaluateideasof what
mightbe importantto themand others
basedon a symbolictradition.
Blooms focus:
Remembering: list differentsymbols and
describe them.
Understanding:summarising the main
elementsof the symbolicritualsand
explaining theirimportance.
Applying: applying pupilsownlife
experiencestothe Islanders.
Analysing: examinethe ritesthatare
followedonthe Islandand organiseintoa
VennDiagram.
Evaluating:Basedonthe analysistask,
pupilsevaluatewhetherfollowingatradition
isstill importanttoday and justify their
answerswithevidence.
Creating:design an alternative Anniversary
Festival ordevisean advertisingcampaign

11. 11
explanationof howyouhave updated
the festival toreflectthe Islanders.
(include indiaries)
 Or Pupilscoulddeviseanadvertising
campaignto encourage the Islanders
to supportthe existingAnniversary
Festival.A slogan,magazine
advertisementdesign,t-shirts,etc.all
as possible designs.
Plenary:Campfire – Discussionof the
lesson.Pupilstodrawan image or symbol
that bestdescribestheirlearninginthe
lesson– theymustexplainwhyif
questioned.
Linkingto
the World’s
Religions
LO: To compare our Islandexperience with
differentreligioustraditions.
SuggestedActivities
Bell:Islandwordsearch andblankfill
Starter: Bulletpointthe mainpartsof the
IslandJourney
Main: Carousel Activity - Pupil tablesare
setup instationsand there isinformation
on eachstationto reflectChristianity,
Islam,Sikhism,HinduismandHumanism
and the themesthathave beentouchedon
duringthe IslandJourney.
 Pupilsare toldthattheymust visitat
least3 stationsand will have nomore
than 10 minutesgatheringinformation
on eachstation.Theymustalsomake
sure that theyvisitthe Islamand/or
Christianitystationaspartof their
carousel activity.
 Pupilswill be givenatable withfour
columnsinwhichone will be of the
Island.Theymustcollate the
similaritiesanddifferences.
LaRT: In a religionneutral way,pupilsare
introducedtolife onthe Island.
LfRT: Pupilsare introducedtothe beginnings
of a traditionandbegintosee the
importance of rituals.
L2: Pupilscan talk aboutsome of the things
that are the same for people onthe Island
and some religiouspeople.
L3: Pupilscanidentify and begintodescribe
differentwaysthatpeople mightshowtheir
beliefsandpractices.
L4: Pupilscan describe andcomparethe
beliefsandpractices thatmaybe involvedin
belongingtoareligious/nonreligiousgroup.
L5: Pupilscan explain howsimilaritiesand
differencesbetweendifferentbelief systems
can make a difference tothe livesof
individualsandcommunities.
L6: Pupilscan say what differentpractices
and waysof life followersof religionshave
developed, explaining how beliefshave had
differenteffectsonindividuals,communities
and societies.
 ClipBoards
 IslandBooklets
 SoundEffects
 Religious
information
and artefacts
on carousel
activity
ICT
 SoundEffectsto
react to
Literacy
 Word searchand
vocabularyblank
fill
 Diaryentries
 Evaluation
questions
Art:
 Symbol design
task for
homework
Designa
symbol that
exemplifies
life,beliefs
and practices
on the Island
(annotate your
designto
showthe
specific
meaning
attributedto
each part of
the design)
Thisbest
designswill be
showcasedon
the wall with
praise
postcardsfor
exceptional
understanding

12. 12
 Pupilswill thenbe given20minutesto
write an evaluationquestionentitled,
‘The Islandhas nothingtodo with
religion’discuss.
Plenary:Final Campfire to debrief.Pupils
to have an exittickettosay whattheir
favourite partof the IslandJourneywas
and to listat leastthree thingsthatthey
have learntfromthe experience.Thiscan
be stuck intotheirIslandBooklets.
L7: Pupilscan explain the influence of history
and culture onreligioustraditionand,
explain howbelongingtoa religious
traditionmaymeandifferentthingsto
differentpeople,evenwithinthe same
group.
Blooms focus:
Remembering: listing the eventsof the
Islandoverthe past half term, describing
differentreligious beliefsandtraditions.
Understanding:comparing different
religiousbeliefsandpractices.
Applying: applying culture andtradition
fromthe Islandand comparing with
religious/non-religioustradition.
Analysing: collating,structuring and
analysing informationfromdifferent
religions intables.
Evaluating:evaluating whether‘The Island’
has anythingtodo withreligionand
justifying pointsof view.
Creating:(homework) design symbol that
givesmeaningto the life,beliefs,and
practicesof those on the Island.
throughtheir
work.
KeyWords:Ceremony,Festival,Celebration,Rite,Rules,Laws,Punishment,Special Writings,HolyBooksandFounders,Stillbirth,Medical,Costume,Pilgrimage,Reunion,
Founders,Religion,Society
Birmingham AgreedSyllabusDispositions:
Curious and valuing knowledge; Open, honest and truthful; Reflective and self-critical, Respect; Unity and harmony; Thankful and demonstrating care; Regardful
of suffering; Hopeful and visionary; Courageous and confident; Living by rules; Accountable and living with integrity Inclusion identity and belonging; Unity and
harmony; Participating and willing to lead; Remembering roots; Living by rules; Loyal and steadfast; Modest and listening to others.
Attainment Targets:
LfRT: Learning from Religious Tradition
LaRT: Learning about Religious Tradition