-
Why Richard Dawkins is the best argument for the existence of
God
Russell Brand
AlaindeBottonon Why I amnot a Christian
Persona dolls, making RE more playful and new media
20+ classroom ideas
The power of religious wordsJonathan Sacks on The voice
ofsilence
In this issue
also
Summer 2014Special EditionISSN 0226-7738
incorporating Professional
reflection (formerly REsource)
-
More that 101 Great Ideas
only18
An exciting and dynamic collection of 116 effective strategies
for the RE classroom
strategies suitable for 516s arranged in 7 sections:
Act Create Think Enquire Reflect Talk Write
photocopiable and downloadable resources and templates
guidance on teaching and learning guidance on the importance and
place
of spiritual development a model for structuring pupil-led
enquiry
Within each strategy is a helpful quick useful for guide and see
also references, linking to other strategies in the publication
1 Alphabet on the floor
2 Trust games
3 Trading places
Provide a safe learning environment, e.g. by supplying soft mats
for landing.
Choose one of the following:
Back to back: In pairs, A and B stand back to back and link
through each others
arms. They then have to sit down and stand up together.
Blindfold find: All members of the group are blindfolded and put
in different parts of
the room. They have to link up with each other as quickly as
possible. This is made
more difficult if a no talking; rule is imposed.
Sitting circle: In groups of 10 or more, pupils form a circle,
all facing clockwise,
and then sit down in the lap of the person behind. If it is done
correctly, everyone is
supported by everyone else.
In a large space, lay out some A4 cards on the floor, each one
with a letter of the
alphabet written on it, as large as possible (its useful to put
P and Q together on the
same card, and XYZ).
Ask the group to stand around, and call out some prompt
questions. They must think
for five seconds, then go and place a foot on the initial letter
of their answer. Invite
them to tell the others who share their letter what their answer
to the prompt question
was, and say a bit about their answer. Usually letters like B,
M, R, S or T have most
people on them. Keep it moving: 610 prompts is enough.
Questions (for a focus on spirituality) might include: What
makes you feel peaceful?
What is your favourite word? Who do you admire most from
history? Whats your
most moving piece of music? How do you feel about God? (one
word) What one thing
do you do to save the earth?
Show pupils an image or picture, e.g. a Christian baptism,
Muslim men at
prayer in a mosque, a Jewish family celebrating Hanukkah.
Arrange pupils in groups and ask them to reproduce the image or
picture, taking the
place of people or characters in the photograph or artwork. As
they put themselves in
the position of the characters, facing the same way, using the
same expressions, and so
on, ask them what it feels like, and what might be going on in
their characters mind
and body. When they have brought the 2D image into 3D l
ife, ask them to fast-forward five minutes
what position would people be in now? What reasons can they
give?
12 RE Today Services 2013
Useful for
Useful for
Introducing pupils
to active strategies;
enabling pupils to share some simplefacts or deeper ideas
about themselves;
encouraging whole-
class involvement.
Affirmation13
Post-its54
See also
See also
See also
Developing trust and
collaboration within a
group.
Alphabet on the floor1
Who am I?12
Freeze-frame5
Mystery bag83
Through the keyhole88
Useful forEngaging young children in learning
in RE by using rich,
evocative images of
contemporary religious
belief and practice and
encouraging them to
talk about what they
see.
Strategy
Strategy
Strategy
1 Alphabet on the floor
2 Trust games
3 Trading places
Provide a safe learning environment, e.g. by supplying soft mats
for landing.
Choose one of the following:
Back to back: In pairs, A and B stand back to back and link
through each others
arms. They then have to sit down and stand up together.
Blindfold find: All members of the group are blindfolded and put
in different parts of
the room. They have to link up with each other as quickly as
possible. This is made
more difficult if a no talking; rule is imposed.
Sitting circle: In groups of 10 or more, pupils form a circle,
all facing clockwise,
and then sit down in the lap of the person behind. If it is done
correctly, everyone is
supported by everyone else.
In a large space, lay out some A4 cards on the floor, each one
with a letter of the
alphabet written on it, as large as possible (its useful to put
P and Q together on the
same card, and XYZ).
Ask the group to stand around, and call out some prompt
questions. They must think
for five seconds, then go and place a foot on the initial letter
of their answer. Invite
them to tell the others who share their letter what their answer
to the prompt question
was, and say a bit about their answer. Usually letters like B,
M, R, S or T have most
people on them. Keep it moving: 610 prompts is enough.
Questions (for a focus on spirituality) might include: What
makes you feel peaceful?
What is your favourite word? Who do you admire most from
history? Whats your
most moving piece of music? How do you feel about God? (one
word) What one thing
do you do to save the earth?
Show pupils an image or picture, e.g. a Christian baptism,
Muslim men at
prayer in a mosque, a Jewish family celebrating Hanukkah.
Arrange pupils in groups and ask them to reproduce the image or
picture, taking the
place of people or characters in the photograph or artwork. As
they put themselves in
the position of the characters, facing the same way, using the
same expressions, and so
on, ask them what it feels like, and what might be going on in
their characters mind
and body. When they have brought the 2D image into 3D l
ife, ask them to fast-forward five minutes
what position would people be in now? What reasons can they
give?
12 RE Today Services 2013
Useful for
Useful for
Introducing pupils
to active strategies;
enabling pupils to share some simplefacts or deeper ideas
about themselves;
encouraging whole-
class involvement.
Affirmation13
Post-its54
See also
See also
See also
Developing trust and
collaboration within a
group.
Alphabet on the floor1
Who am I?12
Freeze-frame5
Mystery bag83
Through the keyhole88
Useful forEngaging young children in learning
in RE by using rich,
evocative images of
contemporary religious
belief and practice and
encouraging them to
talk about what they
see.
Strategy
Strategy
Strategy
Visit: shop.retoday.org.uk Email: [email protected] Call:
0121 472 4242
BUY YOUR COPY TODAY!
BESTSELLER!
-
10Why Richard Dawkins is the best argument for the existence of
GodRussell Brand
8 The power of religiouswords
6Why I am not aChristian
14Using persona dolls at William Law School, Peterborough
26How does peace grow?
Cover image MBC PR
EditorLat [email protected]
Editorial teamLizzie McWhirter (news)Jane BrookeJulie GroveChris
Boxley
AdvertisingRebekah [email protected]
Publishing datesPublished three times a year, in September,
January and April
Published byChristian Education Publications
The annual subscription, including postage, is 34.00. For
details of other RE Today subscription and NATRE membership
packages, please call 0121 472 4242 or email
[email protected]
RE Today Services1020 Bristol RoadSelly OakBirminghamB29 6LBTel:
0121 472 4242www.retoday.org.uk
Editorial and advertising policy Articles in REtoday will
reflect a variety of viewpoints and should not be taken as
statements of RE Today services policy.
Advertisements in REtoday and advertising material inserted into
RE Today mailings may reflect the entire range of goods and
services offered to RE teachers and the presence of such
advertising material does not imply endorsement of the product by
RE Today Services.
Design and [email protected]
Environmetally friendly printPrinted using vegetable inks and
low VOC printing processes by a company accredited with the ISO
14001 environmental standard.
Editorial
5 Know, grow, do! Lat Blaylock
Opinion
6 Why I am not aChristian Alain de Botton
8 The power of religious words Julie Grove
10 Why Richard Dawkins is the best argument for the existence of
God Russell Brand
13 The voice ofsilence Jonathan Sacks
For the classroom
14 Using persona dolls at William Law School, Peterborough (37)
Julia Blower
16 How to make RE more playful for young learners: tenideas
(411)
19 If Peter was a tweeter, then what would Peter tweet? (716)
Editorial team
20 Good questions to ask, and what answers are we looking for?
(1419)Editorial team
22 God and earthquakes? Cancer recovery? Women bishops? (1419)
Bishop Victoria Mathews
Story
26 How does peacegrow? Jim Wallis
For the staffroom
28 Tony Blair, RE and global humanrights Lyndsey James
30 Ten ideas to get SEN pupils questioning Margaret Dean, Susan
Davies andCharlotte Arnold
Professional reflection
32 Welcoming a wider readership Bill Gent
33 My NQT year in RE Richard Cooper
35 Were all in this together, the kidsand me Judith
Everington
38 Ten characteristics of RE Brian Gates
Contents
only18
An exciting and dynamic collection of 116 effective strategies
for the RE classroom
strategies suitable for 516s arranged in 7 sections:
Act Create Think Enquire Reflect Talk Write
photocopiable and downloadable resources and templates
guidance on teaching and learning guidance on the importance and
place
of spiritual development a model for structuring pupil-led
enquiry
Within each strategy is a helpful quick useful for guide and see
also references, linking to other strategies in the publication
1 Alphabet on the floor
2 Trust games
3 Trading places
Provide a safe learning environment, e.g. by supplying soft mats
for landing.
Choose one of the following:
Back to back: In pairs, A and B stand back to back and link
through each others
arms. They then have to sit down and stand up together.
Blindfold find: All members of the group are blindfolded and put
in different parts of
the room. They have to link up with each other as quickly as
possible. This is made
more difficult if a no talking; rule is imposed.
Sitting circle: In groups of 10 or more, pupils form a circle,
all facing clockwise,
and then sit down in the lap of the person behind. If it is done
correctly, everyone is
supported by everyone else.
In a large space, lay out some A4 cards on the floor, each one
with a letter of the
alphabet written on it, as large as possible (its useful to put
P and Q together on the
same card, and XYZ).
Ask the group to stand around, and call out some prompt
questions. They must think
for five seconds, then go and place a foot on the initial letter
of their answer. Invite
them to tell the others who share their letter what their answer
to the prompt question
was, and say a bit about their answer. Usually letters like B,
M, R, S or T have most
people on them. Keep it moving: 610 prompts is enough.
Questions (for a focus on spirituality) might include: What
makes you feel peaceful?
What is your favourite word? Who do you admire most from
history? Whats your
most moving piece of music? How do you feel about God? (one
word) What one thing
do you do to save the earth?
Show pupils an image or picture, e.g. a Christian baptism,
Muslim men at
prayer in a mosque, a Jewish family celebrating Hanukkah.
Arrange pupils in groups and ask them to reproduce the image or
picture, taking the
place of people or characters in the photograph or artwork. As
they put themselves in
the position of the characters, facing the same way, using the
same expressions, and so
on, ask them what it feels like, and what might be going on in
their characters mind
and body. When they have brought the 2D image into 3D l
ife, ask them to fast-forward five minutes
what position would people be in now? What reasons can they
give?
12 RE Today Services 2013
Useful for
Useful for
Introducing pupils
to active strategies;
enabling pupils to share some simplefacts or deeper ideas
about themselves;
encouraging whole-
class involvement.
Affirmation13
Post-its54
See also
See also
See also
Developing trust and
collaboration within a
group.
Alphabet on the floor1
Who am I?12
Freeze-frame5
Mystery bag83
Through the keyhole88
Useful forEngaging young children in learning
in RE by using rich,
evocative images of
contemporary religious
belief and practice and
encouraging them to
talk about what they
see.
Strategy
Strategy
Strategy
1 Alphabet on the floor
2 Trust games
3 Trading places
Provide a safe learning environment, e.g. by supplying soft mats
for landing.
Choose one of the following:
Back to back: In pairs, A and B stand back to back and link
through each others
arms. They then have to sit down and stand up together.
Blindfold find: All members of the group are blindfolded and put
in different parts of
the room. They have to link up with each other as quickly as
possible. This is made
more difficult if a no talking; rule is imposed.
Sitting circle: In groups of 10 or more, pupils form a circle,
all facing clockwise,
and then sit down in the lap of the person behind. If it is done
correctly, everyone is
supported by everyone else.
In a large space, lay out some A4 cards on the floor, each one
with a letter of the
alphabet written on it, as large as possible (its useful to put
P and Q together on the
same card, and XYZ).
Ask the group to stand around, and call out some prompt
questions. They must think
for five seconds, then go and place a foot on the initial letter
of their answer. Invite
them to tell the others who share their letter what their answer
to the prompt question
was, and say a bit about their answer. Usually letters like B,
M, R, S or T have most
people on them. Keep it moving: 610 prompts is enough.
Questions (for a focus on spirituality) might include: What
makes you feel peaceful?
What is your favourite word? Who do you admire most from
history? Whats your
most moving piece of music? How do you feel about God? (one
word) What one thing
do you do to save the earth?
Show pupils an image or picture, e.g. a Christian baptism,
Muslim men at
prayer in a mosque, a Jewish family celebrating Hanukkah.
Arrange pupils in groups and ask them to reproduce the image or
picture, taking the
place of people or characters in the photograph or artwork. As
they put themselves in
the position of the characters, facing the same way, using the
same expressions, and so
on, ask them what it feels like, and what might be going on in
their characters mind
and body. When they have brought the 2D image into 3D l
ife, ask them to fast-forward five minutes
what position would people be in now? What reasons can they
give?
12 RE Today Services 2013
Useful for
Useful for
Introducing pupils
to active strategies;
enabling pupils to share some simplefacts or deeper ideas
about themselves;
encouraging whole-
class involvement.
Affirmation13
Post-its54
See also
See also
See also
Developing trust and
collaboration within a
group.
Alphabet on the floor1
Who am I?12
Freeze-frame5
Mystery bag83
Through the keyhole88
Useful forEngaging young children in learning
in RE by using rich,
evocative images of
contemporary religious
belief and practice and
encouraging them to
talk about what they
see.
Strategy
Strategy
Strategy
Visit: shop.retoday.org.uk Email: [email protected] Call:
0121 472 4242
BUY YOUR COPY TODAY!
BESTSELLER!
-
More religious inspiration than you can shake an incense stick
at
Religious studies school adventures to India, Israel and
Thailand
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Thailand
www.thestc.co.uk/awakenwww.thestc.co.uk/awakenwww.thestc.co.uk/awakenwww.thestc.co.uk/awaken
Experts in adventure Passionate about education
Pros at putting the two together
email: email: email: email: [email protected] telephone:
telephone: telephone: telephone: 01392 660056
Share a Story with is a partner publication following the
success of Say Hello To
An innovative resource using stories to promote the spiritual
and moral development of 47s; it includes: an interactive CD-ROM
with six short stories from the
UKs six principal religious traditions, voiced by young
children, with thoughtful questions to draw out learning
a 32-page teachers booklet off ering over 40 creative and
imaginative strategies for using stories in RE
Available NOW!
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4
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Editorial
Know, grow, do!
Lat [email protected]
For over 30 years, REtoday magazine has been putting excellent
classroom ideas into teachers hands, so that their RE lessons
spring and zing with fizz and pzazz. Its not just about froth: we
aim in every issue to enable a teacher of RE to know more about
religion and belief, and to grow personally and professionally as
well as to be able to do their RE lessons well. Im honoured to have
been in the editorial chair for the last ten years, and Im
especially delighted that in autumn 2014 we have expanded the
magazine from 64 to 96 pages per term, and merged with the termly
NATRE magazineREsource.
Who writes it?Im very pleased that over the years we have
featured some great writing by some top com-mentators on religion
and belief, for example from Rowan Williams, the Pope, Desmond Tutu
and Jonathan Sacks to Michael Rosen, Gervase Phinn, Victoria Coren
and Benjamin Zephaniah. Recently, Ive decided we need a funny take
on our subject area, and articles by Marcus Brigstocke, Frank
Skinner and (in this issue) Russell Brand may have amused you. But
more importantly, I reckon in every issue to publish good examples
of classroom practice written by teachers who are doing it every
day. These hundreds of teachers are the spine of the magazine and
always fill more pages than any other writers. Im immensely
grateful to them: I want you to feel ready to get into the
classroom every time you browse an issue of REtoday.
A special little tasty issueYou are reading our special taster
edition of the new REtoday. We have selected articles to show you
the range of what we do, and to encourage you to make sure you see
REtoday every term. Our regular sections for the classroom, for
subject leaders in RE and for developing professional thinking
about RE are all featured in this taster issue: wed love it if you
joined the growing number of regular readers, and also if you would
like to contribute an article yourself.
Whenever you see this logo throughout the magazine indicates
that resources for subscribers are available online. Youll find the
password to access these inside each termly issue of REtoday.
Wed love it if you joined the growing number of regular
readers.
5
-
6
I was brought up by a father who made Richard Dawkins look
open-minded on the matter of there perhaps being a supreme being.I
recall him reducing my sister to tears in an attempt to dislodge
her modest-ly held notion that a reclusive god might dwell
somewhere in the universe. She was eight years old at the time. If
any members of their social circle were discovered to harbour
clandestine religious sentiments, my parents would start to regard
them with the sort of pity more commonly reserved for those
diagnosed with a degenerative disease, and could from then on never
be persuaded to take them seriouslyagain.
Christmas was a particular test bed of loy-alties. At its
approach, my parents would go into overdrive, stressing the
absurdity of all its rituals, art, songs and traditions. My parents
werent so cruel as to deny their children presents but to make the
point, they insisted on giving them to us in the middle of August.
This wasnt a problem. It was rather special, even elect. I went
through childhood feeling rather sorry for people vulgar enough to
have Christmas trees and advent calendars: hadnt they
understood?
In my mid-20s, I underwent a crisis of faithlessness.My feelings
of doubt had their origins in listening to Bachs cantatas; they
were further developed in the presence of certain Bellini Madonnas,
and they became overwhelming with an introduction to
Zenarchitecture.
I never wavered in my certainty that God did not exist. I was
simply liberated by the thought that there might be a way to engage
with religion without having to subscribe to its supernatural
content. I recognised that my continuing resistance to theories of
an afterlife or of heavenly residents was no justification for
giving up on Christianity or indeed on the music, buildings,
prayers, rituals, feasts, shrines, pilgrimages, communal meals and
illuminated manuscripts of all the faiths.
I have never prayed, and I dont believe in anything
supernatural, yet I believe that once faith goes from a society,
there are particular dangers that open up.
I simply cant imagine joining a faith that is very foreign to me
in terms of my background.I would feel it to be a betrayal of my
family. By accepting The Father, Id be going against my father.
The closest I have come to an evangelical Christian is my good
friend Luke Bretherton, a wonderful theologian and author
ofHospitality As Holiness. He has been a terrif-ic advert for
Christianity, not only because of his intellectual energy but also
because of his generosity and good humour. He was the first person
ever to invite me for a proper Christmas
Why I am not aChristian
service and lunch at his home afterwards, an experience for
which Ill be for ever grateful.
I recently attended Mass at Westminster Cathedral and loved it.I
was paying par-ticular attention to the issue of status. Here no
one asks what anyone else does. It no longer matters who is the
bond dealer and who the cleaner. It is the inner values of love and
charity rather than the outer attributes of power and money that
are venerated. Among Christianitys greatest achievements has been
its capacity, without the use of any coercion beyond the gentlest
of theological arguments, to persuade monarchs and magnates to
kneel down and abase themselves before the statue of a carpenter,
and to wash the feet of peas-ants, street sweepers and dispatch
drivers.
I recently attended Mass at Westminster Cathedral and loved
it.
I have never prayed, and I dont believe in anything
supernatural, yet I believe that once faith goes from a society,
there are particular dangers that open up.We dont need to fall into
these dangers, but they are there and we should be aware of
them.
For a start, there is the danger of individu-alism: of placing
the human being at the centre stage of everything. Secondly, there
is the danger of technological perfectionism: of believing that
science and technology can overcome all human problems, that it is
just a matter of time before scientists have cured us of the human
condition. Thirdly, without God, it is easier to lose perspective:
to see our own times as everything, to forget the brevity of the
present moment and to cease to appreciate (in a good way) the
miniscule nature of our own achievements. And lastly, without God,
there can be a danger that the need for empathy and ethical
behaviour can be overlooked.
Alain de Botton was born in Zurich, Switzerland, in 1969 and now
lives in London. He is a writer of essayistic books that have been
described as a philosophy of everyday life, and have been
bestsellers in 30 countries. Alain also started and helps to run a
school in London called The School of Life. His latest
book,Religion for Atheists, is out now. He was talking to Sarah
Lothian.
Alain de Bottonalaindebotton.com
Alain de Botton
Opinion
-
Opinion
7
Religion for Atheists: A Non-Believers Guide to the Uses of
Religion by Alain de Botton is vital reading for any teacher of RE
who wants to understand the frontier between faith and atheism in
Britain today.
The complete seriesequips you with: 270 photocopiable pages
forclassroom use More than 320 classroom
activities Personal refl ections from
young people and interviews with people of diff erent faiths and
beliefs
Includes case studies and artwork/photographs to explore as part
of learning
Additional specifi c access activities for less able students
and challenge activities to stretch the more able
and much moreBuy now!
12 for the price of 10! Questions in RE is a collection of
practical and inspiring secondary curriculum resources. Each book
provides ready-to-use activities for students aged 1116, exploring
questions that ma er to diff erent faiths as well as raises
questions of beliefs in compelling ways.
Only 95!
shop.retoday.org.uk Tel: 0121 472 4242 Email:
[email protected] Fax: 0121 472 7575
1419
Read this article with your 1419s, and then try some of these
learning activities:
How much was Alan influenced by his parents in his belief? How
influential do you think parents are on their childrens beliefs?
Who do you know who believes something different from their
parents? How did that happen?
Should Christians tell children that there is such a personas
Father Christmas?
Do you think religion helps society, as Alan suggests? Why? Why
not? Can a society exist peacefully/harmoniously without any belief
system?
What do you think would be the effect on the world if there were
no religion at all?
What would a world without religion mean for you?
How far do you think de Bottons positive reaction to his
experiences of Christianity might reveal a longing for something
like it in his life?
Alain toys with the idea of engaging with religion if only he
could do so without having to subscribe to its supernatural
content. How far do you think that might be possible?
This article is reprinted by kind permission of Christianity
magazine, April 2012.
-
8
Opinion
The power of religious words Julie Grove, of the REtoday
Editorial Team, looks at an approach to words that change the world
from different religions.
Many proverbs capture the essence of a truth universally
understood, but that cannot be said for the often-quoted: Sticks
and stones may break my bones but words can never hurt me. Words do
indeed have the potential to hurt in ways more profound than the
physical. When they are religious in origin they also have the
power to shape lives, to promulgate a given orthodoxy and to
endorse or condemn practice. In the classroom such words can be
used to give insights into the way words influence the lives of
believers.
Context Classroom Learning
Bism
illah
The word is a conflation of two Arabic words: Bismi means in the
name of and llah is an abbreviated form of Allah. It is a
proclamation, declaring that what follows comes with all the power
and authority of God. Every recitation from the Quran begins with
the Arabic words: Bismillah Rachmani Rachim: in the name of Allah,
the Compassionate, the Merciful . . .
In some cultures young Muslim children celebrate with a
Bismillah party when they begin to learn Arabic at mosque school,
as recognition that they are be-ginning their learning of the
Quran, the book which will profoundly influence their lives.
After making due and deliberate preparations, show pupils a
beautifully illustrated Quran and invite their reactions. Explain
that the patterns are words, beautifully written and, for some
people, holy because they are about God. Tell pupils some people
know all the words off by heart and talk about what that phrase
means.
Introduce the words Muslim and Quran, explaining how children
sometimes have a party when they are just four years old to mark
the time when they start to learn these words, so that they can
have them in their heads all the time. Explain it is called a
Bismillah party because those are the first words in the book and
the first ones to be learned. Show pupils the Arabic letters and
find them in the Quran.
Invite children to talk about words they know and their
favourite books. Ask them what they like to learn and how they
celebrate their learning.
Suggested age group: 45 years.
For pupils to: know that words
about God are impor-tant to some people
begin to understand that the Quran is precious and learning its
words is important to many Muslim children
reflect on how they celebrate their grow-ing up/their
learning.
-
9
Opinion
Context Classroom Learning
Ik O
nkar
These are Punjabi words translated as There is only one God,
visually repre-sented in a stylised form of Gurmukhi script as a
symbol which has enormous spiritual significance for Sikhs.
The words open the first hymn com-posed by Guru Nanak which has
become a universal prayer for Sikhs called the Mool Mantra. They
express the essence of a Sikhs belief and introduce every chapter
of Guru Granth Sahib, the Sikh holy book.
Introduce the symbol and invite discussion about it before
showing pupils the Gurmukhi text of the Mool Mantra and inviting
them to find this shape and explaining what it means. Talk about
its importance as a visual reminder to Sikhs of what they believe
about God. Encourage pupils to explore the ideas expressed in the
prayer and invite them to add their own thoughts about God,
whatever they might be. Explain the origin of the words and their
use today, emphasising how Sikhs believe they link them to their
beloved Guru.
This can be developed through one of the traditional sto-ries
about Nanak, thinking about how he is remembered and revered, or in
an exploration of the Sikh kara, another concrete representation of
Sikh belief in one God.
Suggested age group: 57 years.
For pupils to: know that Sikhs
believe in one God understand some-
thing of the power of words and symbols to influence a persons
life
reflect on their own ideas of what God might be like.
Aum
/Om
Aum, pronounced Om, is both a visual and an auditory symbol. The
sound of the word is used by Hindus as a mantra, repeated many
times, to concentrate their minds and raise their spiritual
awareness. It is considered a most sacred and auspicious sound, an
echo of Shivas drum, beating the rhythm of the dance of creation
and expressing the essence of the faith.
In its visual form it has three parts, representing different
elements of the faith: birth, life and death; past, present and
future; masculine, feminine and neuter forms of life; and it says
of God, there is Brahma the Creator, Vishnu the Preserver and Shiva
the Destroyer.
Begin by playing a recording of the Om being chanted. It may be
necessary to prepare pupils first by giving them a series of
questions to focus their listening and then talk about the sound
and how it made them feel. Explain its use and purpose and what it
represents to Hindus. Invite them to imagine the sounds of
creation.
Introduce the word in its visual, preferably three di-mensional,
symbolic form and talk about the ideas it represents.
Invite a Hindu into the classroom to talk about the
signif-icance of the shape and to explore some of its symbolism in
ordinary life.
This can be developed through exploration of the figure of Shiva
Nataraja, the Lord of the Dance, using the tradition-al story to
interpret the imagery and raise issues about good and evil, life
and death and belief in God.
Suggested age group: 711 years.
For pupils to: know that words
can take many forms and carry meaning in different ways
understand that for Hindus the divine can be expressed in the
sound of a word
reflect on the sounds that make up their world.
Other words that could be given this sort of treatment just as
profitably include: I am the Resurrection and the Life; the
Shahadah; God is Love; the Shema; and many more!
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10
Opinion
Why Richard Dawkins is the best argument for the existence of
GodRussell Brand, comedian and bestselling author, takes a view
ontherealityofGod.
This article (at last) gives me the opportunity to prove the
existence of God. You may think me unqualified for a task that has
baffled the finest theologians, philosophers and physicists since
the dawn of time, but dont worry, Ive been unqualified for every
job Ive ever em-barked on, from learning to drive to working as a
postman for the Royal Mail, and both these quests were successfully
completed, aside from a few broken wing mirrors and stolen letters.
So, unlike the Christmas money of the residents of Ockendon, Essex,
youre in good hands.
Atheists are all about us, sermonising from the godless pulpit
on the benefits of their anti-faith with some pretty good arguments
like, oh I dunno, evolution and oddly, I think, given the stated
nature of their motives being incredibly reductive in their line
and manipulative in their targets.
Zero fun and too much mentalI once had the pleasure of talking
to the brilliant Richard Dawkins, who has been called the Abu Hamza
of atheism. (It was me who called him it, just then.) In his
remark-able documentary The Genius of Charles Darwin, the professor
excellently relayed the information within his heros On the Origin
of Species, gave us some key information from his own masterpiece
The Selfish Gene (which I only read because I took it to be an
unsanctioned biography of the Kiss bassist Gene Simmons) and set
about unravelling religion and spirituality with the adorable
fervour of the Andrex puppy making off with some scriptural lavvy
paper. Choice among Dawkinss targets were the kind of daft haporths
were accustomed to tolerating on our telly: low-browed creationists
gurgling
up Genesis like (forbidden) apple chutney and knee-jerk
fundamentalists, who are always zero fun and far too
muchmental.
Who could fail to concur with Dawkinss erudite dismissal of
these hapless saps? No one. I have Dawkins to thank for my own
understanding of the fantastic discovery that is evolution; his
passion and expertise in this documentary hugely enhanced my
knowl-edge and illuminated what for many spiritual people can be a
difficult subject.
It is only in his absolute renunciation of God that the
professor and I part company and, heaven knows, Id understand if
you wanted to join his party. In almost any expedition in which the
rival guides were myself and Richard Dawkins, I wouldnt be
surprised to find myself pulverised by the converted horde
stampeding towards the professor.
However, its not just swivel-eyed haters and mad mullahs who
live a religious life, and to condemn all religion and spirituality
on the basis of their slack-jawed, knee-jerk saliva-flecked vitriol
(spit-triol?) is as unfair as the simplified dogma that the choir
of pious atheists harmonise against. Gandhi, as I recall, was quite
a religious man. St Francis of Assisi was a straight-up believer.
And while the tenets of Buddhism are varied on the notion of God,
the creator, I think it would be fair to describe the Dalai Lama as
a spiritual chap. I dont see atheists queuing up to call the Dalai
Lama a dickhead. These are the examples to which we should turn
when questioning the existence of a power beyond man. Not Glenn
Beck or some other capillary blob on Fox News.
Dawkins, the patron saint of atheists, would say that all
religions are simply wrong a baffled blanket of cosy lies to warm
dopes into snug compliance; unproven ideologies based on faith. I
think God exists beyond the current reach of science, that one day
our fast-evolving minds will know God empirically as they do now
only intuitively. That the mystical will become physical.
Galileo Galilei, the man credited with being the first to point
a telescope skyward (all previous users had presumably been
Renaissance peeping Toms), speculated that heliocentrism was
viable: that the earth likely circled the sun. He was imprisoned
for this observation, which, viewed retrospectively (through my
invention, the retro-speculars), seems unfair. He was, after all,
correct. Evidently the persecution of scientists by religion has
irked the members of that community but I think that the
theoretical annihilation of God is a reprisal too far.
We must, on both sides of the debate, show compassion. I, for
example, have overlooked the bald fact that Galileos parents gave
him a bloody stupid first name considering their surname was
Galilei. Galileo Galilei. He would have gone through hell at my
school, not for being a heliocentric heretic but for being a
ri-diculously titled child. We already had another lad in my year
called David Dave (honestly) so his problem wouldnt have even been
original.
Religion has rightly been cited as the cause of much suffering
and conflict, way beyond what ol star-gazing two names went through
with his prison stretch and forced retraction. Plus the Pope (I
think it was Pope Benedict Benedicto) recently pardoned GG, so let
it go.
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Opinion
A croissant conflictIt has been said that man is never more
vehement in killing his brother than when it is in Gods name;
perhaps thats true, but we hu-mans can seek out conflict in any
situation. My last serious argument was about a croissant. It had
been placed in the fridge beneath a meat product and could have
been contaminated by dripping. If Id had a sword on me I would have
happily carried out a jihad in the kitchen and Im a vegetarian. It
is our nature to quarrel and fight just as it is to inquire and to
empathise.
Frankly I think atheism is a commodity we cannot currently
afford. No atheists on a sink-ing ship, they say, and a quick
glance out the porthole reveals icebergs aplenty, but Im not
suggesting God as some demented alternative to desperation no, this
is a phenomenon that touches my life every day.
Through transcendental meditation, twice daily I feel the bliss
of the divine. Through the mental repetition of a mantra,
eventually my
chattering monkey mind recedes, gently ban-ishing concerns of
the past and drawing the inner eye away from speculation and want.
I connect to a boundless consciousness that has no palpable
relationship with my thoughts, fears or desires. In this impersonal
state of awareness I recognise that consciousness exists beyond
time, beyond the individual. There was a time when the universe did
not exist; this we know. We also know that energy cannot be created
or destroyed, only transformed. This means that something, not
nothing, existed before the universe. We do not know what, but
there is wonder and intelligence enough to suggest that design may
have been acomponent.
Could a witless miasma of molecules and dust ever have created
anything as ingenious and incredible as Richard Dawkins? I dont
think so, but Im prepared to listen and tolerate any theories and
arguments, a concerto of contem-plation, a requiem of speculation,
to divert us till we know the truth.
This article first appeared in the New Statesman (7 April 2011).
Reproduced bypermission.
Bestselling author and comedian Russell Brands Booky Wook 2:
This Time Its Personal is published by HarperCollins.
1419
Read this article with your 1419s, and then try some of these
learning activities:
If they interviewed Brand, what would they ask? Share the
questions.
Invite some of them to read a section aloud in the style of
Brand, or someone else (there is fun here)!
Who can teach us about the likelihood of God would Brand or
Dawkins be better qualified?
Who would the class like to meet Brand or Dawkins? Why?
How would an atheist respond to Brands attack on the idea of no
God?
Through transcendental meditation, twice daily I feelthe bliss
ofthedivine
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Opinion
Jonathan Sackswww.rabbisacks.org
If God exists, Bertrand Russell used to say, then He has written
a detective story with all the clues pointing the wrong way.
I understand what he means. Somehow you feel that the biggest
thing there is ought to be visible in some way, demonstrable,
provable. Why, if God is there, is He so elusive? It is a good
question. Even better, because it is so subtle, is the Bibles
answer. The prophet Elijah, one of natures zealots, has decided to
confront the false prophets of Baal. He sum-mons them to Mount
Carmel and proposes a simple test. Let us both prepare sacrifices,
he says, and call on our deity and see who answers. The God who
sends fire is the God who exists.
God is the music of all that lives, but there are times when all
we hear isnoise.
It is or so it seems the perfect test, and one of which Russell,
the great philosopher, would surely have approved. It is a
scientific experiment, a controlled trial. It satisfies even the
most rigorous demands of logical positivism. Elijah is about to see
whether, once and for all, he can prove that God exists. The event
proceeds. The Baal prophets prepare their offering and call on
their god. Nothing
happens. They intensify their devotions. Still nothing. They
begin to work themselves into a frenzy, goring and lacerating
themselves. Not a spark. Elijah for once cannot resist a touch of
humour. Cry louder. Maybe your god is having a sleep. Eventually
they give up, defeated.
Elijah, with the confidence of the true believ-er, says a few
words of prayer, and fire de-scends. QED. The assembled Israelites,
awed and convinced, cry out, The Lord is God, the Lord is God. End
of episode but not quite. The Bible is anything but a simple-minded
book. The trial is the end of Elijahs encounter with the false
prophets, but it is not even the beginning of his encounter with
God. Unpopular with the powers that be for his treatment of what
has become the court religion, a warrant is out for his arrest. He
hides. Eventually he finds himself on Mount Horeb, another name for
Mount Sinai where, centuries before, the Israelites had received
their great revelation of God. There, the following famous scene
takes place.
God tells Elijah to stand on the mountain, for the Lord is about
to pass by. Suddenly there is a great and powerful wind that tears
the mountains apart and shatters the rocks. But God is not in the
wind. Then there is an earthquake. But God is not in the
earthquake. Then there is a fire. But God is not in the fire. After
the fire comes a still, small voice. God is in that voice.
There are many ways of translating the Hebrew phrase for a
still, small voice. Some prefer a gentle whisper. Others, more
accurate to the original, render it the sound of a fine silence. My
own interpretation is different. What is a still, small voice? It
is a sound that you can only hear if you arelistening.
I suspect that what God was saying to Elijah was this: Your
trial was based on error. The prophets of Baal believe that God is
power. You showed them that I am a greater power. Perhaps so, but
that is not what I am. The idea that God is power is pagan. God
does not impose Himself on his image, mankind. On the contrary, God
like a true parent creates space for His children to grow. He is
always there, but only if we seek Him. His word is ever present,
but only if we listen. Otherwise we do not hear it at all.
God is the music of all that lives, but there are times when all
we hear is noise. The true religious challenge is to ignore the
noise and focus on the music. The great command of the Bible, Shema
Yisrael, does not mean, Hear, O Israel. It means, Listen.
Listening, we hear. Searching, we find.
Originally published with lots more examples of such reflection
in Jonathan Sacks book about happiness Celebrating Life: Finding
Happiness in Unexpected Places (Continuum Compact, 2006).
The voice ofsilenceJonathan Sacks, formerly Chief Rabbi,
considers theexample of Elijah, and prayer as listening.
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For the classroom
14
Clarity, not confusionWere teaching small children about many
religions, and we dont want to spread confusion, so we have
been trying to find ways to handle the diversity. The dolls are
introduced
very carefully, and one at a time. I started with the Christian
doll Sally. A
Christian family with a child in reception class were given the
doll to take home for a weekend. The family took Sally to their
church on Sunday and took photographs of her taking part. We showed
the pictures to everyone, and Sally talked about going to the
church.
At the end of another session about what Christians like to do I
explained that Sally had a friend she would like the children to
meet. The following session I brought in Sally with her friend Avi,
our Jewish
persona doll. I explained that Avi has some of the same stories
in his special book as in Sallys Bible.
By bringing in the dolls for the first time, with a few weeks
between, and comparing, for ex-ample, what Sally likes to do with
what Avi likes to do, the children are not confused. In each
session I refer to some of the friends of
Using persona dolls at William Law School Peterborough
Julia Blower has made a lot of difference to her RE for 45 year
olds using some persona dolls. A persona doll can enable all sorts
of real-life storytelling, learning about family, festival and
community. Here, Julia tells you how you could dothe same.
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For the classroom
15
37
the doll for the children in reception to work out similarities
and differences. Of course the less able are not expected to
remember all the dolls preferences but they do realise that
different people like to have and do different things. They also
begin to see things the same for some or all the dolls.
Four religions in schoolWe have Sikh, Hindu, Muslim and
Christian children in our school and they are all are very pleased
to have a doll at their home for a while. Older siblings and
parents enjoyed joining in with the naming ceremonies. Our Jewish
friend of the school helped choose the name for the Jewish doll
since we do not have a Jewish family at school.
After a circle time as a whole class, meeting the doll and
looking at his/her special things, I sit at one table in the
reception class with the doll and some artefacts. The children then
come independently to the table to ask the doll questions, usually
choosing to draw a picture of the doll or an artefact. The presence
of the doll stimulates questioning from the children, including
some higher-order and very thought-ful questions. It encourages
children from a faith group to share experiences from home and from
their place of worship. Children enjoy hearing stories that are
loved by the doll.
Making enquiry into religion morelikelySimply carrying the dolls
around school invites enquiry from both staff and children. Taking
the dolls on visits shows adults at lo-cal places of worship how I
teach very young children about main world faiths. Hosts at a
gurdwara made a new bandana for our Sikh doll during a school
visit. The visit makes places of worship very real to reception
children when they see their doll in photos on visits, sometimes
with older siblings.
Visits to places of worship for the dolls are in the spring and
summer terms, when reception can then see photos of theirdolls at a
mosque, mandir, gurdwaraor at two very different churches. (We do
not have a synagogue in Peterborough: the small Jewish communities
meet in borrowed premises.)
Respect for all through friendlinessSmuggling respect for all
often takes place, as the children see the dolls as friends with
one another. They can sit and link arms with
each other. Children learn peoples preferences in each religion
in a fun way. They love the size of the dolls, some reception
children being not much taller than the dolls! Parents have found
the dolls appealing to the children. Reception children talk about
the dolls at home. Parents then ask their child questions.
In our school Sally made a good link between the school and
church by going along to the church holiday club in August. Some of
our reception children attended the club.
With the new reception children I have been using the festivals
of Eid-al-Adha, Diwali and Hanukkah to introduce the Muslim, Hindu
and Jewish dolls. Humza came to reception first, with special
things he likes to use when it is Eid al-Adha. On the nearest date
to Diwali Anjali camein to the clasroom with Humza, so that Humza
could introduce his friend Anjali. Similarly Avi, the Jewish doll,
came in with Anjali and Humza so that the children could see what
good friends they are with each other. The dolls can be sat down
linking arms, then the children like to link arms witha friend.
The children have enjoyed discovering things that are the same
for the three dolls, for example praying, going to a special
building, having presents at a festival time. We have also taught
them to notice what is different for each doll, such as bowing down
to pray, needing a prayer mat, a prayer cap. Boys like totry ona
kippah just like Avis.
Each doll has taught the classes a song about the festival being
celebrated. Letters have been sent to the dolls (written by the
class teacher) as part of the childrens literacy programme. I keep
revisiting what each doll has shared with the children.
In early December, Sally (the Christian doll) comes into a
lesson with Avi. Avi will intro-duce Sally then Sally will tell the
children why and how she celebrates Christmas. I also use short
film clips from the Festivals DVDs (available from RE Today), to
reinforce, deepen or follow up the sessions of doll work. When
children were learning about Jewish festivals, the Jewish doll Avi
brought in 90 chocolate coins, one each for the 90 pupils in
reception. He showed us his dreidels, which every child enjoyed
spinning.
Worth it? Recommended?These dolls are expensive but well made,
so worth saving up for. I would recommend approaching the
parentteacher association of a school to ask for help with funding
the purchase of the dolls.
Id really recommend the dolls to others because using persona
dolls dressed in both their school uniform and clothes related to
their faith instantly engages our Early Years children in RE. The
children want to find out about everything the doll has brought to
show them, for example the 5Ks on the Sikh doll; a greggar; a
Muslim childs prayer mat; a glove puppet of Ganesh; a CD of songs
for young Christian children. Children get less confused between
the faith groups because they have a particular doll as a means of
remembering something about each faith.
Julia Blower is RE Co-ordinator at William Law CE Primary
School, Peterborough
Persona dolls can be any doll butthereare good ones for sale for
about 40www.articlesoffaith.co.uk
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For the classroom
411
Claire Rivers, Head Teacher at St Marks School, Hadlow Down,
East Sussex, gets usstarted:The new Early Years guidance from the
Department for Education, Development Matters (2013) has play as a
one of the key areas in the Characteristics of Effective Learning
and I believe it is through play that children make sense of the
world in which they live, starting with the known and mov-ing into
exploration of the unknown. In my teaching and leading of RE I have
encouraged that approach regardless of age to begin with the known
and move into the unknown in order to make good connections in
learning and to ensure there is understanding. Play enables
multisensory experiences and high quality personalisedlearning.
How to make RE more playful for young learners: tenideas We
asked some of the best primary RE practitioners we know about play
in RE. Do we need more playful RE? How can we make sure there is
good religious content to very open-ended learning? Are children
expert in play, and if so, do we make enough of that expertise?
Which three of these might you try? Are there some youd never
do?
Through role play, children can explore relationships, cultures,
faiths and attitudes
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Through role play, children can explore relationships, cultures,
faiths and attitudes key themes in RE. By playing collaboratively
and co-operatively, with expert adult interaction, children will
develop respect, a set of values and communication skills.
Claire gave us the first of our ten practical ideas for playful
RE too:
1 Making dens is always fun: Sukkothatschool At Harvest time the
children were able to explore natural materials and construction
through the building of Sukkahs. The range of designs varied
greatly and some were more successful than others, but learning
through playing is all about experimentation, making connections,
negotiating with others, discussion and questioning.
I am always delighted when children ask questions, challenge and
are prepared to listen to the views of others, which play
opportunities provide. I have found that the role of the adults
working with the children in their play is of key importance as
they will help to take the play forward through expert interaction,
questioning and challenge.
Duplo: the House on the Rock Lego:making temples
Rebecca works at St Chads Primary School, Bishop Auckland, and
her headteacher Dominic Brown sent this example of her playful
RE:
Rebeccas a great fan of using Small World figures and
environments for children to
re-enact aspects of the stories from the gospels and some
parables of Jesus. The children are able to role-play, use voices,
create dialogue, and basically this helps them to empathise more
strongly with the characters/dilemmas in the stories. Rebeccas keen
on play-based RE because of the fact that the learning isnt
didactic and is more informal: the children can run with it,
explore it, extend and expand it as its dealing with people and
situations rather than impreciseconcepts.
Were fond of Lego also! Children worked to-gether to build the
Temple for Jesus to throw out the moneylenders! Younger ones have
been building Duplo houses for the House on the Rock parable.
Divali in the forest, with marshmallows
Our 78 year olds have just completed a learning journey based on
Festivals of Light and most of their learning was play based,
giving the children the opportunity to play with and explore
stories, cookery, art and crafts and poetry.
As with all outstanding personalised learning, which I see as a
tree, the staff plan the trunk of the tree, which is displayed for
children to see, and the children are encour-aged to take the
learning off into their own branches.
The children planned independently a special celebration to be
shared with parents, carers and friends which was to be held in our
own SMILE (St Marks Ideal Learning Environment
named by a child) Meadow. Its an acre and three quarters of
meadow, woods and stream. The Meadow was to be lit with
individually designed diva lamps, with a bonfire, toasted
marshmallows and hot chocolate, and with poetry readings linked to
movement.
I love it when RE is shared with the communi-ty in this way,
when the power of nature and aesthetic experience linked to the
play of the children bring us all together in a very special way
which more formal RE would never do.
School twinning with a playful RE dimension: rules and
justice
Dominic also reports:
Weve had a big whole school Fair Play project with our partner
school in Tanzania. Children from County Durham have been sharing
our playground games and thinking about rules and justice.
When our visit to their school took place, we saw what they do
at play times: the children took part in different activities. Wed
been able to send them some footballs, and when we had shown the
children how to pump them up then much to the childrens delight we
organised a football match with medals be-ing given to the winning
team. Other children played games and sang songs together.
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For the classroom
The small world Nativity
Donna Nagy works at Canon Evans CE Infant School, Bedworth, in
Warwickshire. She has been playing around as well:
Children did a Small World play session in a builders tray, to
model the Nativity. Over the years weve used a variety of things
for the characters. One year we had Duplo figures for the
characters in the story, another time we made dolly pegs into Mary,
Joseph, an innkeeper, shepherds and wise men, with the children
choosing swatches of fabric for the clothes, and drawing faces with
permanent markers. We used sand, gravel and the stones that go in
fish tanks for the terrain. The stable was easy to make from some
boxes. The chil-dren chose touse lollypop sticks for sheep
pens!
We regularly do small world for other aspects of the life of
Jesus. We have had gospel small world versions of Jesus in the
wilderness, Palm Sunday, Good Friday and rising from the dead.
A role-play church
Donna continues:
After exploring All Saints Church in Bedworth we have both
indoor and outdoor role-play areas as a church. This area really
takes off
after weve had an enactment of awedding and baptism for our
reception children, as the children then act out their experiences
in therole-play area.Over the years weve been doing this,children
haveacted out Christmas and Easterservices which weattend atAll
Saints, and Sunday School experiencesaswell.
Baskets of propsaregood: the children usethese todevelop their
play.Among things weve found children playing with areBibles and
crosses in dens (Its a church. Its a quiet place to talk to God.).
Once, I noticed the chil-dren wading acrossa large piece
ofbluefabric, escaping from Pharaohs armies! We need more
play-based RE: as well as promoting RE, play develops personal and
social skills andcom-munication skills
includingexpandingvocabu-lary. Most of all play is fun!
Story sacks of key stories: take them home and talk about God at
home!
Deborah Boldero, from Cawston VC Primary School in Norfolk,
suggested these playfulideas.
Were not claiming these ideas are original, but they
areworkable. We like using Godly Play: story sacks with characters
and artefactsabout the book, and wondering ques-tions to keep
children thinking. Our newest one in reception isThe Lion and St
Andrew.In the story sack there is a lion, a map, a purse, a
miniature harp, and some postcards.
One thing that works well is that the children takethese sacks
home to share with parents and re-enact the story using the
prompts. This is a way of reinforcing the message through the
relaxed medium of storytelling. Many Bible stories lend themselves
to this technique, though it needs preparation to collect the
items. We think these could be developed into drama and role play
in class, when the sacks are available for child-led
learningopportunities.
Clay crosses and playdough fonts
We make fun use of modelling materials to recreate artefacts,
e.g. from our church visit, making a playdough font. It is an
easier medi-um for young children to make things that look
realistic, which they enjoy. Being tactile and physical makes the
learning morememorable.
Construction kits can also be used, for example making a stable,
building an ark.
Ed: Why not a playdough Seven Days of Creation or Visit to the
Gurdwara or Three scenes from the Parable of the LostSheep?
Dress the doll, take the faith story
We like dressing dolls we have made out of pipe-cleaner or peg
dolls. We help children to make cut-out clothes to create
characters from faith stories. Its good to see how this enables
children to practise and improvise language in informal settings,
with others.
These play-based activities are good because of their
informality and adaptability to the level and interests of the
children. Because they are fluid they can be replayed many times,
thereby reinforcing the potential learning. We like the idea of
more play-based learning, in any subject: it must be good when the
children are less aware of the pressure to achieve and the
enjoyment factor is high.
Rough and tumble in RE: wrestling play
The Editor comments: Is there any reception class teacher who is
brave or stupid enough to notice and build a lesson from the
presence of wrestling in faith stories? Jacob wrestles with an
angel, Sumo wrestling begins in Shinto tradition, Saint Paul says
we wrestle with an unseen enemy. Theres an Hadith of the Prophet
about Muhammad wrestling for sport (he won). Would it be good to
plan somecontrolled wrestling, not least becauseboys loveto
wrestle?
Use a mat, agree the rules and watch carefully to make sure
anger doesnt overwhelm fun. Then think about why wrestling is like
getting tempted to do a bad thing, or like trying to find out the
truth. Goon. I dare you!
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Thanks to Deborah, Donna, Dominic, Rebecca, and Claire for all
these ideas. Why is play important for young childrens RE? What
makes a playful classroom in RE work well? Do you have some more?
Send them in to the Editor, [email protected] Send your complaints
about suggestion 10 to the Editor as well.
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19
New and cool communication tools like Twitter always invite
application to old and significant stories. Heres a lesson idea
that is adaptable to any big story in a faith, and fun to do, but
also really makes pupils think about the action, characters and
meanings of stories.
Ask the class to think about the story of Holy Week and Easter,
and retell the story in eight 140-character tweets from Simon
Peters point of view, or ask pupils tackling the Diwali story to do
eight tweets from Sita at key moments in the story. Working in
pairs is probably more creative than trying this alone.
To get the idea clear and the pupils going, opposite are some
tweets from Moses Twitter feed. Cut them out and give a set of
cards to pairs. Pupils might put them in order, and suggest a
couple more before they do some of their own in relation to another
story. To make it simpler, give them 4, 6 or 8 moments in the story
from which to tweet, but to make it more challenging
The approach to story is fun, as the illustrations on the right
show. It would often be good to ask the pupils to tweet from a
peripheral character rather than the central character. If you want
some variety of interpretation, then get the pupils to plan the
tweets of different characters in the story for Holy Week and
Easter, for example, they could do Judas, Pilate, the centurion,
Mary Magdalene and Joseph of Arimathea. For the Christmas story,
how about Herod, the innkeeper, a shepherd, Mary, a wise man and
the Angel Gabriel?
Any well-known faith story might be suited to this activity:
Good Samaritan / Life of Gandhi / Jonah / Diwali / Prodigal Son /
Life of the Buddha / Christmas.
Challenge the children to draft and redraft their tweets: can
they make them funnier? Deeper? More thoughtful? Cleverer?
If Peter was a tweeter, then what would Peter tweet?If Sita was
a tweeter, then what would Sita tweet?
Moses @mosesretoday
Bulrushes and the smell of tar always make me think of my
@sister, my mum and the @Princess. Theyre sweet to me!
8hr
1,000,000,000 1,365,124,003RETWEETS FAVOURITES
Moses @mosesretoday
Growing up at the palace makes me feel like the fresh prince of
the Nile. My (not so) secret plan: to be Pharaoh.
4hr
Moses @mosesretoday
Painted doorposts with blood. Ate roast lamb supper. Bread
rather flat, but now we wait in hope, listening. How do angels
sound?
30m
Moses @mosesretoday
@Pharaoh: heart like a stone. Will crack with frogs, blood
river, dead cows and all. Let the people go, #Rameses, you old
fascist!
2hr
Moses @mosesretoday
Youve got to be kidding us, God. Sea rolled back, slaves all
safe. Egyptians all trying to swim home. Promised Land here we
come! #Promised Land
2m
Moses @mosesretoday
They say that if you know where the bodies are buried, then you
are a danger to the government. I do, but Im running for the
desert.
7hr
Tweets
To get the idea clear and the pupils going, here are some tweets
from Moses Twitter feed. Cut them out and give a set of cards to
pairs.
Moses @mosesretoday
Bush that burns and talks? Stick turn-ing into snake? Am going
crazy today. Actually Ive never been saner. Off back to Egypt.
3hr
Moses @mosesretoday
Leading crowd of slaves to the beach. Egyptians chasing. Its
Pharaoh-Devil or the deep red sea. #Wish Id never listened to the
bush.
1hr
716
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For the classroom
20
1419
Good questions to ask, and what answers are we looking for?
We all know we can improve our questioning technique in the
classroom, but we all need to focus on this from time to time.
Imagine any topic in RE where pupils are gathering facts and
understanding about particular religious belief, practice and ways
of living.
Are there questions (maybe generic) that teachers can keep on
asking which enable pupils to develop increasing insight and
discernment. Here the RE Today Advisers and the Editorial Team
propose some age-related, progressed questions that might help any
teacher to push and probe childrens understanding, and enable next
steps through thoughtful conversation. Dont be scared of thinking
time always allow 15 seconds thinking time for pupils. Dont be
afraid to take risks, and always plan a few teaser, quirky
questions. They can get the ideas flowing in your pupilstalk.
What other topics can you think of that would make use of the
question stems above? It might not be a bad idea to copy this
sheet, stick it on the classroom wall and tick off all the
questions as you use them. Or you could give the left-hand column
to pupils to use in discussion groups make one of them the
questioner and three or four others the respondents. Take
turns.
Feedback from this article is very welcome contact the Editor on
[email protected]
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21
Useful question stems typical for this age Stimulus and activity
on prayer
For 5
7 y
ear o
lds:
Can you remember ...? What did you notice about ...? What did
you like about ...? What would you like to ask about ...? Did you
learn a new word? What did it mean?
Can you put it in a sentence? What are your ideas about ...?
What is this a bit like?
Ask pupils to listen to some funny made-up prayers, and guess
who might have said them. Keep them short. I want to go to infinity
and beyond, but Im plastic, is Buzz Lightyears prayer. Whose is
this? God, I am missing two pandas and one gazelle. Help!? Make up
some more, including some for people at your school dining staff,
crossing patrol, headteacher, and so on. Then ask the questions.
(Itwas Noahsprayer.)
For 7
9 y
ear o
lds:
Use some of the questions above, and also try these: Why do
these people ...? Do you think this is similar to ...? I wonder:
(say what you wonder, and leave a pause
count 7 seconds. Hands will go up!) Is there another (maybe
deeper) meaning to this ...? What matters most here? Does this
connect up to ... how? Did you learn something about ideas to do
with God
... (or another big concept)?
Make a large flashcard with Answered Prayer written on it. Have
a little prefix that says Un- as well. Tell pupils that many people
pray in trouble if they are ill, hurt, short of money, lonely, sad
or upset. Give some ex-amples, and ask for more. The discussion
using the prompts to the left can then be about answered and
unanswered prayer what is an answer like? Does unanswered prayer
mean prayer doesnt work? Pupils could write prayers on behalf of
some people they know in the news or personally who have troubles.
They could select photos from newspapers, and write the prayer of a
person in the picture. This makes a great classroom display.
For 9
11
year
old
s:
Use some of the questions above, and also try these: Can you
explain what Muslims/Hindus/Christians
believe about ...? Can you explain what you think about ...?
What bit of this did you not understand ...? What other ideas do
you know about this ...? Can you explain what you mean by ...? Have
you got a good hard question to ask
aboutthis ...?
Put a range of short texts of prayers around the room. It is
good to stick these in the centre of large sheets of paper. Ask
pupils to go from table to table and read them all. They should
annotate the sheets with comments: Ilike this one because ... or I
dont like this one because ... The skill of giving simple reasons
is developed here. Work with the whole class next, using the
question stems to the left to open up what the pupils have been
thinking about. Consider whether prayer for Hindus, Christians and
Muslims is the same or different, and in whatways.
For 1
114
yea
r old
s:
Use some of the questions above, and also try these: What if
...? (speculate) Can you give two reasons for ...? Why do some
people disagree with you, do
youthink? What evidence is there for ...? Who thinks the
opposite of this ...? What do you think is the main thing here ...?
How would those who disagree with you argue ...?
The Lords Prayer: what is the evidence that this prayer came
from Jesus, as Christians believe? Is there something valuable
about the fact that Christians all say this in their own languages?
Does that unify people? Ask pupils to write their own simplified
version of the Lords Prayer for 7-year-olds.
For people who dont believe in prayer, are there words that
would still be worth saying every day? Make your version of a
10-line daily text to keep saying often, to shape your life.
What if every line of the Lords Prayer was answered, or came
true? How would your town change, and how would the world
change?
For 1
416
yea
r old
s:
Use some of the questions above, and also try these: Can you
explain another viewpoint of ...? What helps you to make sense of
...? What arguments would support ...? How would you weigh up the
oppositions
arguments onthis ...? How can you come to a conclusion about
...? What would a psychologist say about this? What would a
philosopher say about this? What would a bishop say about this?
What would an atheist say about this?
Does prayer cause arguments? It surely should do!
Can you explain why believers like to call on God? Bad religion:
notice that some people who run corrupt forms of religion use the
name of God. Is this prayer? How might the Almighty feel about
that?
Andrew Copsons article in REtoday, Summer 2014, p.30, is good
raw material to start an argument.
A nurse has been in trouble this year for offering to pray for
her patients. She sees it as a simple expression of care: what
might be wrong with that?
For the classroom
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22
For the classroomFor the classroom
Bishop Victoria was one of the first Anglican women to become a
bishop in 1994, in Canada. She moved to New Zealand to be Bishop of
Christchurch in 2008 just before the earthquakes there. She shares
some of her ideas with RS students in this interview.
What led to you becoming a priest? When I was about 15 years old
I was an unhappy teenager. I recognise now that this is quite
common but at the time it was painful. My mother died when I was 13
and my father had remarried. I was lying in bed one night pondering
life and all its unfairness when I heard a voice that said, You are
my beloved and I will never leave you or forsake you. And you will
be my priest. There was
God and earthquakes? Cancer recovery? Women bishops? Learn from
a Christian pioneer for GCSE and StandardGrade RS
Bishop Victoria Mathewswww.anglicanlife.org.nz/Our-Bishop
absolutely no question that the voice was Jesus, and I knew that
at that moment my life had changed for ever. The Anglican Church of
Canada would not ordain women to the priesthood for seven more
years (30 November 1976) and somehow I knew if I shared what I
heard from God, I would be the laughing stock of family and
friends. Thus, with God-granted wisdom, I kept my calling to myself
until I was in the last year of my undergraduate degree.
What would you have planned for your life when you were 15 years
old?I have to say that had God not intervened I would not have ever
imagined myself in the public arena. I was painfully shy and quite
introverted. It needed something I was passionate about to draw me
out of myself. Prior to my vocational experience my calling by God
I imagined myself perhaps teaching in a school like the one I
attended. But now I spend a lot of time telling young women that
they set their sights too low. We so easily underestimate the gifts
that God has given us.
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23
For the classroom
And what was it like to be one of the first women to become
abishop?It was 12 February 1994 when I was consecrated the first
woman bishop in Canada. I was the fifth in the world. Those ahead
of me have now all retired. I can honestly say I have never been so
scared in my life. I only let my name go forward because others,
women and bishops primarily, asked that I let my name be
considered. It was an incredible leap of faith and I was sure I
would be a huge failure. But the Church that asked me to dare
continued to support me. Then in 1997 I was asked to become the
Diocesan Bishop of Edmonton which was again a first for Canada. In
Edmonton I was the sole bishop in the diocese. From 1994 to 1997 I
was the Suffragan Bishop in Toronto, a very large diocese with five
bishops.
Christian scripture says humanity is made in the image of God.
How, for you, does that apply to genderequality?Scripture has more
than one creation story. Genesis 1:26-27 says that God first
created an earth creature from which man and woman were made. It is
this creation that was and is made in the image and likeness of
God. Unfortunately the Hebrew for earthling is often translated man
so it sounds as if the human female was a derivation or lesser
creature than the human male. But that is not what the Bible says.
Men and women are created equal by God.
It was 12 February 1994 when I was consecrated the first woman
bishop in Canada. I was the fifth in the world.
For the classroom
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24
Two years after you moved to Christchurch, New Zealand, in 2008,
there were dreadful earthquakes in the city. What did this
experience teach you?In 2004 I was diagnosed with breast cancer and
had a bi-lateral (both breasts) radical mastectomy. Then followed
chemotherapy. At the end of that process I knew what Paul says in
Philippians 1:21 is true: For me to live is Christ, and to die is
gain. So in 2010 and 2011, when a number of large earthquakes hit
Christchurch and we suffered through 12,000 aftershocks, I knew
full well that I could die in the earthquakes. Many did. But
whether I lived or died, I would have Christ.
That gave me enormous strength and the necessary courage to keep
going even though I lost my house, my office, and for five weeks
could not get to my car which was in the red zone, so cordoned off
from foot and vehiculartraffic.
The earthquakes taught me that we carry too much stuff with us.
We have so much more than we need. For the last two plus years I
have lived in two rooms plus a toilet and shower without a kitchen.
But I am very
happy and have everything I need. Yes I do miss my library but I
am alive and that is something to be savoured daily.
Is God to blame for the earthquakes?I answer the question, Were
the earthquakes acts of God? by saying that God did not cause the
earthquakes. The earth moved because in this part of the world that
is what the earth does. The acts of God were the loving, selfless,
even sacrificial, actions of many students, men and women who
worked around the clock to free people from the rubble, remove the
tonnes of liquefaction and serve water and food to those who had
lost everything. God was active in those who helped others. I also
point out that in 1 Kings 19:11 we read God was not in the
earthquake. Later in that passage we hear that Gods presence was in
the still small voice. I fully believe that.
What do you think the Christian vision of life offers to young
peopletoday?That is a great question. I think it offers everything.
In the first world we are eaten up by consumerism. We are told that
spending
money and purchasing stuff is the secret to meaning and
happiness. But that is not the Christian vision. The Christian
vision is that Gods love is sacrificial. God is prepared to die
that you might fully live. What a gift and a promise that is! So
the Christian vision invites service and sacrificial giving. In the
Prayer Book we pray to God, whose service is perfect freedom. I
become free when I serve God and neighbour. I am a prisoner when I
surround myself with my selfish needs, my selfish wants and my
self-servingpossessions.
The earthquakes taught me that we carry too much stuff with us.
We have so much more than we need.
So for my life on earth I have chosen God in Christ in the power
of the Holy Spirit. There is no life like it. As Jesus says in John
10:10, I have come that they may have life and have it
abundantly.
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25
Read this article with your pupils, and then try some ofthese
learning activities:
Read: a pair of students are to read the interview aloud to
groups of five or six, one reading questions, the other
answers.
Discuss: what did you find interesting, puzzling or surprising
about BishopVictoria?
Consider: creating women bishops is controversial in Britain
today. Why? In what ways do you think Bishop Victoria seems to be a
good leader? What might the church be missing if this does not
happen?
Ask: if you could extend this interview, what extra five
questions would you ask the bishop?
Write: take a postcard, and write to Bishop Victoria. Keep it
brief, but deep. In what you say, answer these two questions: what
impressed you about her ideas and her life? What did you learn from
thiswork?
These three postcards from pupils show how the work in action
has enabled young people to think for themselves about gender,
suffering and Christian belief.
Activities like this use a strong religious stim-ulus to provoke
a better understanding and deeper engagement with the contemporary
world of religion and belief. RE always needs to add the
contemporary edge to study of the history and traditions of our
communities. The lessons were used very widely by RE teachers
during the recent Anglican General Synod debates about women
becoming bishops in the Church of England: topical RE is
useful.
These resources are available to all REtoday subscribers and
NATRE members in ready-to-use classroom formats, an example of the
kinds of benefit we deliver to them.
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26
How does peacegrow? A story from Heartsong Methodist
ChurchinMemphis, Tennessee Jim Wallis
NARRATIVE 1
Nine-eleven, or 11 September, is a big date in the USA, since 13
years ago when two hijacked planes were flown into the Twin Towers
of the World Trade Center. Tragic destruction and a huge loss of
life followed. Feelings against Muslims sometimes run high, even
though the suicide bombers did something deeply un-Islamic by
killing them-selves and so many innocent people. In the USA, there
is some pretty strong anti-Muslim feeling connected to the events
of that day in 2001. For example, in the state of Tennessee, a law
was passed recently forbidding Islamic Sharia Law. Less than 1 per
cent of the people of Tennessee are Muslims, but there is some
religious intolerance in the USA.
We hoped we would just be ignored! We didnt imagine we would be
welcome.
NARRATIVE 2
Steve Stone is pastor of Heartsong Church in Memphis, Tennessee.
He learned that the Memphis Islamic Centre had bought some land
adjacent to his church, and were plan-ning a community centre and
mosque. Rather than protest the plans, he put up a large sign
outside his church that said: Heartsong Church Welcomes Memphis
Islamic Center to the Neighbourhood. The Muslim leaders were rather
amazed by this. They came to talk to Steve. We hoped we would just
be ignored! We didnt imagine we would be welcome.
Steve said We are just trying to love our neighbours, as Jesus
instructs us to do.
When Ramadan time came round, the Muslim communitys new building
was still under construction. They asked Steve if they could use a
small room at his church.
NARRATIVE 3
He gave them the biggest room he had. The friendship between the
Christians and the Muslims grew a little stronger. Now when the
church has a barbecue, they make sure to serve halal meat, so that
Muslim friends will feel welcome. They are planning two projects
together, one to help the homeless and another to tutor local
children.
Pastor Jim Wallis knew about Steves churchs work. He was
negotiating with CNN, the big TV news channel, about the fact that
they kept putting out bad news stories about Islam. Why dont you
ever show good news? he asked. CNN said they didnt know of any good
news stories about American Muslims, so Jim sent them to interview
the Muslims and Christians in Tennessee, and they broadcast an item
about the co-operating communities. It ran on the global news
service.
NARRATIVE 4
Over 7500 miles away, in a small community in Kashmir, a group
of Muslim men were watching TV together, and saw the news item.
Afterwards they were silent. They were
Story
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27
surprised. They had been thinking that all Americans hated them,
and were against Islam. One of the communitys leaders said to the
others: God just spoke to us through this man. Another said, How
could we try to kill these people when they give a welcome like
this? A third man went straight to the local Christian church and
voluntarily cleaned it, inside and out.
Touched by the neighbourliness of the Christians in Tennessee,
the Muslims in Kashmir decided to be good neighbours as well.
Steve Stone was at home when the phone rang a call from Kashmir.
A man whom he had never met told him they had been watching CNN
when the segment on Heartsong Church was aired. We are now trying
to be good neighbors, too. Tell your congregation we do not hate
them, we love them, and for the rest of our lives we are going to
take care of that little church near us, just as you have cared for
the Muslims in your district.
Visit the websitewww.heartsongchurch.net
1012
Read this article with your 1012s, and then try some
of these learning activities:
You could tell the story in four parts, asking pupils at the end
of each segment what they think will happen next. We have put the
narrative in four sections to enable this.
Give pupils a list of questions, and ask them which ones they
would like to investigate. Try these for pupils aged about
1012:
What have you heard about the events of 9/11 (11 September
2001)? What would you like to ask?
Why is there sometimes intolerance between Muslims and
Christians? What examples of this do you know about in the UK?
Do you think Pastor Steve Stone is a good follower of Jesus?
Why?
CNN said they did not know any good news stories about Islam.
Why is there often only bad news on the TV and in the papers?
What impact did Steves actions have in Kashmir? Is the little
church in Kashmir similar to the Islamic Community Centre in
Tennessee? How and why?
What did you learn from this story?
Here are four pieces of religious teaching, two are Islamic
teaching and two are Christian teaching.
1 If you walk towards God, then God runs towards you.
2 You have heard it said that you should love your neighbour and
hate your enemy. But I say to you, love your enemy and do good to
those who persecute you.
3 Do to others what you would like them to do to you.
4 No one of you is a true believer until you love for others
what you love for yourself.
Find out which is which. In what ways did the people of
Heartsong Church and the Muslims from Kashmir put these teachings
into practice?
Artwork Tom Jay www.tomjay.com
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28
For the staffroom
Tony Blair, RE and global human rightsNottingham Girls High
School students talked to Tony Blair and students from the
Palestinian Territories and India on UN International Human Rights
Day through the global education programme, Face to Faith. How did
it happen and how did it go?
On UN International Human Rights Day, Year 12 students from
Nottingham Girls High School engaged in a live video-con-ference
with Tony Blair, Founder of the Tony Blair Faith Foundation, and
two other schools: Aboud Secondary Boys School in the Palestinian
Territories and Salwan Public School Afternoon, India. They
ex-plored the theme of universal human rights from a faith
perspective as part of the Tony Blair Faith Foundations global
education programme, Face to Faith.
The Face to Faith programme aims to break down stereotypes and
broaden horizons by engaging students of different cultures,
reli-gions and beliefs in discussing global issues
from different perspectives. Face to Faith connects students
aged 1116 from different schools in 15 countries across the world
via video-conferencing and a securewebsite.
Sarah Edwards, Head of Policy and Campaigns at Health Poverty
Action a UK-based charity that works to improve health services
among the worlds poorest, also took part in the event as a guest
speaker. Tony Blair said: Words dont mean anything unless they are
translated into action.
Nottingham Girls High School was one of the first schools to
join the education programme when it launched back in 2009. It is
the second Face to Faith Lead School in the UK.
Having already engaged in video-conferences with schools in
India and Pakistan, the school is a local ambassador for the
programme and showcas