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Unit 4.3: Our world

Key Question: What do religions teach about caring for our world?

About this unit

The unit builds upon understanding and appreciation of the natural world which was fostered in Unit 1.3: Caring for our world at KS1. 

It focuses on the uniqueness of the Earth as Our World that everyone has a duty to respect and conserve. It explores how various faiths have explained some of life’s big and difficult-to-answer questions.   

Resources: creation stories, prayers, poems and songs from world faiths, photos and artwork and architecture inspired by nature (for example the work of Gaudi, inspired by nature)

RE Learning Cycle
Unit 4.3: Our world
Programme of study Teaching and learning outcomes (AT1) Teaching and learning outcomes (AT2)
Meaning & purpose

explore beliefs about how the universe began

recognise that the Earth is unique and consider the concept of stewardship


compare different faith beliefs about how the universe began

give reasons why people of faith have a sense of awe and wonder about the Earth

explore religious teachings to see how faith members should care for the Earth

investigate how faith members show care for the environment


express thoughts and beliefs about how the universe began

share feelings about the sense of awe and wonder in the natural world

share thoughts on how and why religions treat the world with respect

show understanding of stewardship and suggest actions everyone can take

 

In addition to viewing the individual sections 1-7 below, you may scroll to the bottom of the page to download the full unit as a PDF. You may also download the corresponding PDF of the Burning Core (S) version.

Explore images of patterns/colours in nature; discuss what pupils love about nature

Go out to explore the natural world and bring images or films back to the classroom

Discuss how small, big, simple or complex creation can be

Look at images of Earth from space and images of other planets and galaxies
Explore pupils’ concept of the word ‘creation’

Share pupils’ views about how Earth was created

Talk about the Christian creation story

What do other religions say about creation?
Where did Earth come from? Is it sacred?

What do different faiths say about sacredness of life?

How do faith members interpret creation stories? How are creation stories similar or different?

How does belief in a Creator God influence believers’ lives?

What is meant by stewardship of the Earth?

What do holy books say about the respect for the world?

How do humans treat Earth now? What impact is this having?

How can we better care for Our World?
Research key creation stories in Christianity and one or two other faiths

Compare with scientific views on how Earth was created

Explore non-religious/other viewpoints on creation such as aboriginal dreamtime stories

Explore stories, songs and psalms of creation; consider the writers’ inspiration: Deuteronomy 10:14, 1 Chronicles 29:11, Psalm 19:1-4, Psalm 24:1-2, Psalm 65:5-13, Psalm 104:1-6, John 1:1-5

Research teachings of Christianity and other faiths about caring for the environment: Genesis 1:26 (man’s role in caring for creation); Leviticus 25:8-11 (resting the land); Psalm 8: 6 (man’s authority over creation)

Explore local and national environmental projects and the impact that they are having; what influences people involved in such projects?
Explore the outside environment, taking pictures and expressing their own responses to creation

Compare and contrast two or more creation stories from different faiths, identifying similarities and differences

Explore the impact of beliefs about creation on believers - thanksgiving, awe, wonder, stewardship

Consider ways creation is celebrated in secular society or by faith members

Think about pupils’ own impact on the local environment; what can they do to better care for the world around them?

What duties and responsibilities do young people have to care for the world?

What duties do adults have, whether faith members or not?

Talk to a faith member about their view of creation; what practical things can they do to look after the world that God created for them?

Investigate man's dependence on Earth's resources, considering the duty and challenge for faith members
Write a poem or song about creation or add more to Psalm 8

Create collages/montages or videos of some creation stories they have explored

Explore the idea of stewardship

Share ways in which believers show care for creation and consider the challenges of living in a ‘disposable world’

Discuss religious stories where responsibility for Earth is given to human beings and people of faith believe that we were made to look after all the rest of creation

Play dilemma games to explore and roleplay the environmental choices faith members may make; demonstrate how faith member’s actions might be affected and influenced by belief, considering how two or three faith communities would respond in certain situations

Go on a ‘stewardship walk’ around the school environment looking out for places that need more careful stewardship; in what ways could they be improved?

Devise a new act of stewardship and carry it out; choose a special local place and make a plan for class commitments to improve it

In a Venn diagram, present similarities and differences between Christianity and one or two other faiths, in terms of beliefs about creation

Where do we come from? Present opposing views from different faith standpoints
Identify something in the natural world which gives them a sense of awe and wonder, showing and appreciating different aspects of creation; marvel at the adaptation of living things to their habitats – by accident or design?

Discuss the concept of man’s responsibility to share the world’s resources

Each pupil create something and consider their own and others’ responses; how do they feel about their creation? How did the Christian God feel about his creation?

Consider the shape of the individual ‘footprint’ pupils might leave, or would hope to leave, on Earth

Reflect on the native American saying: “We do not inherit the Earth, we borrow it from our children.”

THIS UNIT WILL CONTRIBUTE TO THE ACHIEVEMENT OF THESE END OF KEY STAGE STATEMENTS

Highlighted text indicates how this unit contributes to overall End of Key Stage attainment.

 AT1 (Knowledge & understanding)
 AT2 (Reflection & response)
Describe and show understanding of links between stories, beliefs and practices of faith communities specified in the key content
Respond thoughtfully to a range of sacred writings and the beliefs, teachings and practices of different faith communities specified in the key content
Present their own and others’ views to challenging questions about belonging, meaning, purpose and truth Apply ideas of their own to challenging questions in different forms including reasoning, music, art and poetry

Articulate the responses of different religions to ethical questions, including ideas about what is right and wrong and what is just and fair Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response

 

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