In this unit pupils discover how three of the world’s religions mark special occasions in human life. Pupils develop their understanding of how religious beliefs are expressed in practice through ceremonies. They compare and contrast the practices they discover in the different religions, and evaluate their importance to the lives of believers. They study and examine the concept of commitment and reflect on their own commitments. Teachers may decide to take one or two religions that are covered in this unit and study them in greater detail, rather than looking at all three, or substitute other religions. This unit may link with work in PSHE and citizenship.
unit can be adapted to be taught within a half term, or over a whole term
by using it in parts, or varying the amount of material covered.
This unit builds on knowledge of main beliefs of world religions by looking at how special times in the lives of believers are celebrated.
This unit helps prepare pupils for GCSE RE/RS by developing their knowledge of how faith affects people’s lives and their understanding of the significance of rites of passage to believers.
unit may be started at different points, eg at ‘Where do we start?’ or ‘How
do rites of passage reveal main beliefs in religion?’, with appropriate
adaptations to provide different approaches to the theme of the unit.
At the end of this unit
most pupils will: show that they know and understand ways in which Jews, Christians and Muslims celebrate important stages in human life with rites of passage; compare and contrast the ceremonies of the three religions, understanding the main beliefs that these practices reveal; use their knowledge and understanding to explain what it would mean to belong to one of these communities in Britain today; articulate their own views clearly and weigh up those of others, giving clear reasons for their conclusions; reflect on what it means to believe and be committed to a faith, and reflect on their own beliefs and experiences in the light of this
some pupils will not have made so much progress and will: show that they know and understand some Jewish, Christian and Muslim rites of passage; understand how belonging to a particular religion affects people’s lives at certain times; make informed responses to religious ceremonies, explaining their importance to a believer; articulate their own views about how the ceremonies are similar or different; reflect on the nature of commitment and think about their own individual commitments
some pupils will have progressed further and will: give coherent accounts of the ways in which rites of passage are celebrated in Judaism, Christianity and Islam; explain what rites of passage reveal about Jewish, Christian and Muslim perspectives on the purpose of human life; express their understanding of similarities and differences between Jewish, Christian and Muslim rites of passage; articulate their own views fully and evaluate those of others, drawing well-reasoned conclusions; reflect on what it means to be committed to a faith, and reflect on their own beliefs and experiences in the light of this
It is helpful if pupils have:
Through the activities in this unit pupils will be able to understand, use and spell correctly words relating to the study of:
Speaking and listening – through the activities pupils could:
Reading – through the activities pupils could:
Writing – through the activities pupils could:
As well as a range of textbooks and published resources, this unit will be enhanced by the use of original ancient and modern materials from believers’ sources, including:
Pupils could go on to: