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RE at key stage 3 (Year 7)
Unit 7B: What does justice mean to Christians?
Section 5: What does justice mean to Christians in practice?
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Objectives |
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- about some of the ways in which Christians use the example and writings of St Paul and other Christian leaders today, particularly for inspiration and challenge
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Activities |
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Outcomes |
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Children: |
- Listen to some examples of the music Christians use to express ideas about justice, and ask pupils to consider their own responses,
eg songs from the civil rights movement, or from the work of the Missionaries of Charity in Calcutta.
- Pupils could examine the Christian communities in their own locality to see if and how they pursue a vision of justice. They could study a Christian organisation today that pursues justice,
eg Christian Aid, CAFOD.
- Pupils could explain their own reasoned responses to questions such as
What are the greatest injustices in the world today? How can individuals work for a fairer world? Can we make a difference?
- Ask them to identify some of the reasons why justice is so hard to achieve in situations of conflict.
- Analyse some of the ways that people find inspiration or challenge from leaders; discuss some of the injustices that challenge the human community today, noting Christian responses,
eg global poverty and inequality, gender issues, homelessness. In a group, work on a 10-point plan for a fairer world in this millennium.
- In a final, homework task pupils could use their knowledge to suggest what the Christians they have studied, eg
St Paul or Martin Luther King, would say to their school assembly or school community about injustices today.
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- explain some of the ideas about the concepts of justice and love in a variety of ways, including speaking and writing
- reflect on the concept of justice and analyse injustices that challenge the human community today
- evaluate ways in which religion seeks to alleviate injustice in the world
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Points to note |
- Citizenship: there are many natural links between this unit and the development of citizenship,
eg What type of society do we live in? Is it a just society or not?
- When pupils are asked to express their own ideas, it is good practice to rely not only on written language for responses, but also on art, poetry, music, conversation or other ways of expressing meaning.
- Language for learning: where key terms are introduced, teachers should ensure that spellings are learnt thoroughly and that common errors and confusions are avoided,
eg similar form, but difference in pronunciation and one/two 's' in 'vision', 'mission'. Use of class dictionaries or glossaries and pupil workbooks is helpful, as well as classroom displays.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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