82079 pearson ox covs pearson oxford · 2014. 4. 27. · religion & human experience wjec gcse....

WJEC GCSEReligious Studies B

Course Guide

Endorsed by

Religion &

Life Issues• Chris Owe

ns • Helen Bartley

• Laura Burridge • Tanya

Hill

Series Editor: Chris Owe

ns

WJEC GCSE

• Laura Burridge • Tanya HillSeries Editor: Chris Owens

Religion& Human

Experience

WJEC GCSE

Course Guide

2

WJEC GCSEReligious Studies BDeveloped for first teaching inSeptember 2009, these resourcesoffer total support for the newspecification and helps studentsto achieve their best forWJEC GCSE Religious Studies B.

Series EditorChris Owens isthe Chief Examinerfor WJEC.

AuthorsHelen BartleyLaura BurridgeTanya Hill

Written by practising teachers to give you confidencein the resources and focused advice on how studentscan meet the assessment objectives.

Offers support for all options, giving youcomplete flexibility.

Contemporary issues contextualise learningand bring lessons to life.

Grade Studio provides students with the insidetrack on how to achieve a better grade.

Exam Café enables you to engage the whole classin preparing for their exam through a rangeof revision tools and front-of-class activities.

ActiveTeach CD-ROM contains an electronic versionof the Student Book, interactive Grade Studioand Exam Café, plus a wealth of extra resourcesto provide you with all the support you needto plan and deliver and engaging lessons.

Religion &Life Issues

• Chris Owens • Helen Bartley• Laura Burridge • Tanya HillSeries Editor: Chris Owens

WJEC GCSE

• Laura Burridge • Tanya Hill

Series Editor: Chris Owens

Religion& Human

Experience

WJEC GCSE

Endorsed by

3

For the Student For the Teacher

Religion and Life IssuesStudent Book with ActiveBook

CD-ROM978 0435501 61 7 £13.99*

Spring 2009

Teacher Guide with editable CD-ROMcovering Religion and Life Issuesand Religion and Human Experience978 0435501 62 4 £100.00* Spring 2009

Religion and HumanExperience Student Book978 0435501 60 0 £12.99*

Spring 2009



WJEC GCSE


Religion& Human

Experience

WJEC GCSE



WJEC GCSE


Religion& Human

Experience

WJEC GCSE

Course Structure

ContentsReligion & Life IssuesStudent Book

Topic 1 Relationships

Topic 2 Is it Fair?

Topic 3 Looking for Meaning

Topic 4 Our World

Religion &HumanExperience Student Book

Topic 1 Religion & Conflict

Topic 2 Religion & Medicine

Topic 3 Religious Expression

Topic 4 Authority – Religion& State

WJEC GCSE ReligiousStudies B Teacher Guide

Unit 1 Religion & Life Issues


Topic 2 Is it Fair?


Topic 4 Our World

Unit 2 Religion & HumanExperience

Topic 1 Religion & Conflict

Topic 2 Religion & Medicine

Topic 3 Religious Expression

Topic 4 Authority – Religion& State

Religion and Life IssuesActiveTeach CD-ROM


Topic 2 Is it Fair?


Topic 4 Our World

Grade Studio

Exam Cafe

Religion and Life IssuesActiveTeach CD-ROM

978 0435501 59 4 £275.00* Spring 2009

Revision Guide Student Book978 0435501 63 1 £6.50* Autumn 2010

* Prices are provisional until publication

4

Student Book

84 WJEC GCSE Religious Studies

Topic 3

3.9 Funeral andmourning rites: Islamand Hinduism

Activity

1 Imagine you have astudent in your class whoknows nothing aboutMuslim funerals. Designand create a leaflet toexplain to them whathappens..

Hindu funeralsOnce a Hindu has died, the immediate family will carry out the rituals needed.The body is prepared by putting water from the River Ganges or a tulsi leaf in themouth.Time is given for the family to say goodbye.The funeral should take place within 24 hours if possible.The ceremony is usually led by the priest and eldest son.Cremation is preferred; Hindus believe in reincarnation, and it is thought that theatman (soul) is released when the body is cremated.Only saddhus (holy men) and children are buried.The ashes are usually scattered in running water, and in the River Ganges if possible.The deceased is usually commemorated every year.

The next two pages will help you to:

compare Muslim and Hindu teachingsabout death and the afterlifeexplore what happens in Islam andHinduism when someone dies.

What happens when Muslims andHindus die?After a person from the Islamic or Hinducommunity dies, various rituals and traditionsare carried out. This happens out of respect forthe dead and for the family of the deceased.

Muslim funeralsWhen someone is dying the family gathers tosay prayers from the Qur’an.The Shahdah should be spoken by theperson dying or, if not, by someone else toshow the strength of their faith in Islam andAllah.After death, the body is washed three timesby the husband/wife or someone of thesame sex as the deceased.

Do you think that Muslim, Hindu and Christian funeralsare very different?What makes you think this?Do you think that Muslim, Hindu and Christian funerals

The body is wrapped in a shroud – often the clothes worn on Hajj to Makkah.The burial takes place soon after death – within 24 hours if possible.Usually only men attend the funeral.The Imam leads prayers at the Mosque and at the graveside.The body is buried facing Makkah and cremation is forbidden.Passages from the Qur’an are recited.Many gravestones are very simple.Muslims believe that the period of mourning should be kept brief and usually lastonly three days.

Topic 3: Looking for meaning 85

Activity

2 Now imagine you have a student in your class whoknows nothing about Hindu funerals. Again, designand create a leaflet to explain to them what happens.

3 On your own, complete a Venn diagram showing themain similarities and differences between Hindu andMuslim funerals.

4 A funeral director needs your help to arrange a multi-faith funeral. Think about what you have learnedhere and on pages 82–83 about death and burial forChristianity, Islam and Hinduism. Then try to advise theperson on what aspects of each religion you would use,and why.

No one dies unless Allah permits. The termof every life is fixed.

Surah 3:145

He created life and death in order to testwhich of you does good works.

Qur’an 67:2

For death is certain to one who is born… thou shalt not grieve for what isunavoidable.

Bhagavad Gita 2:27

From the unreal lead me to the real!From darkness lead me to light!From death lead me to immortality!

Brihadaranyaka Upanishad 1.3.28


How do people respond to God?People respond to God in many ways.

They might dedicate their lives completely to their faith bybecoming a monk or a nun.They might make a financial donation or give up their sparetime to help others.Some might feel that their religion teaches them to act in acertain way, which they try to follow throughout their lives.

The realisation that God exists can have a significant impact on areligious believer. It can make them change their lives or considerdoing things they have not previously done. Here are some ways inwhich they might respond to belief in God.

Changing lifestyleThey may be more aware of the spiritual presence of God, whichcould mean a change in lifestyle as they follow the ‘rules’of God.

Preaching and teachingThis allows believers to share their knowledge and religion withothers. It is a continual process through which others can beinformed of God and the tradition being followed.

PilgrimageMany religions have special places of pilgrimage through whichthey can gain strength and feel closer to their god. These placesoffer time to develop a deeper relationship with God, as well astrace the roots of the religion.

Service and commitmentMany believers try to dedicate parts of their lives to God in serviceand commitment. They are often prepared to give energy, time andmoney for their cause.

Topic 3

3.6 Responses to God

Look at these two photographs.Who do you think the people are?What do you think they are doing?


identify ways in which religiousbelievers respond to God

explore the idea that religious believersdedicate their lives to their religion.

Activity

1 Discuss with a partnerany other ways thatpeople may respondto God.

How do religious believers respond to Godthrough vocation?Many religious believers feel that they are called to a profession connected to theirfaith. This may involve becoming a vicar, priest or minister, or a monk or nun. Othersmay become doctors or nurses, or work with those less fortunate than themselves.Believers with a talent may use it to spread their faith. For example, someone who is agood singer may choose to perform songs to demonstrate their faith to others.


Activity

2 a Make a list of jobs that could be doneto share faith with others.

b Compare your list with a partner.What are the similarities?What arethe differences?

Activity

3 a List the times each day that Muslims pray.

b List the times when Christians might pray.

c In your own words, explain what pujameans. (Others in your class may be ableto help you with these answers. If not, usebooks or the Internet.)

4 Imagine you are a journalist. Your editorhas asked you to write a newspaper articleexplaining how religious believers respond toGod. Try to write about at least two religions.

Research note

Find out how these famous people combine their faith withtheir talents:

Cliff RichardRichard GereJonathan EdwardsYusuf Islam (formerly Cat Stevens).

How do religious believers respond toGod through worship?Worship (along with prayer) allows believers to communicate with God.It is a way of developing and expressing faith, and allows believers tocome together as a community. Worship can take a variety of forms,including silent prayer, group prayer, singing, dancing, listening, readingand reciting. Most religious traditions have regular sessions of worship.

Muslims pray five times a day.Christians usually pray every day.Puja for Hindus is a daily experience.

How important is worship?Worship is very important to all religious believers. It is a form ofcommunication with God and a way they can thank him or ask forsomething.Worship also helps to bring people together and createsa bond between those of the same faith or believers who holdsimilar beliefs.

Some religious believers feel the impact of everyday life can get inthe way of religion. To regain their religious focus, they might go ona retreat. Many religious traditions offer places where believers can:

get away from everythinghave time to reflect about themselves and their liveshave time to reflect on their religious beliefshave time to reflect on their relationship with God.

Often, retreats include time to study, read sacred texts, worship,pray and share their ideas with others.

Do religious believers need to show generosity?All world religions emphasise helping others. This can take a variety offorms, such as:

helping those in a local communityvolunteering to physically help others in poorer areas ofthe world.

Religious believers are encouraged to donate money to charity andgive what they can to others. Islam supports zakat, which meansa percentage of their income is given to help the poor and needy.Many Christians pay a tithe in the same way.

All world religions emphasise helping others. This can take a variety of

A VICAR’S DIARYTo do today …

Take servicesPrepare sermon, Biblereadings and hymns forSunday worship

Visit the sickTake funeral serviceAttend meeting aboutfundraising for church repairsCheck list of baptisms andweddings for weekendAttend choir practiceSuggest Bible study forSunday School

Building skills, confidence and interestWritten by practising teachers, these motivating resourceshelp students to achieve their best through their strong focuson grades. The Student Books bring lessons to life inan accessible and easy to use format.

Sample pages fromWJEC GCSE Religious Studies B Religion and Life Issues Student Book

Sample pages fromWJEC GCSE Religious Studies B Religion and Life Issues Student Book

Comprehensive photos and artwork engage studentsin religious issues and provide discussion points.

Activity boxes appearthroughout, providingmaterial for use in theclassroom or at home.

Grade Studio in theStudent Book providesexam-focused guidancethat shows students howto improve their grades.

Research note boxes offer a gatewayto deeper exploration of the subject.

Each Student Bookcontains a free

ActiveBook CD-ROM,featuring an interactive

Student Book,Exam Café and our new

Grade Studio!

5

Unit 1, Topic 3: Looking for meaningLesson 3.1: belief in GodLesson focusWhy do some people believe in God?Why do some people not believe in a god?

Student book 1Unit 1 Religion and life issuesTopic 3 Looking for meaning3.1 Belief in GodSee pages 68–69

This lesson will enable students to:analyse the concepts of theist, atheist and agnosticexpress reasons for different views of belief in God and explore personal views about God’s existence.

StarterGive students three cards each – one red, one orange, one green. Read out statements from thesuggestions below and ask students vote green for agree, red for disagree and orange for not sure. Ifcards are unavailable, you could do this with thumbs up (agree), thumbs down (disagree) and thumbssideways (not sure).

Suggested statements, in this orderStrawberry is the best flavour of ice-cream.Dragons exist.You should never lie.All religions teach.You are only religious if you attend a place of worship.God exists.

Extend this activity by asking students to justify their opinions.

DevelopmentShare the learning outcomes with students, explaining that people hold different beliefs about Godbecause of their upbringings and personal experiences.

Ask students to complete a belief line showing the definitions of a theist, an atheist and an agnostic.

Ask students to make a human belief line around the room and to stand on the line in a place thatcorrelates with their beliefs. You can then ask them to give reasons for their beliefs and discuss whydifferent people are standing in different places.

Give students time to write down reasons already discussed for the views of a theist, atheist andagnostic. You can extend this activity by further discussion and giving more reasons or using therelevant pages in the student book to help expand ideas.

Students should then individually complete the evaluation question on the lesson 1 worksheet.

PlenaryReview the learning outcomes and recap the key words theist, atheist and agnostic. Ask students to formpairs and explain to each other the reasons someone may give for being a theist, atheist or agnostic.

Homework/extension taskResearch famous people who claimed to be theists, atheists and agnostics. Compile and listand bring it to the next lesson to share.

48 Unit 1, Topic 3

Unit 1, Topic 3: Looking for meaningLesson 3.1: belief in God

Worksheet

Name: _______________________ Class: _____________

1 Read the question below, then use the notes to help you complete an answer.

‘Belief in God is themost important part of being a religious believer.’Do you agree? Give reasons or evidence for your answer, showing you have thought aboutmore thanone point of view. Include reference to religious beliefs.

NotesYour opinion – do you agree with the quote?Why or why not? Give as many reasons as possible.Explain why someone might hold the opposite view to you and explain why.What reasons wouldthey give?Explain what religious believers would say.Would they agree or disagree with the quote?Whatreasons would they give for their view?Use some of these reasons to help write your answer.

God is at the centre of many religions.The Holy book is often related to ideas about God.Other beliefs such as life after death, holy books and worship are just as important.Action is as important as belief.There are many parts to being a true religious believers.Religious teachings all refer to belief in God.

Your answer

2 Now evaluate your answer. Use the level descriptors in your Student book (pages 000–000) to decide howmanymarks your answer would get.

49WJEC GCSE Religious Studies B: Teacher Guide

Unit 1, Topic 3: Looking for meaningStarter Lesson: The Big Picture/Developing your knowledgeLesson focusWhat is this topic about?

Student book 1Unit 1 Religion and life issuesTopic 3 Looking for meaningThe Big Picture/Developing your knowledgeSee pages 64–67

This lesson will enable students to:identify the main themes in the topicbegin to consider and express their own thoughts about God, life after death and the value of religion.

StarterPlay the song ‘The meaning of life’ from the film Themeaning of life by Monty Python. Give students acopy of the lyrics on the lesson 1 worksheet and ask them to read through as they are listening.

Ask students to make a list of all the philosophical questions that the song asks about the meaning oflife. Highlight the key questions/ideas contained in the song that are in this topic of work.

God, life after death, heaven, hell, why we are here, science, etc.

DevelopmentUse the student book to guide students through the main ideas in this topic. Go through The BigPicture and Key words so students are aware of what this topic involves. (You may want to get themto write these down.) Explain that before they start looking at the issues in depth, it is important theyhave time to reflect on their own initial thoughts and ideas about the topic.

Ask students to write down their initial thoughts about each of the following ideas. Make sure theyexplain their ideas fully, giving reasons for their opinions.

Is there a God?Why or why not?What is God like?What evidence is there for and against belief in God?Is religion useful? Why or why not?What happens after a person dies?Where is the evidence for this?

Ask students to choose one of the question areas in italics above, and then to choose three people inthe room to ask their views about this. Get students to jot down notes about what they found out.

PlenaryChoose a number of students to summarise what they think about the issues and what they found othersthought.

Homework/extension taskFind out what family and friends think about the issues covered in this topic. Ask them to try toget reasons for different opinions.

46 Unit 1, Topic 3

Unit 1, Topic 3: Looking for meaningStarter Lesson: The Big Picture/Developing your knowledge

Worksheet

Name: _______________________ Class: _____________

Carefully read these lyrics, which are for theMonty Python song ‘Themeaning of life’. Then answerthe questions at the end of this sheet.

Why are we here?What’s life all about?Is God really real, or is there some doubt?Well, tonight, we’re going to sort it all out,For tonight it’s ‘The meaning of life’.

What’s the point of all this hoax?Is it the chicken and the egg time?Are we just yolks?Or perhaps we’re just one of God’s little jokes.Well ça c’est le ‘Meaning of life’.

Is life just a game where we make up the rules,While we’re searching for something to say,Or are we just simply spiralling coilsOf self-replicating DNA. (Nay, nay, nay, nay, nay, nay.)

In this ‘life’, what is our fate?Is there heaven and hell? Do we reincarnate?Is mankind evolving, or is it too late?Well, tonight, here’s ‘The meaning of life’.

For millions, this ‘life’ is a sad vale of tears,Sitting ’round with rien nothing to sayWhile the scientists say we’re just simply spiralling coilsOf self-replicating DNA. (Nay, nay, nay, nay, nay, nay.)

So, just why – why are we here,And just what – what – what – what do we fear?Well, çe soir, for a change, it will all be made clear,For this is ‘The meaning of life’. C’est le sens de la vie.This is ‘The meaning of life’.

1 Make a list of all the philosophical (and unanswerable) questions the song includes.

2 Why do you think there are so many questions we cannot answer?

47WJEC GCSE Religious Studies B: Teacher Guide

Support to deliver the new specificationThe Teacher Guide includes indispensable materials for teachingand resourcingWJEC GCSE Religious Studies B.

Sample pages fromWJEC GCSE Religious Studies B Teacher Guide

Sample pages fromWJEC GCSE Religious Studies B Teacher Guide

Inspiring activities aresupported by worksheetsand extra resources on theeditable CD-ROM.

An overview at thebeginning of each lessonsets clear objectives.

Teacher Guide

The Teacher Guide links directly to theStudent Book making it easy to use.

Worksheets enable you to developstudents’ skills and enhance learningthrough ready-made activities.

ActiveTeach

+

WJEC GCSE Religious Studies B Student Book

++++


Topic 3

3.9 Funeral andmourning rites: Islamand Hinduism

Activity

1 Imagine you have astudent in your class whoknows nothing aboutMuslim funerals. Designand create a leaflet toexplain to them whathappens..

Hindu funeralsOnce a Hindu has died, the immediate family will carry out the rituals needed.The body is prepared by putting water from the River Ganges or a tulsi leaf in themouth.Time is given for the family to say goodbye.The funeral should take place within 24 hours if possible.The ceremony is usually led by the priest and eldest son.Cremation is preferred; Hindus believe in reincarnation, and it is thought that theatman (soul) is released when the body is cremated.Only saddhus (holy men) and children are buried.The ashes are usually scattered in running water, and in the River Ganges if possible.The deceased is usually commemorated every year.


compare Muslim and Hindu teachingsabout death and the afterlifeexplore what happens in Islam andHinduism when someone dies.

What happens when Muslims andHindus die?After a person from the Islamic or Hinducommunity dies, various rituals and traditionsare carried out. This happens out of respect forthe dead and for the family of the deceased.

Muslim funeralsWhen someone is dying the family gathers tosay prayers from the Qur’an.The Shahdah should be spoken by theperson dying or, if not, by someone else toshow the strength of their faith in Islam andAllah.After death, the body is washed three timesby the husband/wife or someone of thesame sex as the deceased.

Do you think that Muslim, Hindu and Christian funeralsare very different?What makes you think this?Do you think that Muslim, Hindu and Christian funerals

The body is wrapped in a shroud – often the clothes worn on Hajj to Makkah.The burial takes place soon after death – within 24 hours if possible.Usually only men attend the funeral.The Imam leads prayers at the Mosque and at the graveside.The body is buried facing Makkah and cremation is forbidden.Passages from the Qur’an are recited.Many gravestones are very simple.Muslims believe that the period of mourning should be kept brief and usually lastonly three days.

Activity

2 Now imagine you have a student in your class whoknows nothing about Hindu funerals. Again, designand create a leaflet to explain to them what happens.

3 On your own, complete a Venn diagram showing themain similarities and differences between Hindu andMuslim funerals.

4 A funeral director needs your help to arrange a multi-faith funeral. Think about what you have learnedhere and on pages 82–83 about death and burial forChristianity, Islam and Hinduism. Then try to advise theperson on what aspects of each religion you would useand why.

No one dies unless Allah permits. The termof every life is fixed.

Surah 3:145

He created life and death in order to testwhich of you does good works.

Qur’an 67:2

For death is certain to one who is born… thou shalt not grieve for what isunavoidable.

Bhagavad Gita 2:27

From the unreal lead me to the real!From darkness lead me to light!From death lead me to immortality!

Brihadaranyaka Upanishad 1.3.28

6

8484 WJEC GCSE Religious StudiesWJEC GCSE Religious Studies

The ActiveTeach CD-ROM contains an electronic version of theStudent Book, interactive Grade Studio and Exam Café features,plus a wealth of extra resources to provide all the support youneed to plan and deliver engaging lessons.

Deliver engaging lessons every time!

Create your own lesson facility allows you to draw upon materialin the electronic book and Teacher Guide to compile your own lesson.

Interactive activities, including simulations and animations,help students get to grips with key concepts.

Sample screenshot fromWJEC GCSEReligious Studies B Religionand Life Issues ActiveTeach CD-ROM

Add your own resources forpersonalised lesson planning and easyintegration into your schemes of work.

1 2

0/1 of 21


our class whogain, design

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am showing theeen Hindu and

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th and burial fory to advise theou would use,

7

Grade Studio provides students with the inside track on howto achieve a better grade. Focused activities offer supportto help students improve their answers and front-of-classteaching activities build on students’ skills, developing acycle of continuous improvement.

Sample screenshot fromWJEC GCSEReligious Studies B Religion and Life IssuesActiveTeach CD-ROM: Grade Studio

Use the searchableresource bank to buildyour own lessons.

Sample screenshot fromWJEC GCSE Religious Studies BReligion and Life Issues: Exam Café

1

2The striking Exam Cafépages feature both is StudentBooks and electronically inthe ActiveTeach CD-ROM.The virtual reality Exam Caféis a feature of the Student’sActiveBook CD-ROM, and canalso be accessed via ActiveTeachfor flexible lesson planning.

Exam Café comes to life inthree different zones to help allstudents get the most out oftheir exam preparation time.

The examiner guidesstudents througheach aspect ofanswering anexam-style question.

Self-assessmenttasks enable studentsto apply sampleanswers and receiveinstant feedback.

O642

08SCD0122 Pearson Education is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.

I S BN 978-0-997835-30-4

9 7 8 0 9 9 7 8 3 5 3 0 4When you have finished withthis leaflet please recycle it

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Evaluation PackThe Evaluation Pack contains a FREE copy of theReligion and Life Issues Student Book and samplematerial from other components.WJEC GCSE Religious Studies B Evaluation Pack978 0 435501 64 8 £13.99 FREE Spring 2009

Course ComponentsStudent BooksReligion and Life Issues Student Book withActiveBook CD-ROM978 0 435 501 61 7 £13.99* Spring 2009

Religion and Human Experience Student Book978 0 435501 60 0 £12.99* Spring 2009

Teacher GuideTeacher Guide with editable CD-ROM - covering Religionand Life Issues and Religion and Human Experience978 0 435501 62 4 £100.00* Spring 2009

ActiveTeach CD-ROMReligion and Life Issues ActiveTeach CD-ROM978 0 435501 59 4 £275.00* Spring 2009

Revision GuideActiveRevise Student Book978 0 435501 63 1 £6.50* Autumn 2010

*Prices are provisional until publication

Next steps


Religion& Human

Experience

WJEC GCSE

Religion &

Life Issues• Chris Ow

ens • Helen Bartley

• Laura Burridge • Ta

nya Hill

Series Editor: Chris O

wens

WJEC GCSE

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82079 pearson ox covs pearson oxford · 2014. 4. 27. · religion & human experience wjec gcse....

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