sample - The Council for Subject Associations

Religious
Education
A voice
for subjects
Get ready for the London 2012 Games
Autumn 2009 PS5
Inspiration... determination...
courage... respect
H
aving a vision or bigger purpose
to fulfil impacts on people’s everyday
lives and reflects their beliefs and values.
Those competing in the London 2012
Games have this in common with many
religious figures throughout history.
Natalia Paderina of Russia is presented with her silver
medal at the 2008 Beijing Games
(Clive Brunskill/Getty Images)
I have a dream…
Those who strive to excel in any
field of human endeavour are often
individuals who are inspired by a goal
or bigger purpose in life. Such people
are driven, they change things and
they tend to achieve things against
all the odds. As you read this, there
are athletes all around the world
preparing for the London 2012
Olympic Games and Paralympic
Games, driven forward by the goal
of sporting success.
What connections are there between
these Olympic and Paralympic
athletes (and indeed the Olympic
movement itself) and those whose
goal or purpose in life is inspired
by their religion or belief? How can
children’s learning in RE be supported
by exploring these connections?
RE is about ‘provoking challenging
questions about the ultimate
meaning and purpose of life’, which
suggests plenty of potential for
making meaningful connections and
developing learning in RE.
Such people are an inspiration to many.
They exemplify characteristics that most
would like to emulate and which the
sacred texts of many religious traditions
encourage. Learning about such people
supports children’s understanding
of these characteristics and provides
opportunities for them to reflect on their
own potential. The following activity,
suitable for the 5–11 age group, provides
a starting point.
What to do
◗◗ Mark out three circles on the floor –
one labelled ‘agree’, one ‘disagree’
and one ‘not sure’.
◗◗ Display the seven quotes given on
this page one at a time (fewer may
be chosen for younger children).
◗◗ Ask pupils to stand in the circle which
represents their viewpoint. Allow them
30 seconds or so to decide where
to stand and to work out a reason
for their decision.
◗◗ Ask individuals to explain their reasons.
◗◗ Vote as a class which quote is the
wisest or most appropriate to try to
live up to.
◗◗ Older children could then choose
a quote and use it as a basis for a
postcard to an imaginary Olympic
athlete to encourage them to do
their best.
‘Think of God when you work.
Do everything to the best of
your ability and not because
you want a reward.’
Bhagavad Gita (a Hindu holy book)
‘We learn little from success
but much from failure.’
Arab saying
‘Work and train hard and
give 100% so that you can
truly achieve your potential
in your sport.’
Tom Daley
‘Champions aren’t made in
the gym. Champions are
made from something they
have deep inside them:
a desire, a dream, a vision.’
Muhammad Ali
PSHE
Cross-subject link
(Activity used with permission from: Words of
Wisdom, Ed Joyce Mackley, RE Today Services,
ISBN: 978-1-904024-45-3)
‘God doesn’t give people gifts
or talents that he doesn’t
want them to use.’
based on the parable of the talents
(Jesus, in the Bible)
‘Allah is the greatest – I’m just
the greatest boxer.’
Muhammad Ali
Muhammad Ali 1965 World Heavyweight Title
(Walter Iooss Jr./Sports Illustrated/Getty Images)
Understanding religion and belief
The London 2012 Olympic and
Paralympic Games will bring together
people of many different religions and
beliefs. Those involved in designing
and planning the Games need a good
knowledge and understanding of
what is important in these different
religions if they are to meet everyone’s
needs with sensitivity and respect.
This context could be used to provide
appropriate purpose and audience
for tasks for children in RE to develop
and use their knowledge and
understanding of religion and belief.
Activity 1: Food
Create menus to meet the dietary
requirements of athletes from many
different religions. Pupils in the 5–7 age
group could create a menu for a banquet
suitable to serve to all faiths at the opening
ceremony of the London 2012 Games.
Some key questions to explore might
include the following.
◗◗ What foods might someone from each
of the following religions be unlikely to
eat: Buddhist, Christian, Hindu, Muslim,
Jewish and Sikh?
◗◗ What foods might someone who keeps
the following diets eat: vegetarian;
vegan; kosher; halal?
◗◗ Why do many religious believers have
special diets?
Resources for the teacher about the dietary
requirements for people from different
religious groups are plentiful on the
internet. Information can also be found in
books and other classroom resources that
explore religious festivals and celebrations.
These two sites are good starting points:
tinyurl.com/cfsaRE4
tinyurl.com/cfsaRE6
D&T
Cross-subject link
Activity 2: Facilities
In the development of the venues for the
London 2012 Games spaces are being
thoughtfully designed to allow for worship,
prayer and reflection.
Pupils in the 7–11 age group could design
a faith centre for the competitors’ village.
Some key questions to explore might
include the following.
◗◗ What will the centre need to offer?
◗◗ Will different religions need separate
prayer and worship facilities or will
some be happy to share?
◗◗ How might the building be arranged?
Research into faith centres in universities,
hospitals and airports could provide
inspiration.
Hockey player Michelle Hawks of Australia takes the Olympic Oath during the Opening Ceremony of the Sydney
2000 Games (Jamie Squire/Allsport/Getty Images)
Activity 3: Connections –
the Games and religion
The Olympic and Paralympic Games
contain many features similar to those
of systems of religion and belief. Pupils in
the 7–11 age group could identify these
features and compare them with those
used in systems of religion and belief.
Information at an appropriate reading age
can be found on the Get Set website
www.london2012.com/getset
Findings could be recorded using
a Venn diagram.
Pupils might identify the following
similarities.
a) Oath
At each Olympic and Paralympic Games
a representative of the athletes and the
referees taking part recites the Olympic
oath on behalf of all athletes and referees:
‘In the name of all competitors,
I promise we shall take part
in these Olympic Games,
respecting and abiding by
the rules which govern them,
committing ourselves to a sport
without doping and without
drugs, in the spirit of true
sportsmanship, for the glory
of sport and the honour of
our teams.’
Pupils could:
◗◗ compare this oath to those made
in religious marriage or initiation
ceremonies
◗◗ consider where oaths are appropriate in
their life. As a class or individually, they
could identify an appropriate occasion
and design an oath for it. Once devised
the oath could be recorded.
◗◗ later in the year, in circle time, reflect
on the challenges of trying to keep
the oaths – Were they helpful? Why?
Why not?
Codes for Living, Ed Joyce Mackley,
RE Today Services ISBN 978-1-905893-07-2
provides a useful resource.
b) Symbol
The symbol of the rings carries part of the
meaning behind the games, five rings
representing five continents and the six
colours representing the flags of all nations.
It was designed as a symbol for world unity.
Pupils could:
◗◗ find out what religious symbols convey.
Which religious symbols promote similar
aims? Why are symbols used?
◗◗ design a symbol for some form of
endeavour in school, for example, sports
day, a musical event or play.
Symbols of Faith, Ed Joyce Mackley, RE
Today Services ISBN 978-1-904024-47-7
provides a useful resource.
A view from outdoors in the Early Years
Members of the Portuguese Olympic squad parade around the track upon entry into the stadium at the opening
ceremony for the 2004 Games in Athens. (Jacques Demarthon/AFP/Getty Images)
c) Procession
Within the celebrations there are
processions of athletes from each nation
and The Torch is carried in a relay across
many countries prior to the Games.
This relay shows the diversity of the
nations that take part in the Games.
Pupils could:
◗◗ consider why processions are used in
religious communities. High quality
digital videos to illustrate these can
be found at www.cleo.net.uk.
d) Motto and creed
The Olympic motto of ‘faster – higher –
stronger’ encourages athletes to strive to
give of their best both in their preparation
for the games and in the games
themselves. It is complemented by the
Olympic creed:
‘The most important thing in
life is not the triumph, but
the fight; the essential thing is
not to have won but to have
fought well.’
The Olympic rings are seen during a heat of the 110m Hurdles in the Men’s Decathlon
at the Beijing 2008 Games (Alexander Hassenstein/Bongarts/Getty Images)
Pupils could:
◗◗ compare the motto and creed with
mottos and creeds from different
religions. What is similar? What is
different? On what is each based?
◗◗ create a motto or creed for their own life,
something that will encourage them to
excel in those things they are talented
in and support and encourage them at
times of difficulty.
Codes for Living, Ed Joyce Mackley,
RE Today Services, ISBN 978-1-905893-07-2
provides a useful resource.
News Religious Education
A
voice for subjects
Image from Get Set
Resources
Noah and Abraham. A Qur’anic reference
for each story is very usefully provided.
Get Set
My First Qur’an is used by Muslim families
to share the stories with their youngest
children but equally offers teachers a
resource that will enable them to introduce
and explore stories from the Muslim sacred
text with confidence in the school context.
www.london2012.com/getset
This website is the first port of call for
young people and teachers wanting to find
out more about the London 2012 Olympic
and Paralympic Games. There is much
background information and a strong focus
on the Values.
Inspiring Visual RE
Ed. Joyce Mackley RE Today Services,
ISBN 978-1-905893-24-9, £7.90
This new publication
aims to help you bring
together RE and Art. The
suggestions and ideas
help children learn about
spiritual expression in
different faiths, and to
express their own beliefs
and values.
Expect to be amazed at the insight,
creativity and imagination they display
whilst enjoying some great teaching and
learning in RE!
Inspiring Visual RE is part of a series
of curriculum publications issued to
members each term as part of the termly
subscription package for subscribers to
RE Today and NATRE.
Available from: www.retoday.org.uk and
www.natre.org.uk.
My First Qur’an
My First Qur’an by
Saniyasnain provides
primary schools with an
authentic and sensitive
retelling of 42 stories of
the Qur’an written by a
Muslim in an engaging and accessible
style for young children.
This A5-sized hardback tells the stories
of the prophets, peoples and nations of
Islam as an unfolding family saga, starting
with the story of creation, Adam and Eve,
Available from RE Today Services:
www.retoday.org.uk or tel: 0121 472 4242.
Free online videos
promoting RE!
NATRE and RE Today have published four
new online videos explaining the nature,
purpose and value of RE in schools. They
are available from NATRE’s website for
viewing online or downloading, along with
suggestions for their use.
◗◗ What is RE? explores how skilful and
creative primary RE can help the personal
development of children. 6 minutes.
◗◗ RE in the curriculum provides the key
information about the place of RE and its
contribution to whole-school priorities.
6 minutes.
The other two titles (What do you know
about RE? and Subject Choices) have a
secondary focus.
In the words of one head teacher:
‘This film captures the essence
of what RE is all about and,
at the same time, makes the
viewer reflect on their own
practice. I will certainly make
use of this resource’
NATRE and RE Today are grateful
to the DCSF for funding to develop
these resources.
Download from: www.natre.org.uk
Media Toolkit
The RE Council of England and Wales’
new online Media Toolkit for RE teachers
provides practical advice to RE teachers on
how to generate positive stories about their
work with young people. It is a concise
pdf document containing instructions on
what generates a positive story in religious
education, the way in which an RE teacher
can write a press release, and sample press
releases and images.
It also provides advice about what consent
forms to use with parents, ways of
communicating with the media, and how
to avoid media pitfalls. Advice about school
policies on media relations, and ways
to work with senior management when
dealing with the media are also suggested.
Download from:
www.religiouseducationcouncil.org
The National Association of Teachers
of Religious Education (NATRE)
1020 Bristol Road,
Selly Oak
Birmingham
B29 6LB
tel: 0121 472 4242
email: [email protected]
www.natre.org.uk
RE Today Services
1020 Bristol Road,
Selly Oak
Birmingham
B29 6LB
tel: 0121 472 4242
email: [email protected]
www.retoday.org.uk
This pamphlet is part of Primary Subjects 5, published by CfSA. Unless otherwise indicated, the content is copyright free for use within your educational establishment.