Religion and Young People

Syllabus• birth and initiation ceremonies;• the home, upbringing and spirituality and their role in decision-

making and life choices, including• formation of moral codes, relevance of religion;• activities of faith groups for young people, e.g. youth groups such as

Brigades, educating in the faith, Taize, Spring Harvest, worship, key celebrations and festivals;

• commitment – membership and/or coming of age ceremonies, e.g. confirmation, Bar/Bat Mitzvah;

• rights and responsibilities, including freedom of choice, relationships, rules;

• problems and benefits associated with belief and young people, including generation gap, marginalisation, peer pressure, secular society, empowerment, purpose, brotherhood;

• role of schools, including Religious Studies, assemblies, faith schools.

Personal Identity

• Starter – Riddle• What walks on four legs

in the morning, two legs in the afternoon and three legs in the evening…

• HWK – Note down the clubs, organisations, groups or societies you are part of.

• LO s –• To have an overview of

the module and the syllabus

• To consider key events in their own lives; their importance & the celebrations.

• To reflect on and discuss some of the key influences in their lives.

Lifeline

• http://www.youtube.com/watch?v=9xiCTYXo6MA

• Draw a lifeline in diagram form eg road to include 10 key events and 3 from your life so far.

• Extension – Add key influences at each stage.

Personal Identity – Plenary

• Chat-write-share “Parents should not teach their children religion until they are old enough to choose for themselves.” To what extent is this statement true. Think about your upbringing and the importance of some of the key events within it. How much has this influenced who you are?

Belonging

• Starter – Using your hwk, discuss the benefits/disadvantages of being in an organisation.

• LO s – • Identity & Belonging• To consider their own

personal identity and the influences upon it.

• To consider the importance (benefits & disadvantages) of belonging to groups and organisations.

Coat of Arms

• What makes you, you? How would you sum up who you are? http://www.youtube.com/watch?v=M-GV46SUcWs

• Design a ‘Who you are?’

• Coat of Arms

Belonging - Plenary

• Being part of a group defines who you are. Discussion and bullet points.

Birth Ceremonies

• Starter - Ceremonies held to mark the birth of a baby are just an excuse to have a party.

• Pairs discussion

• Hwk – The above as a 6 mark question.

• LO s – • To acquire knowledge

of how different religions/faiths celebrate the birth of a new child.

• To consider the importance of these celebrations.

Birth Ceremonies

• Watch videos, taking key notes from secular and Christian birth ceremonies.

• Add to this from p76.

• Three bullet point summary of another religion p76-79. Extension – Add more.

Birth Ceremonies – Plenary

• Flip cam – whilst task is going on, one person will take one sentence answers from each person in hall on starter question. We will watch and discuss these at the end of the lesson.

Young People and rights

• Starter – Complete a word cloud of children’s rights (the biggest words are the most important).

• Hwk – Find out what generation gap and marginalisation mean.

• LO s – • To acquire knowledge of

some of the rights young people acquire as they grow older and some of their inalienable rights.

• To question whether these rights are sufficient or whether young people deserve more rights.

• To consider the responsibilities attached to those rights.

United Nations’ Declaration of the Rights of the Child

• Read it on p85 and note down the key points made.

• Are there any that should/should not be there.

Rights and Responsibilities

• IWB timeline of the rights of young people.

• Pick 5 , what responsibilities come with those rights?

• Extension – Are these fair?

Plenary

• For each of the following ‘Teenager Thought Bubbles,’ what are they trying to say and do you agree?

Plenary

Why should I behave like an

adult when they treat me like a

baby?

Plenary

Why don’t we get a say?

Plenary

I’m old enough to make

decisions about my own life.