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…grab attention, produce amazement, engage imagination or create a sense of wonder

This presentation is free to use in schools for those who attended the Hockerill Trust North Eastern Conference, January 2011. (c) NATRE / RE Today Services 2011 Please do not distribute beyond your own school.

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…grab attention, produce amazement, engage imagination or create a sense of wonder

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  1. This presentation is free to use in schools for those who attended the Hockerill Trust North Eastern Conference, January 2011. (c) NATRE / RE Today Services 2011 Please do not distribute beyond your own school. Do get in touch if you have any great student responses to any of the activities, or ways in which you develop the activities - I’d love to see them. Stephen Pett stephen@retoday.org.uk

  2. …grab attention, produce amazement, engage imagination or create a sense of wonder Compelling learning may... …affirm identities and a sense of belonging, relate to social interests, involve working with others and leave nobody out …introduce something new that they feel impelled to share with others, or help them to see the significance of something already familiar. …involve a real-life choice or inspire action …offer an authentic experience or encounter, which challenges their own views and extends their understanding of others Dave Francis

  3. Process: Key question; outcomes; key concepts; skills. • Key concepts • For the NSC, Key Concepts refer to • beliefs, teachings and sources; • practices and ways of life; • expressing meaning; • Questions of ... • d) identity, diversity and belonging; • e) meaning, purpose and truth; • f) values and commitments • Attitudes: • Open-mindedness • Skills: • Interpret • Evaluate • Apply

  4. Learning outcomes: I can ... ... explain how adverts express a non-religious approach to life, and how the Bible expresses a religious approach to life. I can compare the two and say how they affect the lives of individuals and communities. [L5] ... express views on the difficulties of being a Christian and following Jesus’ teachings in a society full of these non-religious adverts, and relate this to my own life [L5] ... give an informed account of how Christian beliefs about meaning and purpose differ from a secular view as shown in adverts. I can explain why these values differ and the differing impact they may have on the lives of individuals and communities. [L6] ... express my own insights on why some religious people are unhappy with the world as it is, and explain my own response to this.[L6]

  5. Key question: Why should I live a good life when The Good Life is on offer?

  6. Watch these adverts. What do they say is the purpose of life? What gives life meaning? Astra Herbal Essences Infusions Pepsi Max Samsung www.tellyads.com

  7. What values do they express? Enlightened Muslims ... must continue to ... remind [secular materialists] of the distressed, atomised and utterly lonely society which they have created through aggressive individualism, where the habits of obligation and duty have been obliterated. Yasmin Alibhai-Brown What impact do they have on individuals, families & society?

  8. Read these texts. What do they say is the purpose of life? What gives life meaning?

  9. What values do they express? What impact do they have on individuals, families & society?

  10. Who is happier? A or B? Why? 1. A earns £75,000 a year with neighbours who earn £100,000 B earns £40,000 a year with neighbours who earn £30,000 A is an athlete who wins the silver medal B is an athlete who wins the bronze medal B wins £100 then loses £40 A wins £200 then loses £100 B meditates A goes to the gym A is very successful and has a very well-paid job B is active in the life of the community / neighbourhood

  11. Who is happier? A or B? Why? A is living with their partner B is married B works hard to improve their happiness by focusing on their inner life – reflecting on their emotions, gratitude, their goals, their hopes and fears, etc. A works hard to improve their happiness by keeping up to date with technology, up-grading their house and car, going to the theatre, etc. A is not part of a faith community B believes in God and is part of a faith community.

  12. A good life vs. The Good Life Lionel Shriver 2005 http://www.guardian.co.uk/books/2005/sep/17/society

  13. 1. List elements of “a good life” and “the good life” on either side. To be almost ridiculously sweeping: baby boomers and their offspring have shifted emphasis from the communal to the individual, from the future to the present, from virtue to personal satisfaction. Increasingly secular, we pledge allegiance to lower-case gods of our private devising. We are less concerned with leading a good life than the good life. We are less likely than our predecessors to ask ourselves whether we serve a greater social purpose; we are more likely to ask if we are happy. We shun values such as self-sacrifice and duty as the pitfalls of suckers. We give little thought to the perpetuation of lineage, culture or nation; we take our heritage for granted. We are ahistorical. We measure the value of our lives within the brackets of our own births and deaths, and don't especially care what happens once we're dead. As we age - oh, so reluctantly! - we are apt to look back on our pasts and ask not 'Did I serve family, God and country?' but 'Did I ever get to Cuba, or run a marathon? Did I take up landscape painting? Was I fat?' We will assess the success of our lives in accordance not with whether they were righteous, but with whether they were interesting and fun. Lionel Shriver 2005

  14. Jesus began to teach: How happy are the humble-minded, for the kingdom of Heaven is theirs! How happy are those who know what sorrow means, for they will be given courage and comfort! How happy are those who claim nothing, for the whole earth will belong to them! Happy are those who are hungry and thirsty for goodness, for they will be fully satisfied! Happy are the merciful, for they will have mercy shown to them! Happy are the utterly sincere, for they will see God! Happy are those who make peace, for they will be known as sons of God! Happy are those who have suffered persecution for the cause of goodness, for the kingdom of Heaven is theirs! Matthew 5: 3-10 (J B Phillips translation) 2. Write Lionel Shriver’s “Beatitudes”.

  15. Learning outcomes: Level 5 I can ... ... explain how a adverts express a non-religious approach to life, and how the Bible expresses a religious approach to life. I can compare the two and say how they affect the lives of individuals and communities. ... express views on the difficulties of being a Christian and following Jesus’ teachings in a society full of these non-religious adverts, and relate this to my own life Level 6 I can... ... give an informed account of how Christian beliefs about meaning and purpose differ from a secular view as shown in adverts. I can explain why these values differ and the differing impact they may have on the lives of individuals and communities. ... express my own insights on why some religious people are unhappy with the world as it is, and explain my own response to this.

  16. Why should I lead a good life when The Good Life is on offer? Answer this question, referring to secular materialist ideas (as presented in the adverts) and Christian beliefs, as well as your own view. Find or devise an advertisement for living a good life. What is the appeal? How might this inspire someone to live differently? Write the script for a discussion between Jesus/Paul and the CEO of one of the companies (e.g. Vauxhall; Samsung) Why did Jesus give these instructions? What do you think motivated him? What motivates the advertisers? Write a guide for Christian living in 2008. Why is the Good Life more seductive than a good life? Why is it hard to be a religious believer in today’s world? How do you handle the consumerist message?

  17. Don’t forget the 42 fantastic clips from Around the World in 80 Faiths! BBC Broadband Learning Zone clips library Search keyword: Peter Owen Jones http://www.bbc.co.uk/learningzone/clips/ stephen@retoday.org.uk

  18. Do have a look at these short films on the NATRE wesbite. The Secondary one is excellent for helping senior leaders, governors and parents to understand what RE is like in schools today. Opting for RS is designed to help students thinking about options at GCSE and A-level. It has real students and ex-students talking about the value of RS. Great for Options Evenings! Free to download http://www.natre.org.uk/explore/video.php

  19. (c) NATRE / RE Today Services Stephen Pett stephen@retoday.org.uk January 2011

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