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Introducing the Semitic religions

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Graeme Nixon

on 10 October 2018

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Transcript of Introducing the Semitic religions

Introducing the Semitic or Abrahamic religions
For effective RME/RMPS to occur:
Teachers must have the view that it is not just knowledge enrichment.

The emphasis must be on the Personal Search approach

All teachers need to have a good k+u of all curricular areas.
Questions to reflect on when planning:

Why do I want children to study this religion/philosophy?

What do I hope they will learn?

How will these lessons help children in their own personal search?

How can I generate evidence of ‘personal reflection’ and engagement with the lesson?
Other considerations when planning:

The need for a variety of stimulating and appropriate strategies and activities

The need to utilise a variety of resources

The need to present the religion in a representative way

The need for sensitivity

The need for a balanced approach
Why study Judaism?
Huge cultural and religious influence historically and in the world today- need to ‘learn about’
To have the opportunity to ‘learn from’
Jewish Movements:

Ultra-Orthodox ie Chassidic Jews

Orthodox Jews

Progressive Jews – Reform and Liberal

Cultural Jews

Ashkenazi Jews (Germany/Eastern Europe)

Sephardic Jews (Spain, Portugal/Western Europe)
Jewish Practices and Key Beliefs:

Shabbat – “a timeless covenant for all generations” (Exodus)

The Days of Awe – Rosh Hashanah and Yom Kippur
The Pilgrim Festivals – Pesach, Shavuot, Sukkot, Simchat Torah, Chanukah, Purim

Kosher food – “you may eat any animal that has cloven hooves and chews its cud” (Deuteronomy)
Family events
The Redemption of The First Born
Bar and Bat Mitzvah
The Synagogue and communal worship
Jewish Stories and Figures:

Avraham Avinu – our father Abraham

Isaac – Abraham’s son

Jacob and Esau – Isaac’s sons

Joseph – Jacob’s favourite son

Moshe Rabbenu – our teacher Moses

Aaron – Moses’ brother


The 12 tribes of Israel – the Judges

The monarchy – Saul, David, Solomon.
Jewish teachings and scripture:

Torah – Teaching (Genesis, Exodus, Leviticus, Numbers, Deuteronomy)

Nevi’im – Prophets (Joshua, Judges, 1/2 Samuel, 1/2 Kings, Isaiah, Jeremiah, Ezekiel, Hosea, Joel, Amos, Odadiah, Jonah, Micah, Nahum, Habbakuk, Zephaniah, Haggai, Zechariah, Malachi.)

Ketuvim – Writings (Psalms, Proverbs, Job, Song of songs, Ruth, Lamentations, Ecclesiastes, Esther, Daniel, Ezra, Nehemiah, 1/2 Chronicles)

Talmud (Jewish Oral Law) – 19 volumes
Why Study Christianity?

Its impact upon “our” culture – human/rights justice, education, health care, politics, business/industrial relations, law, customs, architecture, literature, language and the western world view.

Learning from Christian beliefs, practices and lifestyles.

At 2001 census 66% of Scots described themselves as
A balanced Christianity programme will ensure:
there is balance and coherence across the strands
there is a balance between the cognitive and affective
there is a balance between Christianity as it is practised today and Christianity in its historical dimension
the Christianity programme should be progressive , moving from the familiar to the less familiar
developing a deeper and wider knowledge and understanding of key practices and beliefs
developing a deeper awareness and understanding of important concepts in Christianity
developing appropriate skills
from 5-14 Teacher Support Christianity : Teaching Beliefs, p6-8
Which Aspect of Christianity

The Bible
Rites of passage
Sacred places
Key beliefs and responses to issues and ultimate questions
Christian Rites of Passage:

Christening ceremony
Confirmation or 1st communion
The Sacraments – Baptism, Confirmation, Matrimony, Penance and Reconciliation, Anointing The Sick, Mass, Ordination to the Priesthood
Christian Holidays
In order to understand Islam and its impact upon the world, humanity and culture.

To counteract narrow, stereotypical and prejudiced views of Muslims and Islam.

To ‘learn from’ Islamic beliefs
Islam, like all religions is a complex mix of interpretations, traditions, conservatives and
Dealing with Stereotypical notions??
Islam as the west sees it?
How Islam sees the west?
Islam as it is?
Which Aspects of Islam?

Key beliefs
- Islam means to surrender
- Tauhid – the oneness of God
- Risalah – prophecy
- Judgment, Akhirah, Barzakh, Heaven, Hell

The Prophet Muhammad (pbuh) and the revelation

The Holy Qur’an

The 5 Pillars of Islam – Shahadah, Salah, Zakah, Saum, Hajj.
Rites of passage – aqiqah, khitan, Bismallah ceremony, marriage, death
Festivals – Eid-al-Adha, Eid-al-Fitr
Lifestyles – dress, food laws.
Muslim perspectives on issues and
Call to Prayer - The Adhaan
“Secular Humanism is a progressive
philosophy of life. It affirms our ability and
responsibility to lead ethical lives without
religion and superstition and to aspire to
personal fulfillment as well as to the greater good of humanity. Humanists are guided by reason, inspired by compassion”
“The BHA would like to see developments in RE that would make it relevant and interesting for all pupils, including non-religious ones. We prefer reform to abolition.”
Secular Humanists:
treat this world and this life as the only ones we have

try to make sense of life using reason, experience and shared human values

think that we should try to live full and happy lives ourselves and help others to do the same

take responsibility for their own actions and work with others for the common good

judge all situations and people on their merits by standards of reason and Humanity

recognise that individuality and social co-operation are equally important

embrace diversity while promoting social inclusion and opposing discrimination

oppose the privileges afforded religion by the state

campaign for a secular state

Principle of modesty – men and women
Lower gaze and guard modesty
Awrah (parts of body to be covered):
Men – from knees to navel
Women – all pts of body apart from hands and face (unrelated men)
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