Unit title	Year	Background notes
What inner forces affect how we think and behave?	5	In this unit, pupils will explore stories from a range of religious traditions: the temptations of Jesus (Christian tradition), the story of Adam and Eve (biblical tradition), the story of Jonah (biblical tradition), the story of Bilal (Muslim tradition) and the story of the Buddha and Kisagotami (Buddhist tradition). In each, they will be encouraged to look for levels of meaning and to apply what they have learnt to their own experiences.

Key questions	Concept/s	Learning outcomes	Suggested activities	Resources
When am I tempted?	Right Wrong	To be able to give a personal response to the idea of temptation To know about an episode in the life of Jesus To be able to explore issues about right and wrong in the world	· Pupils individually reflect on the word temptation and what it means to them, producing a mind map, diagram or sketch that conveys their ideas. Share the ideas with the whole class, producing a definition of temptation that everyone agrees upon · Look at the photocopiable sheet on Temptation and, in pairs, talk about the temptation shown in each picture. Who is being tempted? Who or what by? Does everyone have feelings of temptation? · Listen to the story of Jesus’ three temptations by the Devil in the desert. Why did Jesus fast? How did he answer the devil? Why was Jesus faced by these temptations? Write the story in your own words or convey the episode as a cartoon strip for a book of animated stories of Jesus’ life	Scholastic Curriculum Bank RE, Bk 2, pp 23-24, 119 (worksheet) Matthew Chapter 4 verses 1-11, Luke Chapter 4, verses 1-13
Why did Adam and Eve disobey God?	Obedience Temptation Symbolism	To know a story from the biblical tradition To understand that a story can convey truths about human nature	· Share what pupils know about Adam and Eve, perhaps using a picture for stimulus · Tell the story from the photocopiable sheet. What is the story telling us about people and how they behave? Split into groups and answer the questions on photocopiable sheet p127 and report back · Each pupil writes their own belief in a speech bubble to display about what they believe the message of the story is: ’I think the story is telling us …’	Scholastic Curriculum Bank RE, Bk 2, pp44-46, 126-7 (story + worksheet)
Why did Jonah change his mind?	Free will Authority	To know a story from the biblical tradition To be able to respond to themes in the story about obedience	· Listen to the story of Jonah and the whale and ask questions. Why did Jonah disobey God? Why didn’t he want to go to Ninevah? Why didn’t he want to pray for help inside the whale? Should God have asked him a second time to go to Ninevah? · Using the Diamond 9 activity, rank the messages in the story with the most important on top: (a) People must be good; (b) People must listen to God; (c) Boats can be dangerous; (d) You cannot escape from God; (e) You feel bad inside if you do something wrong; (f) Prayer helps; (g) It is never too late to change your behaviour; (h) We have to obey rules in life; (i) It’s wet inside a fish · Share the different thoughts with the class, bringing out the ways in which different pupils have responded to the task, according to their beliefs (NB Jonah – Yunus in Arabic - is a Muslim prophet. Jewish people read the story at the annual festival of Yom Kippur)	Scholastic Curriculum Bank RE, Bk 2, pp52-53, 131
What would I refuse to deny?	Conviction Belief	To identify personal beliefs or convictions To understand that some people have such strong beliefs and convictions that they are prepared to die for them	· Give pupils the list of statements (p115). They must choose five that they feel are most important. They can add their own beliefs. They should then order their beliefs from the most to the least important. Then they can compare their list with a friend to see how they are similar and different · Introduce the Muslim story of Bilal who was tortured for his beliefs but did not deny them. Read story on p116. Listen to the adhan (call to prayer) · Write a story about a situation where they find themselves having to defend their most important conviction, identified in the task above. Or write a poem dedicated to the courage of Bilal or someone else who has suffered for his/her beliefs	Scholastic Curriculum Bank RE, Bk 2, pp19-20, 115-6 (worksheets) Pictures of minarets of mosques Recording of the Muslim call to prayer
Why do I sometimes not accept what I know to be true?	Truth Compassion	To understand that truth is sometimes is hard to accept To know that compassion is a central Buddhist teaching	· Unwrap the Buddha image and encourage children to look closely at it, sharing thoughts about the Buddha’s face, the feeling it gives them, the position of the hands. Explain how Buddhists believe that the Buddha (who lived c2500 years ago in India) showed people how to be wise and compassionate · Read the story of Kisagotami. Divide into groups to discuss the questions on the photocopiable sheet. Explain that the Buddha taught how to respond to the sufferings of others, which is being compassionate. How did Kisagotami learn compassion for others? · After listening to calming music, pupils share experiences of times when they found it difficult to accept something that had happened. How did they come to accept it? · In small groups, freeze into a tableau which is called ‘Compassion’. Take photos of each group’s tableau for display	Scholastic Curriculum Bank RE, Bk 2, pp21-23, 117-118 (story + worksheet) Buddha image, wrapped in silk, velvet or ‘special’ cloth Calming music Digital camera

Useful websites

http://www.lincoln.ox.ac.uk/images/chapel/eastwindow7.jpg Stained glass image of Jonah and the fish at an Oxford college

http://islamicity.com/multimedia/radio/ch90/ One of many sites where you can hear the adhan (Muslim call to prayer)

http://www.fabutech.com/islam.htm Listen to the adhan from different mosques

http://muslim-canada.org/whoarewe.htm This has difficult text but it has the adhan and also an animation of people walking round the Ka’ba