Primary menu

Commmunity and Congregation

Amaranatho's picture

Tags Associated with article

 

SESSION PLAN (TUTORIAL) – TOPIC 11 - Community/Congregation LEVEL 1/2

 

Teacher Activities

Learner Activities

Big Questions


Resources

Starter Options – (5-10 mins)

  • Flash up Big Questions and/or Common Themes and/or Quotes

  • Introduce video-clip of ceremony, worship (eg wedding/funeral)

 

 

Contribute own questions, respond to quotes.


Aren’t churches, mosques, temples irrelevant to real life?

Are worship and prayer out-of-date in the modern world??

Do I need to go to church/ mosque to follow my faith?

Is church a building or people?

BQs: http://www.afan.uk.net/category/2/71

Quotes:

Common Themes:

http://www.afan.uk.net/book/topic-material/summary-world-views-about-chu...

Main Task

  • Introduce video-clip (eg ‘Wedding Dance’) or Service, Ceremony, or Funeral etc from one or more faith/belief tradition

  • Check how it relates to student experience of festivals, ceremonies etc.

 

 

  • Watch video-clip of ceremony

  • Relate to own experience of similar ceremonies

  • In groups (or plenary) discuss BQ or selected questions

 

Do you belong to a community? Based on faith?

More than one?

Do you like festivals? Which ones? What happens?

Are religious communities different from other communities (eg sports team)?

Wedding Dance: http://www.afan.uk.net/stuff/theme/ritual/jill-and-kevins-wonder-wedding...

Buddhist: http://www.thaiworldview.com/bouddha/ceremony.htm

Christian, Hindu, Humanist, Jewish, Moslem, Pagan or Sikh weblinks, (To be inserted)

Conclusion

Introduce notions of pluralist society, community cohesion.

 

 

 

 

Student responses,

Contribution to discussion

  • What function do festivals play in society?

  • What is Community Cohesion?

  • Is there a relation between

them?

 

 

 

Assessment Options: Write up and compare responses

KEY LEARNING OUTCOMES: By the end of the session the learners will have:

  • Identified a festival or ceremony from own experience

  • Explored own questions on what churches, mosques, temples etc do

  • Reflected on worship, faith community, and community cohesion

KEY DIFFERENTIAL CRITERIA: Level, Gender, Individual Learning Need, Ethnicity, Faith/Belief Background,

ECM CRITERIA: Awareness of moral development, social well-being

EMPLOYABILITY CRITERIA: Self confidence, Team working in diverse contexts, Communication, Personal Effectiveness, Reliability

 

 

 

Post new comment

  • Web page addresses and e-mail addresses turn into links automatically.
  • Glossary terms will be automatically marked with links to their descriptions. If there are certain phrases or sections of text that should be excluded from glossary marking and linking, use the special markup, [no-glossary] ... [/no-glossary]. Additionally, these HTML elements will not be scanned: a, abbr, acronym, code, pre.
  • Insert Flickr images: [flickr-photo:id=230452326,size=s] or [flickr-photoset:id=72157594262419167,size=m].

More information about formatting options