Year 9

Outline Scheme  

1. Introduction  

Word document version

The following outline obviously suits our purposes but still serves as an example of how the programme can be structured. The information on this page reiterates the Icons methodology and gives examples of outline schemes as we have implemented it.

Aims and process

For each section of work there is a relevant section in the teacher's hand book which outlines the aims of each unit as well as going through the process and suggesting lesson ideas assessments and so on. The teacher’s resources need to be closely followed in order to get the most from the programme.

Key to each unit of work are the learning outcomes and the summary of key learning at the top of the page.

The methodology of ‘Icons’ necessitates a three fold approach to each unit of work: research, revelation and response.

In research pupils will initially consider issues and ideas relevant to all people such as belonging, reconciliation, symbolism, imagery and so on. In ‘revelation’ they will then explore the Christian, and in particular, the Catholic approach to these universal issues and concepts. Finally, they will reflect upon the ideas they have explored and inform their own beliefs and ideas with regard to these issues.

The aim is, at the end of the process, for students not only be informed about the Catholic faith but to have examined, reflected and developed their own standpoint in relation to the topics explored. For some the process may be mainly catechetical, for others it may be predominantly academic, but it gives the possibility of for moral, spiritual and academic growth for all pupils. They will also be assessed on what they have learnt.

Important! - Teaching Icons

The Icons programme is just that – a programme of RE – it is not primarily a textbook. The icons textbook is not designed to be rigidly followed each lesson. The key component is the programme itself with the learning outcomes. Teachers should use their creative skills to deliver these learning outcomes in a unit of work. The Icons textbook is one resource that can be used, however a whole range of learning activities should be utilised within a lesson: written activities; group work; discussion; video; other textbooks, and so on. The primary resource of the teacher should be the teacher’s handbook and the teacher. The Icons textbooks themselves should not necessarily be used every lesson or when the learning outcomes can be met in a more creative way.

 

 

2. Outline of the programme for year 9

 

Term 1

Units for Year 9

Most important part unit A - directs the rest of the programme.

The lesson quota includes assessment time 

Unit 1

Faith Challenges  

Human person: icon of God the Spirit (Human identity)

 1A      To be a pilgrim…..                          Human Person

1B       Time Challenges                               Church

1C       Leadership challenges                                 Jesus Christ

1D       Prayer challenges                             Sacraments

1E       Hope Challenges                             Liturgical year

 

Unit 2

At the Heart of belief 

Jesus: icon of faith and love of the Father 

2A Word made flesh                      Jesus Christ

2B Love                                             Church

2C Sacrifice                                      Sacraments

2D Resurrection                               Liturgical year

2/3E Something worth living for     Human person

Islam                                                  Other Faiths

 Unit 3

A Vision for living  

Church: icon of the Kingdom (Fulfillment)

3A The common Good                              Church

3B Living powerful lives                               Liturgical year

3C Living commitment                                Sacraments

3D Living the Gospel                                   Jesus Christ

 

 

3. Assessment

 

Diagnostic assessment

These assessments gauge the level of learning pupils have about a particular topic. It is expected that diagnostic assessment will be incorporated into lessons formally and informally. When using the Icons text there are diagnostic assessments laid out (These are noted in the teacher's resources)

Formative assessment

These assessments help develop a pupils learning and enable the teacher to know the level of understanding a pupil has of a particular topic. The majority of set departmental assessments will be formative and will be marked against the attainment target level descriptors.

Summative assessment

These assessments test what a pupil has learnt. These can be formal or informal tests. When using the Icons text they can be based upon 'Testing times'. The main departmental summative set assessments will be the autumn examination for year seven and the summer examinations.

Specific departmental assessments are laid out in the ‘learning outcomes and assessment’.  These also include extended writing pieces designed to develop certain literacy skills as well as providing an evidence base for levelling pupils attainment.

Assessment in the department for year 9

 

At the end of each section of work (2A, 2B etc.) pupils should show evidence that they have understood the learning outcomes and that they understand the meaning of the key words.

This can be assessed via:

• Class work
• Homework
• Formative assessment
• Summative assessment

This information is to be recorded by the teacher based upon the relevant grading system. (i.e. Grading for normal class & homework, numerical marks for tests, levels for formal formative assessments.)

There are a number of assessments that will be sat across the department:

• For each A unit (1A, 2A & 3A) there will be a formative assessment that will be levelled.
• Each half term there will also be a test based upon the ‘testing times’ questions.
• All other assessment of the learning outcomes will be done via more informal methods at the discretion of the class teacher.

Attainment levels

Each term staff will record an attainment level for each pupil based upon: The departmental set assessment, tests and class work.

Literacy

Key words are incorporated at the end of each unit.  

There are also suggested literacy activities for each unit under the headings 'Speaking & listening', 'Reading' and 'Writing'.

There are also extended writing activities that the whole department will cover. These will be used as part of the evidence basis for levelling pupils attainment.  

ICT

ICT activities are suggested and will be available on Iconstoo. It is expected that classes will have at least one lesson in an ICT room each term although hopefully more often when timetabling allows.

4. The Year 9 outline Scheme     

The Icons programme

Learning outcomes, allocation of time and assessment

The overall allocation of teaching time should follow the pattern outlined below:

Research 1/4 of time

Revelation 1/2 of time

Response 1/4 of time

Note that the break down many vary in practice but is there as a framework from which to plan lessons. In general we have not allocated as much time for each unit a prescribed in the teachers book.

Unit 1

Faith Challenges  

Human person: icon of God the Spirit (Human identity)

 1A      To be a pilgrim…..                          Human Person

Teachers book page 16 & 17

Allocation of time for 1A

10 lessons – 

Research (2)             

Revelation (6)           

Response (2)

 

 Learning outcomes

·        know and understand what it means to be a pilgrim and why people choose to go on pilgrimage

·        know and understand Christian belief about life as a pilgrimage, a search for meaning and happiness

·        appreciate the commandments (Old and New Testament) as gift, covenant and guide.

 

 

 Assessment of learning outcomes

Class work/ Homework/Informal tests

1B       Time Challenges                            Church

Teachers book page 18 & 19

Allocation of time for 1B

5 lessons –   

Research (1)             

Revelation (3)           

Response (1)

 

 Learning outcomes

·        be able to evaluate how people deal with the changes and developments that time brings

·        know in broad outline the main changes and challenges that time has brought for the Catholic Church in England and Wales (from the Reformation to the present)

·        know and understand why the Church is called ‘the Pilgrim People of God’.

 

Assessment of learning outcomes

Class work/ Homework/Informal tests

1C       Leadership challenges                 Jesus Christ

Teachers book page 20 & 21

 

Allocation of time for 1C

5 lessons –   

Research (1)             

Revelation (3)           

Response (1)

 

Learning outcomes

 

·        be able to evaluate different styles of leadership in order to appreciate how they influence people

·        know about and appreciate some Jewish expectations of the Messiah from evidence in the Old Testament

·        know and understand how Jesus is presented as the Messiah in the New Testament.

 

 

 Assessment of learning outcomes

Departmental assessment on ‘Jesus the Messiah’

Class work/ Homework/Informal tests

 

1D       Prayer challenges                          Sacraments

Teachers book page 22 & 23

Allocation of time for 1D

5 lessons –   

Research (1)             

Revelation (3)           

Response (1)

 

Learning outcomes

·        be able to evaluate people’s need for space and time for themselves and for important relationships

·        have learned more about the sacred times and spaces the Christian community sets aside for God.

 

 Assessment of learning outcomes

Class work/ Homework/Informal tests

 

1E       Hope Challenges                          Liturgical year

 Teachers book page  24 & 25

Allocation of time for 1E

5 lessons –   

Research (1)             

Revelation (3)           

Response (1)

 

Learning outcomes

·        appreciate the importance of hope for human life

• appreciate Advent and Christmas as the Church’s celebration of hope and its fulfillment appreciate the challenge this hope offers to the world.

 

 

Assessment of learning outcomes

             Class work/ Homework/Informal tests

 

Literacy for Unit 1

 Key Words:

 1A – To be a pilgrim

Pilgrimage – A religious journey.

10 Commandments – Specials rules given by God to Moses.

 

1B – Time challenges

Reformation – A period in history when many Christians challenged the Churches authority.

Persecution – To be made to suffer for your beliefs.

Infallibility – The belief that the Churches teaching are protected from error.

Vatican II – A meeting of all the bishops in the Catholic Church that modernised the Church.

Catechism – Catholic teaching.

 

1C – Leadership challenges

Christ – Title of Jesus, which means anointed one.

Son of Man – Title of Jesus, which means either ordinary person or someone sent by God.

 

1D – Prayer challenges

Meditation – To spend time in quiet prayer.

Retreat – To go to a place apart and reflect upon your faith.

Intercession – To ask for something in prayer.

Praise – Prayer which concentrates on the goodness and greatness of God.

 

IE – Hope Challenges

Emmanuel – Name for Jesus which means ‘God is with us.’

Advent – as year 8

 

Unit one: Faith Challenges

 

Speaking and Listening – Pupils should discuss and evaluate conflicting evidence to come to a considered viewpoint for example when looking at Church history (The council of Trent, Vatican council II and so on.)

Reading – Pupils should recognise the author’s standpoint and how it affects the meaning for example when looking at different view points on the idea of Messiah.

Writing – Pupils should organise content into complete text with the relations between points/paragraphs clearly signalled e.g. therefore, nevertheless for example when writing about the celebration of Christmas.

Spelling - Pupils should be able to spell and use with understanding the key words (see list.)

  

ICT

To come!

Unit 2

At the Heart of belief 

Jesus: icon of faith and love of the Father

 

2A Word made flesh                      Jesus Christ

Teachers book page 26 & 27

Allocation of time for 2A

6 lessons –   

Research (1/2)         

Revelation (3/4)

Response 1

 Learning outcomes

2a

·        be able to recognise and evaluate when events are ‘life-changing’

·        know and understand that the gospels proclaim the transforming power of Jesus the Christ

·        appreciate something of the mystery of Jesus and the challenge of his question: ‘Who do you say I am?”

 

Assessment of learning outcomes  

Class work/ Homework/Informal tests

 

2B Love                                             Church

Teachers book page  28 & 29

Allocation of time for 2B

4 lessons –   

Research (1)             

Revelation (2)           

Response (1)

Learning outcomes

·        be able to appreciate and evaluate different uses of the word ‘love’ and the power of love

·        know and understand the gospel challenge to ‘Love God and one’s neighbour as oneself.

 Assessment of learning outcomes  

Class work/ Homework/Informal tests

 

2C Sacrifice                                      Sacraments

Teachers book page  30 & 31

Allocation of time for 2C

4 lessons –   

Research (1)             

Revelation (2)           

Response (1)

Learning outcomes

·        know and appreciate how ‘sacrifice’ is part and parcel of life

·        know and understand the Church’s belief that the Sacrament of Eucharist is a living memorial of Jesus sacrifice.

 Assessment of learning outcomes  

Class work/ Homework/Informal tests

 

2D Resurrection                             Liturgical year

Teachers book page 32 & 33

Allocation of time for 2D

4 lessons –   

Research (1)             

Revelation (2)           

Response (1)

Learning outcomes

·        know and appreciate how strong the desire for life is in people appreciate why the resurrection of Jesus informs the whole of Christian faith

·        know and appreciate Catholic belief and teaching about life after death.

 

 

 Assessment of learning outcomes  

Departmental set assessment – The resurrection of Jesus

Class work/ Homework/Informal tests

2/3E Something worth living for             Human person

Teachers book page 34 & 35

Allocation of time for 2E

4 lessons –   

Research (1)             

Revelation (2)           

Response (1)

Learning outcomes

·        have an appreciation of how religion affects people’s lives

·        know and understand that Jesus is the Way, the Truth and the Life for the world have a critical appreciation of the tension that exists between the gospel message and contemporary cultures.

 Assessment of learning outcomes  

Class work/ Homework/Informal tests

Islam                                      Other Faiths

Teachers book page  36 & 37

 Allocation of time for Islam

4 lessons –   

Research (1)             

Revelation (2)           

Response (1)

Learning outcomes

Islam

·        have an appreciation of the beginnings of Islam and Muhammad its founder

·        know about the five duties (pillars) of Islam.

 

Assessment of learning outcomes

Class work/ Homework/Informal tests

  Literacy for unit 2

Key Words:

2A – Word made flesh

 

2B – Love

Eros – Being ‘in love.’  Romantic love.

Philos – The love between family and friends.

Agape – Unconditional love.  Putting others before yourself whether you know them or not.

Storge – The love of things.

 

2C – Sacrifice

Sacrifice – To give up something for the sake of others.

Communion – Bread and wine that become the body and blood of Jesus.

 

2D – Resurrection

Resurrection – The belief that Jesus was raised from the dead after the crucifixion.

 

2/3E – Some worth living for

Jubilee – Celebration of God as lord of the earth.

Witness – A person prepared to proclaim the gospel.

 

Islam

Quran – Muslim holy book.

Muhammad(PBUH) – The last and most important prophet in Islam.

Shahadah – Creed, a set of beliefs.

 

Unit two: At the heart of belief

 

Speaking and Listening – Pupils should ask different sorts of questions to extend thinking and refine ideas for example when looking at different ideas to do with love.

Reading – Pupils should identify what information is needed and draw together information from different sources for example when looking at Islam as a world faith.

Writing – Pupils should structure paragraphs to develop points by using evidence and additional facts for example when looking at the idea of Sacrifice.

Spelling - Pupils should be able to spell and use with understanding the key words (see list.)

 

ICT activity

To come!

Unit 3

A Vision for living  

Church: icon of the Kingdom (Fulfillment)

3A The common Good                              Church

Teachers book page 38 & 39

 Allocation of time for 3A

6 lessons –   

Research (1/2)         

Revelation (3/4)        

Response (1)

Learning outcomes

·        have an appreciation of tensions between ‘individualism’ and ‘the common good’

·        know and understand how Jesus challenges Christians to work for the common good.

Assessment of learning outcomes

Departmental set assessment on the Common Good

3B Living powerful lives                           Liturgical year

Teachers book page  40 & 41

 Allocation of time for 3B

4 lessons –   

Research (1)             

Revelation (2)           

Response (1)

Learning outcomes

 

·        be able to evaluate different attitudes to power, privilege and responsibility

·        know and understand the Church’s teaching about the power of the Holy Spirit and authority in the Church.

 

 

Assessment of learning outcomes

Departmental set assessment – assessment on Environment and creation

Class work/ Homework/Informal tests

3C Living commitment                              Sacraments

Teachers book page 42 & 43

Allocation of time for 3C

4 lessons –   

Research (1)             

Revelation (2)           

Response (1)

Learning outcomes

·        be able to evaluate what commitment means and different attitudes to it in the world today

·        know and understand the Catholic celebration of the Sacraments of Marriage and Holy Orders.

Assessment of learning outcomes

Class work/ Homework/Informal tests

3D Living the Gospel                                 Jesus Christ

Teachers book page 44 & 45

 Allocation of time for 3D

4 lessons –   

Research (1)             

Revelation (2)           

Response (1)

Learning outcomes 

·        appreciate that everyone needs a vision

·        know and understand the Christian vision in terms of the Kingdom of God

•  be able to evaluate the challenge and influence of this Christian vision in the world today.

Assessment of learning outcomes

  Class work/ Homework/Informal tests

 

 Literacy for unit 3

3A – The common Good

The Final judgment – When God decides who goes to heaven and who goes to hell.

Heaven – A place of utter joy and contentment.

Hell – Being separated from God.

 

3B – Living powerful lives

Catechist – Some who teaches the Catholic faith.

Trinity – The belief that God is one, but in three persons – God the father, Son and Holy Spirit.

 

3C – Living Commitment

Marriage – The sacrament in which a couple promise the stay faithful to each other.

Holy Orders – The sacrament in which someone becomes a Priest.

 

 

3D -  Living the gospel

Sermon on the Mount - The teachings of Jesus as found in Matthews gospel. 

 

Unit three: A vision for Living

 

Speaking and listening  - Solve a problem, consider alternatives, structure plans and organise a group activity for example when looking at the common good (what does Justice mean?)

Reading – Pupils should appraise text quickly and effectively for their usefulness for example when looking at different texts that talk about Pentecost and the gifts of the Holy Spirit.

Writing – Write closely argued texts where precise links and connections are made between sentences for example when writing about the ceremony of Holy Orders.

Spelling - Pupils should be able to spell and use with understanding the key words (see list.)

 

 ICT activity

To come!