Religion, crime and the causes of crime Timing title Subject Guidance Learning activity Resources specific detail Lesson 1 Good and Good Students will be able to: Students might be asked to categorise Guided worksheets evil and evil recognise the given actions into good and bad; then to try on good/bad, intentions intentions difference between to see times when bad actions might be intention/thoughtless. and and and believed to be done for good reasons (and ‘good’ ‘evil’ actions. actions, see both as relative vice versa). This makes the point of A suitable textbook including terms relativity. on this topic. whether explore the idea of it can intention, and its Students could be given information on key Access to the ever be shaping of our words evil, intention, action. Then asked internet for research – good to attitude to actions. to explain each with examples in their own tasks. cause words. suffering. Suitable and relevant Working in small groups, students could film discuss how known intention affects the attitude of onlookers to actions, and how it sometimes allows people to carry out negative actions for positive reasons Students could share their findings with whole class and then attempt a question this topic eg, is never a good ‘There reason to carry out a bad action.’ Differentiation Structure the debate by giving a series of questions to ask, and also by giving ‘points to consider’ to help their thinking.
Religion, crime and the causes of crime Timing title Subject specific detail Guidance Learning activity Resources Lesson 1 Good and evil intentions and actions. Good and evil intentions and actions, including whether it can ever be good to cause suffering. Students will be able to: recognise the difference between ‘good’ and ‘evil’ see both as relative terms explore the idea of intention, and its shaping of our attitude to actions. Students might be asked to categorise given actions into good and bad; then to try to see times when bad actions might be believed to be done for good reasons (and vice versa). This makes the point of relativity. Students could be given information on key words – evil, intention, action. Then asked to explain each with examples in their own words. Working in small groups, students could discuss how known intention affects the attitude of onlookers to actions, and how it sometimes allows people to carry out negative actions for positive reasons Students could share their findings with whole class and then attempt a question this topic eg, ‘There is never a good reason to carry out a bad action.’ Differentiation Structure the debate by giving a series of questions to ask, and also by giving ‘points to consider’ to help their thinking. Guided worksheets on good/bad, intention/thoughtless. A suitable textbook on this topic. Access to the internet for research tasks. Suitable and relevant film
AQA-80622E-SOW.DOCX