Tuesday 10th November

 

MEETING IN THE ASSEMBLY HALL

Year 10 have a meeting with the head of Key Stage. The meeting is focussed on Remembrance Day, which is the 11^th November. The students are reminded of the meaning of the red poppy and the white poppy.

FIRST PERIOD

Year 10 – RE lesson taught by Miss Ghinn

It might be interesting to take into account that Miss Ghinn is temporarily in char ge of the head of the RE department, as the person who was appointed for this post had an operation. If I understood her correctly, the slideshows she is using were prepared by the head of the department. She also told me that she uses these slideshows as her own lesson plans, so that she gets rid of a lot of paperwork. They help us to know what goes next and what should be done in each period.

This lesson is called 'Looking for meaning – the nature and existence of God'

The teacher asks the students about the characteristics of God.

In order to understand the nature of God the students will read their textbooks and make a table, comparing how Christianity and Islam describe the Supreme Being

The teacher also explains what revelation means. She asks the students about how people experience God. With the correct answers, she fills in the gaps of a cloze text activity. As usual, when students give correct answers or relevant information, they get 'stars' or positive points.

Using their textbooks, the students also get to know some of the symbols that are used in Christianity and Islam to make a reference to God. They also reflect about what influences people's understanding of God.

As a final activity there is a 'shoot out' plenary. The teacher asks students to stand up. She asks a question and students raise their hands to answer. If they are right, they can 'shoot' two students, who will sit down. This is a great, engaging and motivating way to revise the contents of the lesson!

SECOND PERIOD

Year 10 – RE - Lesson taught by Miss Ghinn

This lesson is quite similar to the one taught by Miss Ghinn during the first period, only that this has extra content as the students are in a 'express' course.

As a revision activity, the teacher asks the students to answer the following questions, which were included in previous GCSE exams:

• Explain how a religious believer might worship God.
• Everyone should use symbols to help them God? - 4 minutes
• Explain from one religions tradition teachings about God. - 6 minutes

In each of these questions, students are also asked to give 2 reasons why a religious believer would agree or disagree with the statement made by the student.

The teacher insists in the importance of taking into account the minutes invested in every question, as they will have no more times in their real examination.

PERIOD THREE

Year 12 – Lesson taught by Miss Ghinn

The lesson is focussed on euthanasia. The teacher explained in previous sessions the difference between active and passive euthanasia. The starter activity is a revision of these concepts. As an assignment, the students were asked to find factual information about DIGNITAS, the Swiss organization that helps people who want to die.

Anyway, as this is a sensitive topic, before beginning with her lesson, the teacher reminds the students that participation and attendance will not be compulsory. In case any of them needs some time out of the class, they are free to leave the classroom.

Philosopher James Rachels challenges the idea that passive euthanasia is morally acceptable whereas active euthanasia is not. Acoording to Rachels, killing, in itself is not necessarily worse than letting people die. He gives some examples to support his own position, showing that in some situations omission can have the same effects as active intervention.

The debate involves the difference between the action in itself and the intentions underpinning it.

The teacher also shows the students a quote by Piergiorgio Welby, an Italian artist who campaigned to be allowed to die: “Death can never be dignified, it is life that should be dignified… euthanasia is not about death, it is about life.” Students discuss their views about this quote working in pairs. Later they are encouraged to share their points of view with the rest of the class.

As an assignment, the teacher asks the students to draw up cases for and against euthanasia, taking into account different possibilities: situationist and utilitarian philosophical perspectives and also religious perspectives. In order to prepare their points of view, the teacher gives them several handouts, including arguments for and against euthanasia. There are many different articles and documents, covering a very wide range of standpoints, from Christian groups that defend life to associations that try to promote changes that legalise euthanasia.

Another interesting quote comes from Ecclesitastes: 'Death is better than a miserable life, an eternal rest than chronic sickness'. The teachers shows many more quotes, some for and some against euthanasia. She herself offers, from time to time, her own rebuttals for some of these arguments.

I feel shocked when I notice the straightforward and direct way the teacher gives her own opinion about this controversial issue. However, she also presents alternative points of view in a very open-minded and respectful way.

As a final activity, students are asked to pick one of these handouts and take quick notes about it. The homework for these students consists in analysing these perspectives, using all these resources that can be accessed through the school intranet.

After the class, I talk to Miss Ghinn about the possibility of preparing a lesson plan focussed on a debate about euthanasia. Not only she agrees, but she also suggests me to prepare another lesson about Situation Ethics for next Thursday. I am looking forward to teaching these wonderful students!