Lesson 2: What is in the Bible?

Learning objective

To explore the contents of the Bible and how they were decided on.

Success criteria

I can identify the main sections of the

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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):

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Cross-curricular links

English

Spoken language

Pupils should be taught

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Before the lesson

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Lesson plan

1: Lesson plan

An area for you to put useful resources from the previous lesson

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Adaptive teaching

Pupils needing extra support

Could look at a small selection of the passages on the Activity: Why were they included?; could discuss why they think a particular passage was included in the Bible without identifying the type of writing or the testament it came from; could look at the contents page of a Bible to support with the Activity: Passages to sort.

Pupils working at greater depth

Could look at more than one passage from the Activity: Sorting passages; could explain which type of writing has the most impact on someone reading it and why.

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Assessing progress and understanding

Pupils with secure understanding indicated by: identifying the main sections

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Vocabulary definitions

apocryphal

Stories or statements which are not necessarily authentic, despite often being widely circulated as true.
Athanasius

A key figure in early Christianity who was important in establishing the doctrine of the Trinity and the first canon of the New Testament.

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In this unit

Assessment: Why is the Bible the best-selling book of all time?

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Lesson 1: How did the Christian Bible come to be?

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Lesson 2: What is in the Bible?

Lesson 3: How did the Bible become a bestseller?

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Lesson 4: How can the Bible mean different things to different people?

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Lesson 5: Where might we find the Bible?

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Lesson 6: How is the Bible relevant for some people today?

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