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March 18 is Miracle Sunday, a day when the people of Grace Crossing will collect their gifts to purchase property for the future of the church.
AboutGrace Crossing United Methodist Church is a new kind of church in Longview, Texas that exists to help people see how the grace of Jesus Christ crosses their lives everyday. This work was planned for the start of key stage 3 and aimed to introduce pupils to a religion with a local presence - Sikhism.
Pupil A thought of the question 'What might Indian people want from a new religion?' on her own.
Pupil A has identified the impact of the religious practice of the Sikhs in a social setting, for example setting aside old caste practice and 'no fighting'.
She has singled out personal qualities that might be needed in the community - 'equalness', friendliness, bravery, the ability to make friends, a stronger community.
To progress, Pupil A needs to:collect her ideas together in a clear and coherent wayshow that she understands some links between the Kartarpur community and her own communityclarify which values from the Sikh community she does and does not accept, for example by considering what she would and would not like if she lived in Kartarpur for a week. On the first page she correctly uses terminology, eg khalsa, resurrection, calmness, protection.
Pupil A has used some Sikh words to describe a sacred story of the impact of commitment on Sikhs. In this three-way conversation, Pupil A has reflected on the Khalsa and connected the story of commitment and sacrifice told at Vaisakhi to the beliefs Sikhs hold about God and the Gurus. This task asked pupils to sum up what they had learnt from Sikhism and use what they had learnt to reflect on an issue that mattered to them. Pupil A has described some key features of Sikhism using appropriate terms and linked Sikh values to her own values, attitudes and behaviour.
The seven points Pupil A writes to summarise the teaching of Sikhism in the top lefthand section show that she can describe key features of the faith and link sources, beliefs and practice.
To progress, Pupil A needs to:compare values and commitments in Sikhism with those in another religionfurther explore her own views in the light of Sikh teaching, for example her views on topics such as miracles or questions about God. To encourage pupils to discuss questions of meaning and purpose in relation to beliefs about God and reality, the teacher asked 'Why can't we see God? Pupil A found it difficult to think about senses and God but she did suggest three ways, from her own point of view, that God might be 'sensed' and raised two striking and deep questions of her own. Pupil A is aware of similarities and differences between those who believe in God and those who do not. She has suggested meanings in some expressions of religious belief and has asked significant questions about God, for example 'How did you make the world and all its living creatures?
Pupil A enjoyed the creative and imaginative aspect of this work and, on a simple level, has engaged with Plato's ideas and expressed an idea of her own. Pupil A has explored a significant question about meaning and truth - How do we know what is real? Pupil A has expressed her own ideas about questions of meaning, purpose, truth and value in a largely descriptive way. Pupil A selected five 'ultimate questions' about religion to investigate and comment on, connecting ideas from other young people with ideas of her own. To progress, Pupil A needs to:give a fuller explanation of her reasons for her views and opinions.

Pupil A answered questions that enabled her to make connections between the meanings of the stories and beliefs about the character of Jesus. When writing about the miracle stories, Pupil A made a number of thoughtful links between the stories and Christian beliefs about Jesus as loving, caring, the Son of God, holy and powerful. By considering what Jesus did and did not say, Pupil A has identified and described what she sees as the key teachings of Jesus, from both a negative and positive point of view.
Pupil A has described aspects of religious practice and made links between beliefs and sources or practices and values.
She shows that she can reflect for herself on questions about meaning and commitment, learning from Sikhs, Christians and simple philosophical ideas. She has identified examples of inspiration and influence in religious stories and worked confidently with the emotions of a story.
It is called Miracle Sunday because God is working through all of the people of the church to do a miracle of sacrifice and service. This was the first time many pupils had encountered Sikhism, even though two nearby towns have large Sikh communities.Following the local Agreed Syllabus and using the theme of expressions of spirituality, pupils learnt about religious community and the early community of Sikhs at Kartarpur. They learnt about the founding of the Sikh Khalsa and the story of the five loyal Sikhs ('Panj Pyara') who were willing to sacrifice their lives for their faith. She shows she can link emotions and ideas and connect her own values to some of the values in the story. She has made connections between how she sees the world and a viewpoint from within the story, for example when she writes 'life has more to it than just seeing your friends and having a good time', 'follow your own beliefs' and 'see the world in a different way'. A page split into quarters, each with a prompt question, provided a structure to organise pupils' thoughts. In the top righthand section she has begun to reflect on the religious background to the beginning of Sikhism, identifying (from a simple historical account) similarities and differences between Sikh teaching and the religious background from which the Sikh faith emerged.Also in the top right section, she has given five suggestions for what was inspiring in the first days of Sikh religion. What do you have planned for my life?' The combination of her questions and her approach to the question of the universe shows that she can ask questions for herself, notice different forms of religious ideas and suggest meanings in answer to questions, for example 'sometimes God sends a message and talks to you. Pupils listened to a simplified version of Plato's Parable of the Cave and explored the question 'How do we know what is real?'. She has understood that the parable, as a form of expression, tackles a difficult question in the form of a simple story. Pupils chose a range of religious and spiritual questions and used the other children's views to develop their own answers. She has often connected a belief to a practice or action, for example where she writes 'I think prayer heals sick people and hurt people and helps us live' and 'the best way to live is if people treat other people as they would like to be treated'.
The process of selecting questions is in itself an achievement in RE at this level, and this activity provides her with the chance to show some sensitive and interesting choices.
They had studied gospel narratives about the temptations of Jesus, several miracle stories and many examples of his sayings and wisdom.First, pupils answered questions about Jesus' miracles to help them identify the ways the stories portray Jesus and to make links between the stories and Christian beliefs.
She has drawn on the work done earlier in the term to clarify her thoughts about the meanings of the stories.
Her choices show what she sees as the good and bad things in her own world as well as what she thinks matters most in life. She has used religious vocabulary to describe practice and values and engaged, through creative work, with concepts of meaning.

She has described religious practice, asked questions about religion and belief and gathered information for herself.
When writing the dialogue and parable, her skill as a creative writer enabled her to handle quite sophisticated areas of religious meaning.The extracts of pupil work below are a reminder of some of the evidence used to make these judgements. No, purchasing property is not quite the same as a family being healed after years of pain, but it is a miracle in the sense that God will use this property to help other people experience the love and grace of Jesus Christ. In pairs, they reflected on this ideal example of community before individually selecting the features they thought were most important to Guru Nanak. She has made links between what she and other people think is important in life, describing Sikh values. They then wrote an imagined dialogue between three members of the crowd at the first celebration of Vaisakhi that explored the meaning of the story, especially the emotions, the religious experience and how it might exemplify sacrifice and be an inspiration to Sikhs.
When she writes 'maybe it will make me feel truly fantastic, and inspired and faithful' she re-uses concepts that the teacher provided for her own purposes. The fourth of these ('the Hindu God is the same as the Islamic God') is not fully explained, but derives from the Guru's teaching that 'God is one, neither Hindu nor Muslim'. Her challenging question 'How would you like it?' in her interview extends the link to others' views. In a subsequent lesson linked to literacy they wrote their own parable to express an idea about reality and hiding from reality.The use of creative writing in RE allowed pupils to use their imagination to explore a big philosophical question arising from Plato's idea about the nature of reality. Through her story she makes the point that 'the outside world is immensely important' but her expression of meaning is richer than the point she spells out.
Next pupils listened to the song He Never Said by Martyn Joseph and Tom Robinson, which explores Jesus' teaching by stating the opposite. She can handle one point of view at a time and identify similarities between different views. Finally, to bring together everything pupils had learnt about Sikh teaching, belonging and values, pupils imagined a community rule board for the Kartarpur Community. When the items on the noticeboard are taken as a whole, they show an interesting balance between ideas about God and ideas about human relationships, which reflects how Sikhs balance belief and devotion with service (sewa). Although this use is a little hesitant, she does link these feelings with the intense religious experience that the story describes and identifies what inspires some people. Her conclusion that 'worm thought about [the outside world], but she knew there was nothing there' shows a flash of insight into Plato's key idea that we limit our understanding by our preconceptions and a 'bigger world' may be closed to us. Pupils made up their own things that Jesus 'never said' before noting five things he did teach that they thought were significant. The activities gave pupils an opportunity to reflect on, evaluate and communicate their ideas about what they had learnt. It is very confusing but sometimes you might have to just accept that you will never know.'.

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