What Is Wrong?

What’s wrong with the world? • Ask the class in groups of 3 or 4 to make a list of what’s wrong, in several areas: What’s wrong with our town? What’s wrong in our country? What’s wrong in the world? Can they put 5 things on each list? Can they rank the lists, with the worst kinds of wrong at the top? Have a whole class discussion about the lists, and see if they are similar. Ask: is there any one thing that explains all these things that are wrong? Try out the ideas of SELFISHNESS / LACK OF LOVE / HUMANS as single explanations of what is wrong with the world. • Talk about religions: one thing religions do is to tell people how to understand what is wrong with the world and how to put it right. This can be a very deep subject, but in the boxes below some very simple ideas from different religions are given. Ask pupils to try and understand what each one means. Can they ask two questions about each one? Can they say what is good about each explanation of what is wrong, and how it could be fixed? Many Humanists think: ‘The world is a wonderful and amazing planet, but it is not perfect – things go wrong, and people can be hurt. We can work together to make it better. We won’t get any help from gods or goddesses, but we can make the world better ourselves.’

Many Muslims think: ‘Every human is born submitted to Allah (God). But people turn away from God and do bad things. This can spoil our lives – and other people’s lives too. But Allah has shown us the straight path to live by. It is called Islam. We try to follow the path and help make a better world.’

Many Christians think: ‘God made the world good and beautiful. Humans are free to choose how to live. This freedom is a gift from God. The Bible says we have spoiled our relationship with God and spoiled the world by making bad choices (called ‘sin’). But God came to Earth (in Jesus) to rescue us and repair the damage. Now we need to make the world better too.’

Many Jewish people think: ‘The Almighty (G-d) created the Earth and everything in it, and he makes all things good. But the world needs to be mended all the time. Jewish people have an idea called ‘Tikkun Olam.’ It means to ‘mend the world’ and people work with God to make the world better. Anyone can join in.’

• Give pupils an image of the world and ask them to make it the centre of their own expression of the ideas they have about what is wrong with the world. They might, for example, cut out some tears, as if the world is crying, and put a different word in each tear to label some things that are wrong with our world. Make a display (a mobile hanging display?) of the images pupils.

LEARNING OUTCOMES These activities will help pupils to work towards achieving the following expected outcomes: Make sense of belief: • Identify some beliefs about why the world is not always a good place Understand the impact: • Describe simply different ideas about what is wrong with the world Make connections: • Raise questions and suggest answers about why the world is not always a good place. Sample ‘I can...’ statements • Identify what different religions and worldviews say about what is wrong with the world • Connect our own list of problems in the world with some simple religious ideas • Raise questions about what is wrong with the world • Express my own ideas about some ways of explaining the problems of the world

Overview

Students explore problems in their town, country and world, then consider how Humanist, Muslim, Christian and Jewish worldviews explain what is wrong and how people might respond. The lesson builds critical enquiry, respectful communication and personal reflection through group discussion and creative expression.

Learning intentions

WALT identify some beliefs about why the world is not always a good place.
WALT describe simply how different religions and worldviews explain problems.
WALT ask questions and suggest possible answers.
WALT connect ideas about the world with responsibilities and ways to help.

Success criteria

I can identify problems in my town, country and world.
I can explain one idea from at least two religions or worldviews.
I can ask thoughtful questions about why things go wrong.
I can suggest one fair and helpful response.

Curriculum links

Religious education: develop skills of critical enquiry, creative problem-solving and communication in a variety of media.
Religious education: develop values and attitudes by recognising rights and responsibilities in light of learning about religions and beliefs.
Religious education: relate learning to the wider world and develop personal autonomy.
Religious education: reflect on, express and justify opinions about religious, philosophical, moral and spiritual questions.

Lesson structure (45 minutes)

0–5 min · Hook and safe discussion. Display an image of a damaged and repaired world and ask, “What might be wrong, and what could make it better?” Open with the question and world image. Explain that pupils may discuss issues generally rather than share upsetting personal experiences; all contributions must be respectful. Students think quietly, then share one idea with a partner.
5–15 min · Group problem mapping. Place pupils in mixed groups of 3–4 and give each group the three-level problem-mapping sheet. Model one age-appropriate example, such as litter, unfairness or people being unsafe. Students list up to five problems in each section: our town, our country and our world. They should avoid naming individuals and may draw or dictate ideas. Groups rank their problems, placing the most serious at the top, and prepare one reason for their ranking.
15–21 min · Compare and question. Invite groups to share one similar problem and one different problem. Record repeated ideas on the board. Ask: “Is there one thing that could explain several problems?” Introduce the possible explanations “selfishness”, “lack of love or care” and “human choices”. Stress that these are ideas to examine, not answers pupils must accept. Students use the sentence stem, “One possible explanation is … because …”, and listen for similarities and differences.
21–31 min · Worldview statements. Explain that religions and non-religious worldviews often help people think about what is wrong and how it might be put right. Read the four short statements on the four worldview statement slides, one at a time. Clarify that these are simplified examples and that people within each tradition may have different views. Students work in pairs to choose two statements, identify what each says is wrong, and identify one possible way to help repair the problem. They write or draw two questions about each statement on the worksheet. Support vocabulary with gestures and simple explanations: “sin” means wrongdoing or harmful choices; “Tikkun Olam” means mending or repairing the world; “Humanist” refers here to someone who believes people can work together to improve life without belief in a god or gods.
31–40 min · Creative response. Give each student a paper world outline and show the creative world activity slide. Students add tears, labels or symbols showing problems in the world, then add a small “repair” section showing one action people could take. They may use an idea from a worldview statement or their own reasoned response. Encourage captions such as, “This could help because …” Display the finished work as a class “mending the world” display or mobile.
40–45 min · Plenary and exit reflection. Return to the plenary questions slide and ask: “Why do people disagree about what is wrong?” and “What responsibilities might we have?” Students complete a group discussion exit ticket slip with one idea they learned and one question they still have. Invite two or three pupils to share, making clear that passing is allowed.

Resources

the What Is Wrong? discussion and teaching deck
the three-level problem-mapping sheet
Paper world outlines, one per student
Coloured pencils, crayons or felt-tip pens
Board or flip-chart paper
Scissors and glue, if pupils are making tears or symbols
Four short worldview statements, also included in the slides
the Group Discussion Exit Ticket Slips
Optional calm timer and visual group-role reminders

Assessment

Listen during group work for pupils identifying problems, ranking ideas and giving reasons; question individuals gently to check understanding.
During paired work, check whether pupils can distinguish what a worldview says is wrong from how it suggests responding. Note misconceptions, especially that all members of a religion think identically.
Review the creative response and exit slip for accurate identification, a relevant question and a possible responsibility or action.

Differentiation

Support low-attaining pupils with picture prompts for litter, conflict, poverty, loneliness, pollution and unfairness. Allow drawing, oral answers or adult scribing instead of extended writing.
Provide a word bank and sentence starters: “This worldview says …”; “A problem is …”; “One question I have is …”; “People could help by …”.
Read all statements aloud, use a clear sans-serif font with generous spacing, avoid dense text, and provide a dyslexia-friendly printed copy with key words highlighted. Pair pupils carefully and allow extra processing time.
For EAL learners, pre-teach “problem”, “choice”, “care”, “repair”, “belief” and “responsibility” using pictures, actions and partner rehearsal. Do not require pupils to disclose personal beliefs.
Challenge advanced learners to compare two explanations, identify a similarity and difference, and justify which response they think could make the greatest positive change. They should include “because” in their explanation.

Extension

Pupils write a short class pledge beginning, “We can help mend our world by …”, with two practical, realistic actions.
Invite pupils to research, with teacher-approved material, one example of a religious or Humanist organisation responding to a world problem and present it in three sentences or pictures.

Teaching Instructions