Teach Primary Issue 19.5

• Why do Christians call the world ‘God’s creation’? • How does being vegan help the environment? • What does ‘stewardship’ mean in Christian thought? • How do beliefs influence how people treat the planet? the Earth as a sign of Allah’s power and generosity, and Muslims are encouraged to avoid waste and protect nature. 2 | ETHICAL VEGANISM Start by explaining that ethical veganism is a non-religious worldview that believes in avoiding harm to animals and the planet. Clarify that it’s legally protected in the UK as a philosophical belief. Ask pupils what they think ‘avoiding harm’ might look like in everyday life. There is lots of great background information in the About Us part of The Vegan Society website ( tinyurl.com/ tp-VegSoc ). Next, explore the core principle of ahimsa within ‘church’ as meaning the whole global community of Christians, not just one congregation. Conclude this with a reflective question: “What choices could Christians make to care for the planet?”. This final question builds the groundwork for the later comparison with ethical veganism, as both groups make similar choices. I focused on Christianity for this part of the lesson as it is often a significant part of RE curriculums. However, this section could be adapted to focus on Judaism or Islam. For example, in Judaism, the festival of Tu BiShvat celebrates the natural world as part of God’s creation. In Islam, the Qur’an speaks of • Explore the story of St. Francis of Assisi and discuss his teachings on animals and nature. Present this in a piece of summary writing or class presentation. • Explore the history of veganism and make a short video about it or write the script for one. • Invite a Christian speaker or ethical vegan to share their perspective and practices. Write questions you could ask them from independent research. EXTENDING THE LESSON veganism (non-violence), explaining its roots and how it influences ethical choices. Discuss how choosing not to eat or use animal products might help the environment. Present facts on farming, pollution, and emissions (find some stats on the government website at tinyurl.com/ tp-AgriEmissions ). Encourage pupils to think critically about the links between diet, shopping, and environmental impact. Follow this with real-world examples. Share campaigns like Veganuary and World Vegan Day. Why might someone want to take part? Encourage pupils to reflect on how personal choices or habits can align with values, even without religion. 3 | COMPARISON Begin this section by creating a Venn diagram comparing the worldviews and their core values. Guide pupils to identify overlaps like compassion, responsibility and a commitment to reduce harm. Then discuss how Christians and vegans act on their beliefs. Highlight that both groups make intentional choices based on their values and that belief, whether religious or non-religious, can inspire action. You could look at Sarx ( sarx.org.uk ) or Operation Noah ( operationnoah.org ) as points of comparison. Children could research these organisations, or the Vegan Society, and summarise their work as a final written task. Matthew Lane is an RE Lead and author. You can read more comparisons of RE knowledge in his new book, Religious Education: A Subject Knowledge Handbook , coming soon from Bloomsbury. “Pupils will begin to grasp how beliefs can shape how people live and act” USEFUL QUESTIONS Download your FREE teaching notes at tinyurl.com/ tp-EcoLesson www.teachwire.net | 77