Teach Primary Issue 19.6

www.teachwire.net | 69 HUMAN I T I E S S P E C I A L the 4th Century AD and, bar nuances of translation, has remained unchanged. The Bible not only contains the theology, but also many of the liturgical traditions of the church, meaning there are many common forms of worship among the approximately 2.3 billion Christians on earth. Wicca does not have a single, central sacred text like some other religions. Instead, it relies on a variety of texts and traditions, including the Book of Shadows, the Wiccan Rede, and the Charge of the Goddess. These texts, while not universally agreed upon as scripture, are highly influential within Wiccan practice. The most common, The Book of Shadows, is added to by covens or individual witches, with a tradition of their book being burnt upon their death. Activity: Compare the Bible to Wiccan texts. Think about how they are used and read. Explore how Christians and Wiccans tailor their reading to their own lives and personal worldview. The Golden Rule The Golden Rule is one we teach children from the youngest age: treat others how you would like to be treated. It is a foundational rule of every society and human interaction. As you might expect, we can find an example of this within every religion and non-religious worldview. For Christians, this is found in Matthew 7:12 “Do to others whatever you would like them to do to you. This is the essence of all that is taught in the law and the prophets.” For Wiccans, this concept is expressed in a line from the Wiccan Rede “An ye harm none, do what ye will”, or to take a modern translation, “If you do no harm, do what you will.” These short phrases show different ways of being mindful of each other while also showing a deeper aspect of the worldview. Matthew 7:12 explicitly links to earlier Jewish Law while the Wiccan Rede emphasises individual freedom within a harm‑none ethic. Activity: Prepare cards with everyday school scenarios (e.g. ‘someone takes your pencil’, or ‘a friend falls over’). Get pupils to decide what a Christian might do (Matthew 7:12) and what a Wiccan might do (‘harm-none’ principle). Share choices and discuss how each religion cares for others. When building these comparative units, framing each lesson around core themes ensures that every exploration of an ‘other’ faith feels integral to the wider narrative, sharpening pupils’ critical thinking, fostering mutual respect and preparing them to engage thoughtfully with a plural world. Ultimately, well‑designed comparative lessons equip pupils not only with knowledge of diverse beliefs but also with critical thinking and empathy; key aims of religion and worldviews. TP 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. theteachinglane.co.uk