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Belief Systems – Humanism

Topic: Belief Systems – Humanism

Learning Outcomes


  • To identify key values associated with Humanism.

  • To appreciate that Humanists believe they have a responsibility of stewardship towards the environment.



To begin the lesson I will write on the board what we are going to learn today;

  • Explain what it means to be a Humanist

  • List our senses and explain why they are important

  • Discuss how people use their senses to find out about their surroundings and themselves

  • Describe how different senses result in different information

At the end of the lesson I will refer back to what we have written on the board. This part of the lesson will be supported by a short YouTube clip on the five senses. 


The children will then be divided into pairs, where they will discuss images that the teacher has already prepared. The children will discuss images of the natural environment and human-made resources.

Natural: Do you like swimming in the sea during the summer? Do you like going for nature walks? Playing in the sand at the beach? Watching wild animals? Climbing trees in the countryside?

Human-made: Going to the playground / swimming pool? Playing sports with their friends on astro-turf? Going to a theme park?

Once discussion time has ended, the children will then be asked to report back on their partner’s favourite activities and past times.


To conclude the lesson the children will be reminded that Humanists celebrate the common links between people, the environment and the importance of taking care of our world.

Teacher will ask the class:

  • Why should people protect our natural and human-made environments?

  • Are humanists the only people who protect the earth?

  • Can you think of any ways the natural environment and natural resources are being destroyed?

  • What would happen if we used or destroyed all our natural resources or neglected our human made resources?

Once we have concluded this discussion, teacher gives the children a template for

an acrostic poem titled “EARTH”. The children are encouraged to complete a

poem using today’s Humanist teaching point as their focus (Exit Pass Activity).

Finally, we will return to the objectives written on the board at the beginning of our lesson and using thumbs up and thumbs down assessment tool we will tick off the objectives on the board.


Other Resources for teaching this topic

Five senses –

Natural structures v man made structure –


  • SPHE: Myself and the Wider World/Environmental Care

  • Science: Environmental Awareness and Care

  • Geography: Environmental Awareness and Care

Differentiation: Pair work may be more suitable for some children.

Lower order questioning:

  • How would you feel if every swing was broken in your local playground?

  • Why is it important to respect property and nature?

Higher order questioning:

  • How should we have a duty to care for the environment and the world?

  • What would happen if we neglected the environment?


  • Teacher observation

  • Teacher’s questions/Children’s questions

  • Work samples (Acrostic poem)

  • Exit Pass activity

  • No hands up (All learners are expected to contribute and all answers valued. Teacher may select any pupil, therefore all pupils need to frame answer in their head).

  • Thumbs up and thumbs down.