molehill copse primary academy early years foundation...

Molehill Copse Primary Academy

Early Years Foundation Stage,

Key Stage 1 and 2

A Scheme of Work to support the delivery of Kent’s Agreed Syllabus For Religious Education

Molehill Copse Primary Academy RE Scheme

Term Autumn Spring Summer Age groups Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

EYFS Harvest Festivals Jesus’ Special

Friends

Easter Wonderful World

KS1

Cycle A

Belonging Festivals

Christmas,

Divali and

Hannukah

The Boyhood of

Jesus

Easter Who was Noah

and other

Important

People?

Special Things/

Treasures

KS1

Cycle B

Naming

Ceremonies

Important

people &

Christmas

Special Books Special Places &

Easter

Wonderful World

LKS2

Cycle A

Rules and

Religion

Light at

Christmas

Special Clothes Prayer and

Worship

Religion and the

Environment

Judaism

LKS2

Cycle B

Signs and

Symbols

Music at

Christmas

Jesus as an

Adult

Easter- Jesus

as Servant King

Community Sikhism

UKS2

Cycle A

Arts in Religion Faith Founders

Or Gospel

Version of

Christmas

The Bible Easter Despair

and Hope

The Bible continued and

Hinduism

UKS2

Cycle B

Heroes and

Leaders

Christmas

Today

Journey of Life Easter

Darkness and

Light

Journey of Life Continued and

Islam

Whole School RE Scheme of work- Cycle A

RE

Key Stage 1 Cycle A

What Makes Me, Me?- RE Topic- Belonging

A Fantasy World- RE Topic- Festivals Divali, Hannukah and Christmas

What’s in the Toybox?- RE Topic- The Boyhood of Jesus

Come to The Circus- RE Topic-Easter

Under the Sea- RE Topic-Who was Noah and other important people?

Yo Ho Ho!- RE Topic- Special Things/Treasures

SCHEME OF WORK RE 7/24/2014

SUBJECT: RE TOPIC: Belonging to My Family KS1 Cycle A Term 1

In this unit children will:

talk about what it means to belong to a family

Link to Agreed Syllabus-OR/CL

Know that some people

belong to faith groups.

Understand what is

special about belonging

to a family

Reflect upon the idea of

being special

Explore the idea of belonging to a family. Talk

about your own family and encourage the

children to talk about their own families.

ACTIVITY

Draw pictures and over time collect

photographs for a display, “Belonging to a

Family”.

Belonging

Family

Begin to understand the

importance of family

events and how families

share similar

experiences

Explore with the children what they enjoy

doing with their family, where they like to go,

regular family pursuits, meals shared together

etc special times and events shared together -

enlist parents help by sending a letter home.

Encourage parents/guardians to visit schools to

talk about significant family events.

Add details of these to the display (some

children may mention significant events that

occur in the family because they have a faith

commitment – accept this as part of the

children’s family experience at this stage).

There could be a sub-section of the display

with the title “Special Times with our Families”.

(Possibly more than one lesson)

Celebrations

Anniversaries

Birthdays

Weddings

Holidays etc

Photographs

Videos

Invitations

Special books/cards

etc


SUBJECT: RE TOPIC: Belonging to a Jewish Family KS1 Cycle A Term 1

In this unit Children will:

learn about Jo as a member of a Jewish family

learn about how Jews celebrate Shabbat Link to Agreed Syllabus-OR/QB/SSW/SS/CF

Learning Objectives Suggested Teaching Activities and Differentiation Key words /Concepts Resources Know that some children

have an identity as

members of the Jewish

faith

Know how Shabbat is

celebrated

Begin to understand the

importance of shared

meals

Reflect on significant

times for their own

family

Introduce Jo as a little Jewish boy and build a

persona for him e.g. what he likes to do on

particular days of the week after school - Monday –

swimming, Tuesday – meal with grandparents etc

ending with Friday when he goes straight home to

help his Mum prepare for Shabbat.

Jo helps his Mum by cleaning the house and by

laying the table for the special Shabbat meal that

Jewish people everywhere share with their families

on Friday evening.

Share with the children what happens - lay down

white cloth, place on this two silver candlesticks

with white candles, challah bread with cover,

Kiddush cup.

When everything is ready the family sit down, Mum

lights the candles and waves the light of these out

to all the family. This is a blessing for everyone

there. Jo’s Dad says a special prayer.

Everyone is very happy because work has ended for

the week and now the family can relax together and

say thank – you to God for all the good things in

their lives.

As the family share the challah bread they think

about all the wonderful things that God has created

for them to enjoy.

Jo really enjoys being with his family for the special

time of Shabbat. What special times do you enjoy

with your family?

ACTIVITY Sequence the events of Shabbat meal.

Jew

Jewish

Shabbat

Challah loaves

Kiddush cup

Blessing

Thanks

Persona doll – Jo

and book of family

details

Pictures of

Shabbat

Challah loaves with

cover

Kiddush cup

Candlesticks with

white candles

Blessed are You, O Lord our God, King of the universe, who has made us holy and commanded us to light the Shabbat candles Yellow cloth to display

Jewish artefacts


SUBJECT: RE TOPIC: Belonging to My Class KS 1 Cycle A Term 1 In this unit children will have the opportunity to reflect on ;

the roles and responsibilities of being a class member Link to Agreed Syllabus-OR

Learning Objectives Suggested Teaching Activities and Differentiation Key words and

Concepts

Resources

Know that they are

members of the class

community belonging

together

Begin to understand

that they can take

responsibility for each

other

Reflect on their own

place in the class

community

Introduce the idea of the class as a

community to which the children belong and

are members of.

Talk with the children about membership of

the class - What makes us belong? – because

we learn and play together, take care of each

other, etc,

ACTIVITY

Each child draw themselves (or take photographs) and make a

display of the children’s faces with the caption - “All the

children in class 1 belong together because------“.

Class

Community

Belong

Member


SUBJECT: RE TOPIC: Belonging to a Christian Family KS1 Cycle A Term 1


learn about Elizabeth as a member of a Christian family Link to Agreed Syllabus- CL


Concepts

Resources

Know that some children

are members of a church

and belong to the Christian

family

Introduce Elizabeth (use persona doll, book, or

pictures/photographs) as a girl who belongs to a

(Christian) family.

Talk about where she lives, who she lives with,

her Mum and Dad’s occupation, favourite family

pastimes etc, plus the fact that on Sunday

Elizabeth goes to church with her family.

Use a blue cloth to display a persona doll if used

and any Christian artefacts introduced later.

ACTIVITY

Children draw Elizabeth and record some detail of her family

life. This information plus pictures/photographs are displayed

with the children’s family “details”.

Family

Belonging

Christian

Church

Note Book kept by

the teacher with

information about

Elizabeth.

Big Book e.g. My

Christian life

Pictures/

photographs of

church

Persona doll

Blue cloth


SUBJECT: RE TOPIC: Belonging to a Muslim Family KS1 Cycle A Term 1

In this unit children will learn about:

Hassan as a member of a Muslim family Links to Agreed Syllabus-CL


Concepts

Resources

Know some details of

Muslim family life

Begin to understand that

class members can “belong

“ in different ways

Understand that Hassan’s

family believe that they

belong to God

Reflect on how they are

the same or different to

Hassan

Introduce Hassan (persona doll) as a member of

the class.

Build a persona for him as a member of a Muslim

family e.g. Hassan lives with - He likes - to eat.

He likes to go swimming with his sister etc. He

lives----

Display persona doll, pictures and artefacts on a

green cloth. Keep details of Hassan’s life in a

small book to remind yourself!

Tell the children that Hassan and his family are

Muslims. Thy call God Allah and believe that

Allah made the world.

Read from a children’s book the Creation account

from the Qur’an.

ACTIVITY

Draw Hassan and his family and add details to the family

display.

Muslim

Class member

Mosque

Persona doll -

Hassan

Pictures or

photographs of

Muslim family life

Storybook

Green cloth


SUBJECT: RE TOPIC: Belonging to My School/ a Sikh Family KS 1 Cycle A Term 1 In this unit children will :

learn about Malkit as a member of a Sikh family

talk about rules that are important in school Link to Agreed Syllabus-CL/OR


Concepts

Resources

Know that Sikhs have a

particular identity as

members of the Sikh

community


we all belong to different

communities that have

rules for members

Reflect on rules that are

important in school

Introduce the idea that the children belong to

the school. What do they wear to show this

(badges, uniform etc)?

Introduce Malkit as a little Sikh boy who belongs

to our school. He could be provided with a school

uniform to make this more realistic.

Discuss how many people belong to the school.

So we belong to our families, our class, and to our

school. How do we show we belong to our school -

not only by wearing a uniform but also by keeping

the rules of the school? Discuss these.

Build family persona for Malkit and add his

details to the family display e.g. favourite foods,

hobbies, comics and his extended family.

Talk about some of the “rules” that are important

in Malkit’s family e.g. Malkit knows that he must

look after his younger sister and take good care

of his cat. As a little Sikh boy Malkit learns that

it is important to help others whenever you can.

He learns about this at the Gurdwara.

ACTIVITY Children make a list with the teacher of the

“rules” of the school.

Belong

Sikh

School

Uniform

Badge

Rules

Persona doll –

Malkit (plus his

book)

School Uniform

Picture of

Gurdwara

Orange cloth


SUBJECT: RE TOPIC: Belonging to a Hindu Family KS1 Cycle A Term 1

In this unit children will;

Learn about: Rita as a member of a Hindu family

Talk about clubs to which class members belong Links to Agreed Syllabus-OR/CL


Concepts

Resources

Recognise uniforms,

badges or behaviours as

signs of belonging

Identify how belonging can

be shown

Know that some children

have an identity as

members of the Hindu

faith community

Talk about any clubs to which the children belong

– do they have special clothes or a special badge

to wear?

Are there special rules for their club?

Introduce Rita (persona doll, picture or through

book). Build a persona for her recording her

family details on display. Rita belongs to her

family, the class, the school and her Hindu faith

community who meet at the Mandir.

Rita also belongs to Rainbows. Explore wearing of

uniform, badge and activities Rita enjoys as a

member of the Rainbows.

Rita’s brother plays in a football team - describe

strip and/or the football club that Rita’s brother

supports.

Display Hindu persona doll, pictures and artefacts

on a red cloth

ACTIVITY

Give pupils a series of statements and get them to match

these to three or four groups to which they belong e.g.

school, family, club, town, village, faith community e.g. where

my friends are, where I play etc.

Hindu

Mandir

Club

Family

Belong

Badge

Uniform

Rita – known

through persona

doll, pictures, big

book

Picture of the

Mandir

Cards with words

or pictures showing

communities to

which children

belong plus a series

of statements e.g.

Where I know lots

of people

Where I worship

God

Where I keep my

pets

Etc.

Red cloth


TOPIC: Belonging END OF TOPIC EXPECTATIONS KS 1 Cycle A Term 1

Children’s names should be written in the appropriate box at the end of the topic to aid assessment.

Some will not have made so much progress and will:

understand that people belong to different

groups.

have a growing respect and understanding of

their own and others family backgrounds,

cultures and beliefs.

Most children will have made good progress and will be able to:

recognise and name some religious buildings.

talk about their own experiences of

belonging to different communities and what

they find interesting or puzzling about the

experiences of others.

Some children will have progressed further and will be able to:

Fulfil all of ‘most’ and:

show awareness of similarities between

families and faith group.

ask and respond sensitively to questions

about their own experiences and feelings,

and the experiences and feelings of others.


TOPIC: Divali (1) TOPIC: Festivals KS1 Cycle A Term 2

In this unit children will :

learn how Hindus celebrate Divali

hear the story of Rama and Sita

talk about how we can make good things happen


Concepts

Resources

Know about and understand

the festival of Divali

Understand that the story

is about good overcoming

evil

Reflect upon what they can

do to make good things

happen.

Seat Rita and her bag in front of the children and from the

bag take a diva lamp. Light the wick for the children to see.

In Rita’s house they will soon be celebrating the festival of

Divali. At Divali lots of the little lights will shine in Rita ‘s

house to celebrate the beginning of the new year for

Hindus.

There is a lot for Rita and her family to do to get ready for

Divali. The house must be cleaned and food prepared, but

although everyone is very busy Rita loves this time because

it is a chance for her to hear again the story of Prince Rama

which is always told at this time.

Tell the story to the children. And discuss with them , who

was good /evil in the story, why people might want to go on

telling this story year after year. What do you think was

the most important part of the story?

Rita loves this story because she loves all stories about

Prince Rama and Sita. For Rita and her family and for all

Hindus Rama is God. Rita believes that Rama looks after her

and her family and protects them from evil just as he

protected Sita in the story

ACTIVITY-Make a diva- (for a nightlight) Light them all

together and share together how we can make good things

happen. Use drama/ to retell the story.

Divali

Diva

Rama

Sita

Ravana

Hanuman

Good

Evil

Ritas bag with:

Diva

Storybook

Storytelling doll

Clay for divas

Nightlights ( Health

and safety!)


SUBJECT:RE TOPIC:Festivals/ Christmas KS1 Cycle A Term 2

In his unit children will:

learn about the Jewish celebration of Hannukah

hear the story of the miraculous oil

reflect on times when something mysterious has happened within their own experience Link to Agreed Syllabus-CL/SSW/SS/CF


Concepts

Resources

Know about the Jewish

festival of Hannukah and

the story of the

miraculous oil.

Understand how Jewish

people celebrate Hannukah

today.

From Jo’s bag take a small hannukiah, a hannukah

card and a simple story book of the events that are

commemorated by Jews at Hannukah.

Read the story

Light the candles.

In Jo’s house the candles are lit one at a time for a

week to help the family remember the wonderful

thing that happened long ago. The hannukiah is

placed in the window of Jo’s house. How do you

think people feel when they see this?

This is a very happy time in Jo’s house. The family

eat delicious potato latkes (pancakes) or sticky

blintzes( doughnuts). These are cooked in oil as a

reminder of the oil in the Temple lamp The family

play the game of dreidel.

Discuss with the children how the hannukiah helps

Jewish people to remember what happened and

what the Jewish people did to create a holy and

special place to worship God. Do you know a time

when something mysterious and wonderful has

happened.?

ACTIVITY - Design and make a simple hannukiah with

clay Play a simple game with the deride ( children could

make the dreidel)l

Hannukah

Hannukiah

Temple

Worship

Holy

Miracle

Jews

Latkes

Blintzes

Dreidel

Jo’s bag with:

A hannukiah

A hannukah card

Dreidel- the

letters are in

Hebrew and are

the initials of the

words “.a great

miracle happened

here”

Each player spins

the top to see

which letter it

lands on. Each

letter is also an

instruction and

tells the player to

take all /half

/none/or put one in

a pot of raisins or

coins. clay


SUBJECT: R E TOPIC: Christmas (At least 2/3 lessons Finish Topic with Christmas) KS1 Cycle A Term 2 In this unit children will:

Advent as a time of preparation for Christmas

the visit of angels to Mary and Joseph in the Christmas story

learn about the events in the Christmas story Link to Agreed Syllabus-SSW/SS/LC

Learning Objectives Suggested Teaching Activities and

Differentiation

Key words and

Concepts

Resources

To know the different

parts of the Christmas

story.

Know about the visit of

angels to Mary and

Joseph

Begin to understand how

Christians prepare for

Christmas.

To begin to understand

the symbolism of the

Advent Ring for

Christians


the Christian belief that

Jesus is always with

them

Light the first candle and tell the first part of the story. e.g.

about the angelic messengers who came to bring the news of

Jesus birth to Mary and Joseph Mary receives a visit from

the angel to tell her that she will have a baby, to be called

Jesus who will be a great king. Joseph also receives a visit

from an angel who tells Joseph that Jesus is God’s Son -

Joseph must take care of Mary and help her bring up Jesus

Explore the idea of angels as God’s messengers. ACTIVITY

Make representations of angels record in the children’s

words the message of the angels to Mary.

Light the second candle and tell the story of the journey to

Bethlehem and the birth of Jesus in the stable at

Bethlehem. You could use Nativity figures (from Elizabeth’s

bag) and /or a stable made from a box with manger and straw

etc. to tell this part of the story.

Light the third candle and tell the part of the story when the

angels visit the shepherds- again using nativity figures.

Light the fourth candle and tell the story of the visit of the

Wise Men /kings-using Nativity figures.

Give the children some Christmas cards to sort showing the

parts of the story they have heard.

Or giving children nativity figures allow children to

bring out their figures and re-tell the story.

Advent

Christmas

Angels

Annunciation

Mary

Joseph

King

God’s Son

Advent wreath

with base of

greenery , four red

candles and one

white candle in the

centre. (Make with

the children)

Paintings of the

Annunciation e.g.

Lippi in Jesus

through Art –

Margaret Cooling

Nativity figures

Christmas cards

Advent wreath

“Model” Stable/

Crib

On That Christmas

Night – Mary Joslin

Lion –07459 4692 5


TOPIC: Festivals / Christmas END OF TOPIC EXPECTATIONS KS1 Cycle A Term 2


Some will not have made so much progress and will: Begin to use some religious words in an appropriate

context

Begin to be aware that religious ideas can be

expressed in stories and symbols

Talk about their own preparations for Christmas and

for the birth of a new baby.

Most children will have made good progress and will be able to: Re-call the story of the birth of Jesus, and talk

about the significance of the Advent Ring

Talk about how Christians show their commitment to

Jesus

Talk about their own preparations for Christmas and

for the birth of a new baby.

Some children will have progressed further and will be able to: Re-tell the story of the birth of Jesus, using religious

words and phrases

Identify the meaning of the Advent Ring for

Christians

Talk sensitively about the feelings and expectations

of Christians at Christmas.


TOPIC: Boyhood of Jesus - Visit to the Temple KS1 Cycle A Term 3 In this unit children will;

learn about Jesus visit to the Temple when he was twelve years old

reflect on who teaches them wise things Links to Agreed Syllabus –OR/SSW/SS


Differentiation

Key words and

Concepts

Resources

Know the story of

Jesus missing in

Jerusalem

Understand that Jesus

wanted to learn all

that he could about

God.

Reflect on who helps

them to do wise and

good things

Talk to the children about journeys they have made and

how they have travelled

When Jesus was twelve years old his Mum and Dad took

him on a journey to the city of Jerusalem. Talk to the

children about their experiences of visiting big cities and

the purpose of their visit, the crowds, noise etc.

Jesus went to the city of Jerusalem with many other

people from Nazareth. Most of the people were walking

but some had donkeys, and a few had camels. The

travellers had some food, bread, cheese and grapes but

they also bought food at villages on the way. Jesus

travelled at the front with his mother Mary, while Joseph

travelled at the back with the other men.

In Jerusalem they went to visit the Temple to praise God

and to say some special prayers.

When it was time to return home all the crowd from

Nazareth travelled together. At first Mary and Joseph

didn’t miss Jesus but after a few days they realised he

was lost

They anxiously searched for him and eventually found him

in the Temple listening to the teachers there.

How do you think Mary and Joseph felt when they found

Jesus? Jesus told them that he had been in his “Father’s

house” He had been asking lots of questions about God and

how what he wanted people to live. Who teaches you wise

and good things? (Teacher suggests who might inspire

them) Draw a picture of someone you know write

underneath how they help you learn .

Jerusalem

Nazareth

Temple

Lion Storyteller

Bible – page 66

Five minute Bible

Stories, page 67


SUBJECT:R E TOPIC: Boyhood Of Jesus- Samuel KS1 Cycle A Term 3

In this unit children will learn :

about the story of Samuel

that this was a story that Jesus must have heard as a child. Link to Agreed Syllabus_QB/SSW/LC


Differentiation

Key words and

Concepts

Resources

Know the story of Samuel

Know that Jesus would

have heard this story


Christians believe that

Jesus was god’s

messenger in a very special

way.

From Elizabeth’s bag take the book and tell the children that

today they will hear the story of Samuel.

Read the story -page 42

Elizabeth thinks that this must have been a very special

story for Jesus because as he grew up he knew that he had

been chosen by God, to speak for Him. Christians believe

that God gave him the words and the power to help people

and to teach them what God was like.

ACTIVITY

Draw picture of Samuel and Eli using thought or speech

bubbles.

Chosen

God

prophet

Elizabeth’s bag

with Lion

Storyteller Bible


SUBJECT:R E TOPIC: Boyhood of Jesus - Abraham KS1 Cycle A Term 3


learn about Abraham as an important person to Jews, Muslims and Christians

consider what it means to trust others, themselves and God. Link to Agreed Syllabus-OR/QB/LA/SSW


Differentiation

Key words and

Concepts

Resources

Know the story of

Abraham and God’s

promise to him


this is an important story

for Muslims , Jews and

Christians

Know that Jesus would

have heard this story when

he was young

Reflect on what it means

to trust

Introduce the Lion Storyteller Bible from Elizabeth’s bag as

before and tell the children that today we are going to hear a

story that is very important for Jewish people , Muslim

people and Christian people. It is a story that Jesus must

have heard often when he was little. Maybe his Dad , Joseph

told him this story when he had finished his work as a

carpenter. Explore with the children what Joseph’s Dad

might have made in his carpenter’s workshop. Perhaps Jesus

used to help him some times.

Read the story of Abraham, page 18.

What did Abraham do to show that he trusted God?

What did God promise him?

I wonder what it means to trust God?

When Jesus grew up he had to trust God completely. I

wonder if this story helped him to understand what this

meant.

I wonder who you trust?

ACTIVITY

Explore what trust means in the context of the children’s

lives together in the school, classroom and in their families.

Abraham

Trust

Founder

Jews

Muslims

Christians

Elizabeth’s bag

with the Lion

storyteller Bible


SUBJECT:R E TOPIC: -Lost Coin KS1 Cycle A Term 3


how Jesus used the events of ordinary life to create stories with meaning for his followers

about the parable of the list coin Link to Agreed Syllabus-SSW/QB/LC


Differentiation

Key words and

Concepts

Resources

Know the story of the Lost

Coin


told stories about

everyday things to help

people understand about

God.


feelings of disappointment

, loss and joy when they

have lost and found

something.

Talk to the children about the sort of house

that Jesus must have lived in – small, white-

washed , stairs up the outside to a roof space

that was used as a living space, and with one living

room

It was dark inside the house so lamps were used

to give light- made of pottery and filled with olive

oil. If possible light one for the children to see.

Jesus and his family had to rely on these small

lamps for light . If things were lost in the house

it must have been very difficult to find them

again.

Jesus must have remembered this because he

told a story about a lady who lost a precious coin

in a dark corner in her house.

Tell the story from Lion storyteller Bible.

Play a game , hiding a coin for the children to hide

in the classroom ( class members could help child

searching by giving directions).

Talk about the pleasure of finding lost things.

Show painting of the scene interpreted by a

contemporary artist and discuss celebrations.

Help the children understand that Jesus used the everyday

things of life to help people understand important messages

about God. Jesus wanted people to know that God felt happy

when people who were far away from him and lost came back

to God again.

Lost

Found

Parable

Lion Storyteller

Bible – page 92


SUBJECT:R E TOPIC: Boyhood of Jesus KS1 Cycle A Term 3


that Jesus told stories that held important messages for his followers

about the parable of the mustard seed Link to Agreed Syllabus-SSW/SS/QB/LC


Differentiation

Key words and

Concepts

Resources

Know the story of the

Mustard Seed.


told stories about

everyday things to help

people understand about

God.

Reflect on where they feel

safe and secure.

Show the children a tiny seed and find out what they know

about growing seeds.

When Jesus grew up he told lots of stories but these were

often about ordinary things from people’s everyday lives. He

chose ordinary things to help people understand what God’s

kingdom might be like

Maybe Jesus had planted seeds with his Mum or Dad when

he was young and watched them grow. Palestine where Jesus

lived was a hot country so when seeds were planted there

people would need to make sure that they had water to help

them grow.

Tell the story of the Mustard Seed and discuss the miracle

of growth . Discuss how the tree became a refuge for all

sorts of birds , became a tree that provided a home for

many, a place where they could all belong.

In telling this story Jesus was helping his friends to

understand that his kingdom would grow and grow until people

all over the world had heard about him.

ACTIVITY Plant some seeds and observe growth.

Create a collage of the large tree with all the birds nesting in

it.

Parable

Kingdom of God

Growth

promise

Jasper’s Seed by

Nick Fawcett


TOPIC: Boyhood of Jesus END OF TOPIC EXPECTATIONS


Some will not have made so much progress and will: Recall some stories about Jesus, some stories

from the Old Testament that Jesus would have

known,some stories that Jesus told.

Talk about Jesus as a real person who lived in

Palestine in the past

Talk about what is of value and concern to them

in the stories they have heard.

Most children will have made good progress and will be able to: Retell some stories about Jesus, some stories

from the Old Testament that Jesus would have

known some stories that Jesus told.

Identify why these stories might be important

for Christians today

Some children will have progressed further and will be able to: Make links between the stories they have heard

and their own values and commitments.

Begin to understand that Jesus used the

everyday events and objects in his life to talk

about God

Raise questions about the stories they have

heard..


SUBJECT:R TOPIC:Easter KS1 Cycle A Term 4

In this unit children will learn:

That Easter is a significant time for Christians when they remember the death and Resurrection of Jesus

That Easter is celebrated in the Spring when there are signs of new life all around. Link to Agreed Syllabus-NW


Differentiation

Key words

and

Concepts

Resources

Recognise Spring as a

season of growth and new

life.

.

Seat Elizabeth in front of the children and from

her bag take a bulb and some different kinds of

seeds. Explain that Elizabeth and her Mum have

been to the Garden Centre and have bought the

bulbs and seeds to plant in pots. There were some

left over which Elizabeth has brought for us to

plant.

Discuss dead/ alive.

How will we help the seeds and bulbs to grow?

Discuss Spring as a time of growth and new life .

Elizabeth loves the Spring because she looks

forward to---------(signs of new life/growth)

ACTIVITY

Plant the seeds and bulbs with the children and get the

children to suggest appropriate information to display

beside the pots.

Spring

Growth

dead

alive

Elizabeth’s bag with:

bulbs and seeds


SUBJECT:RE TOPIC: Easter (2) KS1 Cycle A Term 4


Differentiation

Key words and

Concepts

Resources

Identify some

objects/artefacts that

have religious significance


Easter is a significant time

for Christians when they

remember the death and

new life of Jesus

Re-cap on the teaching from the previous lesson.

Discuss what he children know about Easter e.g.

Easter Eggs,

Just like you she will have an Easter egg made of

chocolate but at Easter Elizabeth also hears

some special stories about Jesus.

From Elizabeth’s bag take a version of The

Easter story and read to the children

Easter is the time when Elizabeth and other

Christians remember what happened to Jesus and

how he came back to share his new life with his

friends. Spring seems a very good time to

celebrate this because in Spring we see how

things which seem to be dead come to new life.

Use a hollow Easter egg to illustrate the

emptiness of the tomb.

ACTIVITY

Children use pictures to recall some aspects of the

Easter story, recognising why some symbols are

important.

Easter

Resurrection

new life

Stories about

Easter from The

Lion Story teller

Bible- Bob

Hartmann.


SUBJECT: R E TOPIC: Easter-Palm Sunday KS1 Cycle A Term 4


learn about what happened on Palm Sunday

learn how Christians mark Palm Sunday in the church today Link to Agreed Syllabus-QB/SSW/SS/WP/CF


Differentiation

Key words and

Concepts

Resources

Know the story of Palm

Sunday

Know how this is

celebrated in the church.


Jesus was seen as king by

some of the people of his

day

Reflect on times when they

have been part of a big

crowd and feelings

associated with this.

From Elizabeth’s bag take the Lion Storyteller

Bible and tell the children that at Easter time

Elizabeth hears the story of how Jesus rode on

a donkey into the city of Jerusalem.

Read the story on page 102.

Use drama to explore what it might have been

like to be a child in the crowd

Discuss with the children when they have seen or

been part of a parade that celebrated something

or somebody important. .

Create a sound tape of things that you might have

heard, or create some “Parade” music.

Decorate some Palm leaves.

From Elizabeth’s bag take a palm crosses- this is

the cross that Elizabeth was given on Palm

Sunday in the church , to help her remember this

important story for Christians.

At Elizabeth’s church a real donkey came and was

part of the parade for all the people there.

Easter

Jesus

Palm Sunday

Palm cross

Parade

Celebration

Palms

Lion Story teller

Bible by Bob

Hartman

Palm cross

Instruments

Tape

Pictures of Palm

Sunday

celebrations.


TOPIC: Easter

END OF TOPIC EXPECTATIONS KS1 Cycle A Term 4


Some will not have made so much progress and will: Know that some symbols remind Christians about

what happened at Easter

Know that the story of what happened on Palm

Sunday/ Easter Day is important to Christians

Most children will have made good progress and will be able to: Recognise and name some symbols that are

important to Christians at Easter Recall the

story of Palm Sunday

Talk about their own experiences of being part

of a crowd joining in a celebration

Some children will have progressed further and will be able to: Identify and suggest meanings for some symbols

that are important to Christians at Easter

Retell some stories that Christians share at

Easter

Recognise that what Christians believe about

Easter raises questions that are difficult to

answer


SUBJECT: TOPIC: Who Was Noah? (and other Important people) KS1 Cycle A Term 5


about some Old Testament stories that must have been familiar to Jesus

that Jesus himself told stories about God when he grew up

something about the sort of life Jesus had in his family home in Nazareth Link to Agreed Syllabus-

QB/SSW//SS/LC


Differentiation

Key words

and

Concepts

Resources

Know the story of Noah’s

Ark .

Know that Jesus must have

heard this story as a child.


Christians believe that

people can have a

relationship with God

Reflect on questions that

they have about the story

Place Elizabeth with her bag in front of the children

and from her bag take a copy of the Lion

Storyteller bible. Tell the children that this book

contains some stories from the Bible. Some of them

are stories that Jesus must heard when he was a

little boy. These are the older stories in the Bible .

Read the story of Noah’s ark, page 14.

I expect that Jesus mother, Mary told them this

story at their little house in Nazareth.

Today this story is heard by children all over the

world.

I wonder what sort of bad things were happening in

the world that made God sad?

I wonder what it must have felt like to be in that

big boat and what it must have been like to step into

that fresh clean world.

I wonder if Jesus had any questions about this

story.

ACTIVITY –Paint /draw pictures of Noah’s ark and /or

explore through dance/drama

God

Rainbow

New start

Elizabeth and her

bag with;

Lion Storyteller Bible


SUBJECT:R E TOPIC: Who was Noah and Other important people? Jonah KS1 Cycle A Term 5


hear the story of Jonah

reflect on times when they have been sorry and on the meaning of forgiveness. Links to Agreed Syllabus-SSW/OR


Differentiation

Key words and

Concepts

Resources

Know the story of Jonah and

the big fish.

Understand that this story

helps Jews to know about God

Reflect on what we may have

to say sorry for and what

happens when we say sorry.

Using Jo and his bag explain to the children that they

are going to hear some of the stories from the Torah

that Jol particularly enjoys.

Tell the story of Jonah and the big fish and discuss

with the children what God wanted Jonah to do, what

he wanted the people of Nineveh to do, and what

they did when they heard Jonah’s message.

Discuss with the children what we have to say sorry

for and what happens when we do / don’t.

ACTIVITY

Draw a picture of Jonah in the big fish with thought bubbles..

Create folded over pieces of paper “ I said sorry when----“

and place on outline of a big fish

What does Jo learn about God from this story?

Forgiveness

Repentance

Sorry

Samuel’s bag with:

Props to tell story

e.g. toy whale, boat

etc

Jonah and the big

Fish in Five Minute

Bible Stories by

Lois Rock-

0745947573


SUBJECT: RE TOPIC: Important People - Muhammed KS1 Cyle A Term 5


About significant figures in different faith communities and why they are important.

Some stories and celebrations from a range of faiths. Link to Agreed Syllabus-LA/SSW


Differentiation

Key words

and

Concepts

Resources

To know about the Prophet

Muhammad and his

significance to Muslims

Seat Hassan in front of the children and from his

bag take a book with some stories about the

Prophet Muhammad.

Explain that the Prophet Muhammad is a very

important person to Muslims. Stories about him help

Hassan to understand how Muslims think about God.

Hassan knows that the Prophet Muhammad was

faithful to God.

Discuss how Muhammad showed his love for God.

ACTIVITY - Retell a story about The Prophet

Muhammad that you enjoyed.

Muhammad

Prophet

Faith

Hassan’s bag with:

Story book about the

Prophet Muhammad

e.g. Muhammad and

the Crying camel


SUBJECT: RE TOPIC: Who was Noah and other Important People?- Jesus KS1 Cycle A Term 5 In this unit children will:

reflect on why Jesus is such an important person for Christians

hear the story of he calling of the disciples

explore why friends are important Link to Agreed Syllabus-OR/QB/LA/SSW

Learning

Objectives

Suggested Teaching Activities and

Differentiation

Key words

and Concepts

Resources

Know that Jesus is

important to

Christians and that

he is portrayed in

many different

ways.

Know that Jesus

called people to

follow him/ to help

him in his work

Reflect on what it

means to be chosen

as a friend and

what we can learn

from our friends

Seat Elizabeth and bag in front of the children and take

from her bag a Children’s Bible.

Show some pictures of Jesus. Explain that while no one

actually knows what Jesus looked like lots of people have

drawn pictures of how they imagined him.

Let children choose one of the pictures of Jesus that they

like and talk about it to their partner.

From the pictures what sort of person does Jesus appear

to be? Partner reports back what she/he has heard to

class.

Teacher scribes children’s responses.

Because Jesus is such an important person for Elizabeth

and her family and for all Christians everywhere stories

about him (found in the Bible) are very important for them.

Tell the children that they are going to hear a story about

Jesus from Elizabeth’s Bible, about how Jesus chose some

special friends to help him. Tell the story. In the story

Jesus called the disciples and told them to follow him. Ask

some questions that will help the children reflect on the

meaning of the story for Elizabeth e.g. What do you think it

might mean to follow Jesus, to be a “fisher of men”. The

friends were called disciples or learners. Why do you think

Jesus needed friends? Why do any of us need friends?

ACTIVITY - Make a class picture of the fishermen at work,

with speech bubbles from their mouths recording what they

might have said when Jesus asked them to follow him.

Called

Chosen

Disciples

Friends

Commitment

Learning

Response

Fishermen

Elizabeth’s bag

with:

Children’s Bible

Different

pictures of Jesus.

- The Christ we

Share Pack


SUBJECT: RE TOPIC: Who was Noah and other Important People?- Jesus KS1 Cycle A Term 5


hear the story of the Good Samaritan

reflect on who their “neighbour” might be Link to Agreed Syllabus-OR/QB/CL/SSW/


Differentiation

Key words and

Concepts

Resources

Know the story of the

Good Samaritan


teaches that we should be

willing to befriend all

Reflect on how they could

show friendship

Read the story from a book in Elizabeth’s bag as

one of Elizabeth’s favourites.

Explain that Jesus told this story when he was

asked, “ Who is my neighbour? Who should I show

friendship to?

Discuss with the children who showed friendship

/ was a good neighbour to the injured man?

Discuss the children’s understanding of

“neighbour” and Jesus’ understanding that all

those who need our help are our neighbours.

Why do the children think that this might be one

of Elizabeth’s favourite stories of all those that

Jesus told?

ACTIVITY

Ask the children to think about all those who they might

show friendship to and how they might do this to those

who are not their special friends.

Either - Make a display of “Neighbours who need our

help”

Or – Retell the story in comic strip format creating

“thought “ or speech bubbles for the different

characters.

Neighbour

Friend

Samaritan

Elizabeth’s bag

with:

Story of Good

Samaritan

Story Sack/Box


TOPIC: Important People END OF TOPIC EXPECTATIONS KS1 Cycle A Term 5



Recognise and name some key figures

that are important to faith communities

Recall some religious stories

Recognise some religious symbols

Talk about their own perception of key

figures


Identify why some figures are

important to faith communities

Show awareness of the similarities

between key religious figures/

celebrations

Retell religious stories and suggest

meaning for particular faith

communities.

Identify how religious faith is

expressed in story/worship/

celebration

Respond sensitively to the example and

teaching of key religious figures

Some children will have progressed further and will be able to: Fulfil of previous levels and:

Identify the influence of a religious

figure

Make links between how stories and how

beliefs are expressed in practice/

celebrations today e.g. celebration of

Passover

Make links between their own values and

experience and the experience and

values of others


SUBJECT: RE TOPIC: Special Things/Treasures KS1 Cycle A Term 6

In this unit children will; hear the story of Wilfred Gorden Macdonald Partridge

reflect on how objects can become significant by reminding us of people , events etc Link to Agreed Syllabus-QB/CL/SS/WP


Differentiation

Key words

and

Concepts

Resources

.

Understand that adults

can have an attachment

to significant objects.

because they evoke special

and important memories

for individuals/

communities

Read the Story of Wilfred Gordon Macdonald

Partridge. Identify objects that were significant in

the story and the memories they evoked.

Share a significant object of you own with the

children

Discuss how objects/artefacts can remind us of

people/ places/stories / events that are important

to us.

Create a display over time- My – helps me to

remember ( when, how, why , what who?)

Wilfred Gorden

Macdonald Partridge

by Mem Fox

Personal “ treasure”

Cloth for display


SUBJECT: RE TOPIC: Special Things/Treasures KS1 Cycle A Term 6


Learn about the Muslim practice of prayer

Reflect on how and when they pray Link to Agreed Syllabus-QB/CL/SS/WP


Differentiation

Key words

and

Concepts

Resources

Identify some

objects/artefacts that

have religious significance

Recognise that prayer is

important to people of

faith

From Hassan’s bag take a string of prayer beads.

Explain that Hassan and his family use these to

help them pray to Allah. Count or tell the children

that there are 99 beads and that each bead reminds

Hassan of a special name for God. Some of the

names Hassan uses help Hassan to understand what

God is like e.g. wise , merciful, compassionate

(loving). As Hassan moves the beads through his

fingers he thinks about God and all the good things

he knows about him.

Talk to the children about when they pray at home

or in school and how they address God in those

prayers.

ACTIVITY Use some clay or use wooden or pasta beads to

create a chain and use them to identify some

characteristics of God. Or use them to identify positive

characteristics of their friends

Prayer

Allah

God

Muslim prayer beads

Pasta or beads and

coloured string for

threading


SUBJECT:RE TOPIC: Special Things- Candles KS1 Cycle A Term 6


reflect on the use of music and light in Christian worship

learn that Christians call Jesus , “light of the world” Link to Agreed Syllabus-SS/WP/LC


Differentiation

Key words and

Concepts

Resources

Know how some

Christians use candles

to help them pray

Reflect on the meaning

of the Christian belief

in Jesus as “the light

of the world”

Tell the children that they are going to learn about

the way in which Elizabeth prays to God.

Listen to Taize chant “ The Lord is my Light”. Light a

candle as the children listen.

Talk about how the music made them feel and about

the difference a candle makes in the darkness. e.g.

how one little candle can make a big difference,

where the darkness goes etc.

When Elizabeth prays at home with her Mum and

Dad she will often light a candle. The candle makes

the time and place special and helps her to

concentrate on talking to God

People who are Christians call Jesus “Lord” ( listen to

the song again) and they will often call Jesus , the

“Light of the world” . I wonder why?

Show the picture by Holman Hunt- “Jesus , Light of

the World” and gather children’s ideas/impressions

of the painting. What is Jesus holding?

Elizabeth has this picture in her house and when she

looks at it she understands that Jesus can help her

when she feels worried or afraid. He can be like a

light in the darkness. Elizabeth believes that Jesus

will guide her even when things are difficult for her.

ACTIVITY- Gather children’s thought on their reactions to

the burning candle and /or the Holman Hunt picture

Create a picture of “light”- use multi – media.

Light

Jesus- Lord , Light of

the World

Candle

Painting by Holman

Hunt .

The Light of the

World


SUBJECT:RE TOPIC: Special Things-The Lord’s Prayer Ks1 Cycle A Term 6


that Jesus gave his disciples the Lord’s prayer and that this prayer is prayed by Christians all over the world Link to Agreed Syllabus-LC/WP/QB


Differentiation

Key words and

Concepts

Resources

Know that Jesus taught his

friends a prayer that is

used by Christians all over

the world today.

Understand that

Christians call God

,Father, and believe that

God’s name is holy.

From Elizabeth’s bag bring a written and

musical version of the Lord’s prayer. Listen to

the tape/disc and read the words.

Elizabeth learnt this prayer when she was quite

little because it is a very special prayer for

Christians- special because Jesus taught it to his

friends when they asked him how they should

pray to God.

What sort of things did Jesus tell his friends to

pray about? –Praising God, asking for daily needs,

for forgiveness, not to be led into bad ways.

What do you think it might be important to pray

for?

Why do you think Christians might call God,

Father?

ACTIVITY

Invite children in groups to create a short piece of

music to accompany the end part of the Lord’s Prayer e.g.

“For thine is the Kingdom , the power and the glory ,

forever and ever- Amen

Prayer

Lord’s prayer

Father

Illustrated book

of the Lord’s

Prayer

Tape /disc of the

Lord’s prayer e.g.

Cliff Richard

Selection of

musical instruments


SUBJECT:RE TOPIC: Special Things KS1 Cycle A Term 6


learn about the celebration of Raksha Bhandan

reflect on the importance of brothers and sisters Link to Agreed Syllabus-OR/CL/CF


Differentiation

Key words and

Concepts

Resources

Know how Hindus celebrate

Raksha Bandhan in their

families.

Understand that people

celebrate on many different

ways to show who they are

and where they belong.

Reflect on the importance of

their own family ties

Seat Rita in front of the children and in her

bag take some wrapped presents for other

family members and unwrap with the children (

take care to re-wrap these for Rita at the end of

the session) These presents are for a special

celebration day in her family, a day called Raksha

Bhandan

This is a day when the family can say thank-you

to God for the love and care of the family for

each other. It is a time for forgetting quarrels

and a time for making each other feel loved.

From the bag take a raki- and introduce this as a

special bracelet that Rita has made for her

brother Ramu. She will tie it on his wrist and will

say a special prayer to thank God for Ramu, her

big brother who looks after her and takes care of

her.

What do you think Rita might say in her prayer?

ACTIVITY Write a special prayer or thoughts about

brothers/sisters/ friend showing gratitude for

companionship/care and make a raki to give.

Raksha Bhandan

Raki

Family

celebration

Rita with bag

containing:

Wrapped presents

for family members

Raki ( woven

bracelet)

Picture or

photograps of

persona doll

Thick wool to make

rakis


TOPIC: Special Things END OF TOPIC EXPECTATIONS KS1 Cycle A Term 6

Children’s names should be written in the appropriate box at the end of the topic to aid assessment

Some will not have made so much progress and will: Know that some pictures and objects are used

by some people to help them think about God

Begin to talk about their own ideas about

themselves and other people.

Most children will have made good progress and will be able to: Name and recognise some features of religious

life and practice. They will recognise some

symbols and other verbal and visual forms of

expression.

Talk about their own experiences and feelings,

about what hey find interesting or puzzling and

what is of value and concern to themselves and

others.

Some children will have progressed further and will be able to: Use some religious words to identify features

of religious life and practice and be able to talk

about the meaning of artefacts and practices

for some people, beginning to show awareness

of similarities in religions.

Retell religious stories and suggest meanings

for religious symbols

Identify how religion is expressed in different

ways.

Ask and respond to questions about their own

experiences and feelings.

Ask questions about religion and beliefs

Recognise their own values and those of others


RE

Lower Key Stage 2 Cycle A

Disaster Strikes- RE Topic- Rules and Religion (introduce through Class rules and a new beginning)

Beyond the Light- RE Topic- Light at Christmas

Rock of Ages-RE Topic-Special Clothes

In the Jungle- RE Topic-Prayer and Worship

Down by the River- RE Topic Religion and the Environment

Thrills and Spills-RE Topic- Life and practises in Judaism


RE TOPIC: Rules and Religion LKS2 Cycle A Term 1


The necessity for rules in our lives

The essence of the Ten Commandments and be able to devise a modern version related to their own lives

About the story of Moses/Ten Commandments and understand that it relates to Christianity, Judaism and Islam

Some understanding of the Buddha’s teaching on the Eightfold Path

To question their feelings and conduct a reasoned argument Links to Agreed Syllabus-LA/SSw/SS


Differentiation

Key words

and

Concepts

Resources

To understand the reason

for rules at home and in

the community

To understand how people

put these rules into

practice

Introduce topic on Rules and ask children to thought

shower the rules they have at home (in pairs or

groups).

Discuss different rules for different circumstances

– e.g. traffic rules, legal rules, rules for games etc

and draw attention to the reasons behind the rules

(health, safety, moral values etc).

In pairs or small groups ask children to list 4 or 5

important rules and the consequences of breaking

them.

Take feedback from each group – invite suggestions

as to who may have invented these rules.

ACTIVITY:

Children decide on one rule that they believe is very

important. Write it out, explain why they have

chosen it, and if time illustrate it (could be used for

a class display).

Rules

laws

Examples of rules e.g.

school rules, class rules,

rules for a game, Highway

Code etc.


SUBJECT: RE TOPIC: Rules and Religion LKS2 Cycle A Term 1


Differentiation

Key words and

Concepts

Resources

To know some key

events in the story of

Moses and how God

gave him the 10

Commandments

Introduce the idea that rules are also important

in religions.

Ask if anyone knows any rules that God gave (10

Commandments).

Tell the story of Moses, or watch a video or visit

website which briefly tells the story (Top Marks).

Look in detail at the 10 Commandments (website

version is very good; 10 Commandments book gives

original language and modern version).

ACTIVITY:

As a class or in pairs make a set of

Commandments for the world.

PLENARY:

Note the significance of the 10 Commandments for

Christians, Jews and Muslims [NB – 10 Commandments

will be dealt with in more detail in Y4 – Judaism]

(could be 2 lessons)

Ten Commandments

Bible

Moses

Mount Sinai

Exodus

Christians

Jews

God’s laws

Bible story of the

life of Moses or

Prince of Egypt

video or

www.topmarks.co.uk

/judiaism/Command

ments

The 10

Commandments

retold by Lois Rock

or

Bible version found

in Exodus chapter

20 or

Lion Children’s Bible

p47

http://www.topmarks.co.uk/judiaism/commandments






Differentiation

Key words and

Concepts

Resources

To know Jesus’ new

commandment and to

begin to understand

what it means to

Christians

To reflect what the new

commandment could

mean in the children’s

own lives

Recap on previous lesson on 10 Commandments.

Explain that Jesus knew and referred to the 10

Commandments as he was a Jew and would be

familiar with them.

Introduce Jesus’ new commandment

‘Love the Lord you God with all your heart,

with all your soul, with all your mind

and with all your strength…

Love your neighbour as you love yourself.’

(Mark12:29-32)

Discuss what this means and why it is a valuable

message to Christians.

Read the story of The Good Samaritan.

(Luke 10:25-37)

ACTIVITY:

Either

Retell the Good Samaritan story as a modern tale

or

Dramatise/freeze frame important parts of the

story or

Write how you could be a good neighbour to an

elderly person, someone who is ill, someone you

have argued with, a homeless person etc.

(3rd Activity could be used as

POSSIBLE ASSESSMENT ACTIVITY)

New Commandment

neighbour

Jew Samaritan

Priest Levite

Jesus

‘Love thy neighbour as

thyself’’

Version of the New

Commandment

Version of The Good

Samaritan

Ideas Bank –

Christianity (good ideas

for teachers)




Differentiation

Key words and

Concepts

Resources

To appreciate the

rules by which

Buddhist try to live

Read a selection of stories from the Buddhist faith

which teach about the importance of one of the elements

of the Eightfold Path or the Five Precepts

Eg. Sidhartha and the Swan (Gives the 5 precepts that

Budhists must follow at end of story).

The Buddha’s First Teaching (The Eightfold Path)

The Search for the Truth (Meditation)

Kisagotami (Acceptance of Suffering)

ACTIVITY:

Make a storyboard of one of the stories (The

first two are the most relevant).

This could be done on RE Kar2ouch

Eightfold \path

Five Precepts

Middle Way

RE Kar2ouch

Computer Suite

Buddhist Stories eg. by

Anita Ganeri


TOPIC: RULES & RELIGION END OF TOPIC EXPECTATIONS LKS2 Cycle A

Term 1

Children’s names should be written in the appropriate box at the end of the topic to aid assessment


Be able to describe some religious rules

Make links between being a member of a

faith group and keeping certain rules

Retell the story of Moses

Understand the importance of rules in a

community


Begin to identify the impact religious

rules have on believers’ lives.

Describe some religious rules from the

Christian faith

Know that the story of Moses is

significant to Christians, Jews and

Muslims


Fulfil level 3 requirements and

Use a developing religious vocabulary to

describe the impact of religious rules

on people’s lives.

Raise and suggest answers to questions

on belonging to and commitment to a

faith group.


SUBJECT: R.E. TOPIC: Light at Christmas LKS2 Cycle A Term 2 In this unit children will learn:

About the symbolism of light in Christianity

What a Christingle Service is and will understand the symbolism

The meaning and symbolism of Advent

The events of Advent Links to Agreed Syllabus-CF/CL/SSW/LC


Differentiation

Key words

&

Concepts

Resources

To participate in a

period of stillness and

quiet thought and, as

appropriate, express

personal reflections

and responses.


the symbolism of light

in Christianity and in a

Christingle Service

Sit children in a circle with lit candles as a focus in

the middle. Reflect on the light given out by the

candle and discuss light.

Discuss notion of light from a candle dispelling

darkness.

Introduce Christian view of Jesus as ‘The Light of

the World’ and discuss what children think this

means.

Teach pupils about Christingle Service.

ACTIVITY:

In groups children could make their own Christingle

then write about the meaning of the symbols.

If possible present to the rest of the school in

Collective Worship.

Reflection

Light

Darkness

Symbols

Symbolism

Christingle

Candles, cloths, oranges, smaller

candles, cocktail sticks, dried

fruit and/or sweets, red ribbon,

pins.

Holman Hunt picture “The Light

of the World”

To know and

understand the

meaning and symbolism

of Advent

Discuss the meaning of “Advent” – the coming of

Jesus as a baby – and recall the story of Christmas.

(The children could use Bibles such as ‘The Lion

Children’s Bible’ to find and read the story

themselves).

Make an Advent Crown with 5 candles, one for each

week and the central one for Christmas.

ACTIVITY:

Write or discuss or draw pictures with annotations

to show the importance of Advent and Christmas to

Christians.

Jesus as the

Son of God.

Advent

Christmas

Advent Crown (Advent Wreath)

or picture

or materials to make a class one:

i.e. – circular container, oasis,

variety of evergreen cuttings

(some with red berries) 5 red

candles.

Information on Advent Crown

from Folens ‘Christianity’ p/c

sheets and teacher’s notes.

Children’s Bible


SUBJECT: R.E. TOPIC: Light at Christmas LKS2 Cycle A Term2


Differentiation

Key words

and

Concepts

Resources

To continue to develop

understanding of characters in

the Christmas Story

To empathise with one

character in the story

(Link with Literacy)

ACTIVITIES:

In small groups act out a scene from the Christmas

story. Each group could be given a different part of

the story then each group could perform their scene

to the class. Photographs could be taken of each

group and a copy put in RE book with an explanation

of that part of the story

or

children choose a character e.g. Mary, Joseph, a

King, a Shepherd, a donkey etc. and write a first

person account of the story.

As previous

lesson

Children’s Bibles

To continue to reflect upon the

symbolism of light at

Christmas.

(Link with Art)

Look at Christmas cards. Discuss how symbolism of

light is used.

ACTIVITY:

Children could either:

Make a Christmas card using the symbolism of light,

or

Make a picture collaboratively

Selection of Christmas cards and/or Christmas pictures showing interesting/symbolic use of light.


TOPIC: Light at Christmas END OF TOPIC EXPECTATIONS LKS2 Cycle A Term 2

Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress will :

Retell the Christmas story

Suggest meaning for some of the

symbolism

Begin to show awareness of how the

characters felt


Recall and describe the symbolism of light

in Christianity with particular reference

to the Christmas story

Describe a Christingle and explain its

symbolism

Empathise with a character in the

Christmas story describing how this

person was affected by the birth of

Jesus


Fulfil L3 and

Reflect on and give own opinion on the

notion of Jesus as the light of the World

Show an understanding of the ideas,

feelings and experiences of a character

from the Christmas story


TOPIC: Special Clothes Year Group: 2 LKS2 Cycle A Term 3


learn how Eid is celebrated in the Muslim community

reflect on their own celebrations Link to Agreed Syllabus-OR/CL/CF


Differentiation

Key words and

Concepts

Resources

Know about Ramadan and

Eid Ul Fitr

Understand something

of the importance of

God in the everyday

lives of Muslims

Reflect on times they

value in their own lives.

Show some pictures of children dressed for

different occasions and discuss the clothes that

have been chosen for these. Discuss occasions

when we “dress up” and encourage the children

to bring in their own photographs for display.

From Hassan’s bag take an Eid card. Hassan is

excited because he is looking forward to

celebrating Eid with his family. There will be a

big celebration in Hassan’s house. His mother will

cook wonderful food- Hassan has an Eid card to

send to his Auntie and Uncle and Hassan will have

some brand new clothes to wear. He knows that

he will have some presents too and that everyone

will say “Eid Mubarrak” to each other, which

means, “all the blessings of Eid to you”

Talk with the children about the times of

celebration in their own lives and what they do.

ACTIVITY

Guided writing activity- Hassan celebrates Eid by—

I celebrate- by-----

Eid

Celebration

Presents

Cards

Pictures showing

children dressed

for different

occasions

Persona doll

Hassan with his

bag

Eid card


SUBJECT:R E TOPIC: Special Clothes-EId LKS2 Cycle A Term 3


learn about the celebration of Eid and its significance for Muslims

plan an event to raise money to support an aid organisation Link to Agreed Syllabus-OR/CL/QB/CF


Differentiation

Key words and

Concepts

Resources

Know about Ramadan and

Eid Ul Fitr

Understand that Muslims

fast during Ramadan to

bring them closer to God

and to remind themselves

of the plight of the

hungry.

Reflect on their own values

Remind children of the previous teaching about

Eid.

Eid is such a special time for Hassan and his

family because before they can have the big Eid

celebration they have a whole month of going

without food during the day this time is called

the month of Ramadan. In Ramadan Muslims eat

only when it is dark, so they must get very hungry

without food or drink all day long. When they

fast they think about how it feels to be hungry

and they put some money on one side to help

people who do not ever have enough food.

In Ramadam Muslims take more time to read

their holy book, the Qu’ran and try to feel closer

to God

. On the last day of Ramadan Hassan washes, puts

on his new clothes and looks out of his bedroom

window waiting for the new moon to appear in the

sky. When it does he rushes downstairs for the

great Eid celebrations.

ACTIVITY

Discuss with the children how they/the school might help

people who never have enough to eat. Plan an event to

raise money

Invite someone from an Aid organisation to share an

aspect of their work or look up the work of some Muslim

Aid agencies.

Fasting

Ramadan

Eid

Qu’ran

Celebration

Aid

www.muslimaid.org

www.islamic-

relief.com

http://www.muslimaid.org/


SUBJECT:R E TOPIC: Special Clothes 5Ks LKS2 Cycle A Term3


learn about some of the 5 K’s that mark Sikh identity

identify any special clothes or badges that they wear Link to Agreed Syllabus- OR/QB/LA/CL/SS


Differentiation

Key words and

Concepts

Resources

Know about some of the 5

K’s that mark Sikh

identity.


Sikhs use the five K’s to

demonstrate their

faithfulness to God and

their community.

Reflect on how their own

clothes and symbols

identify their allegiance to

particular

groups/organisations.

Place Malkit in front of the children and return

to discussion about sameness /difference

between Malkit and other children in the class.

Remind children of the teaching about the Kara,

and its significance to Sikhs.

Draw attention to Malkit’s long hair - Sikh people

keep their hair long as a sign that they are

Sikh.(kesh) Sikhs believe that their hair is an

important gift from God so they try to look after

it by keeping it clean and by combing it often.

Sikhs will carry a little comb (kangha).

Can you see how Malkit keeps his hair tidy in

school/ he wears a patkha?

Malkit’s Dad has long hair too but because he is a

grown up he wears a special head covering called a

turban. From Malkit’s bag take a turban length.

Tying it is quite difficult .Malkit likes to watch

his Dad do this in the morning. Because Malkit’s

Dad wears a turban everyday he is quite quick at

tying it now. Show the children a tied turban or a

picture. When Malkit’s Dad wears his turban

everyone knows that he is a Sikh. Do you wear any

special clothes/symbols

ACTIVITY

Sequence Malkit’s activities before he goes to school in the

morning. Then write about special things that Malkit wears to

show he is a Sikh.

Or design a badge to show membership of the class.

Kara

Kesh

Khanga

Turban

Sign

Malkit’s bag with

Patkha

Khanga

Pictures of Sikhs

with turbans etc.


SUBJECT:R E TOPIC: Special Clothes-Baisakhi LKS2 Cycle A Term 3


learn about the celebration of Baisakhi in the Sikh community

reflect on how they might have a new start Links to Agreed Syllabus-CL/CF


Differentiation

Key words and

Concepts

Resources

Know how Baisakhi is

celebrated by Sikhs.

Begin to understand why it

is important to have new

beginnings.


experience of endings and

beginnings.

Seat Malkit in front of the children. Soon it will

be a day of celebration in Malkit’s family, the

family will be celebrating Baisakhi. They will go

to the gurdwara to sing songs of praise to God, to

hear readings from the Guru Granth Sahib and

for prayers. After the prayers everybody will

have some sweet sticky food to ea t( kara prasad)

and then they will all go to the langhar to share a

meal together

Show a picture of the celebrations. What are the

people wearing? What is special about their

clothes? (Saris, turbans, heads covered-

predominant colour is bright yellow)

At Baisakhi the flagpole outside the gurdwara is

washed with yoghurt and then a new flag (Nishan

Sahib) is put up. After this there are processions

with music and dancing.

Baisakhi is a new year festival for Sikhs- a time

for beginning afresh. Ask the children what they

do at the start of the New Year. Why is it good

to have a time for making a new start?

ACTIVITY-Write about the celebration of Baisakhi from

Malkit’s viewpoint. (Could take the form of an email

/letter to a friend or relative.)

Sikh

Baisakhi

Gurdwara

Kara prasad

Langhar

Saris

Turbans

Nishan Sahib

New beginnings

Procession

Malkit

Pictures

Video


SUBJECT:R E TOPIC: Special Clothes- Tallit LKS2 Cycle A Term 3

In this unit children will

learn about the tallit and its use

reflect on where they like to go to be quiet Links to Agreed Syllabus- OR/QB/SS/WP


Differentiation

Key words

and

Concepts

Resources

Know That Jews use a

prayer shawl (a tallit) to

help them pray

Understand why people use

things to help them pray

Reflect on what helps them

to be quiet and reflective.

Place Jo in front of the children and tell them that

today Jo has brought a very special shawl that

belongs to his Dad. It has a special name- a tallit

and Jo’s Dad wears it when he goes to pray in the

synagogue and sometimes when he prays at home.

Show the children a tallit and let them handle it and

comment on the design, feel etc

Before Jo’s Dad begins to pray he makes the shawl

into a little tent. This helps him to shut out anything

that might distract him from his prayers to God.

When Jo’s Dad first puts on the tallit he says a

special prayer.

People often make themselves a special and quiet

place to pray. Do you know anybody who does this?

Where do you like to go to be quiet and able to

concentrate? When do you need to concentrate?

How does this prayer help you to understand what

Jo’s Dad believes about God?

ACTIVITY- creates a piece of art- work that expresses

what Jo’s Dad believes about God and how his tallit helps

him to pray. (See Resources)

Tallit

Prayer

Synagouge

Bless the Lord, O my

soul:

O lord my God, you

are very great:

You are clothed in

glory and majesty,

Wrapped in a robe of

light:

You spread the

heavens like a tent

cloth


SUBJECT:R E TOPIC: Special Clothes-tzitit LKS2 Cycle A Term 3


learn that the tzitzit are used to help Jews remember the rules of the Torah

reflect on rules that help them Link to Agreed Syllabus-OR/QB/LA/SS


Differentiation

Key words and

Concepts

Resources

Know the purpose of the

tzitzit on a prayer shawl

Understand that Jews

want to follow God’s

commandments

Reflect on rules that are

important to them

Re-introduce the Tallit from Jo’s bag and point

out all the fringes at the edge

Tell the children that these fringes have a

special name-tzitzit. When Jo’s dad says his

prayers he gathers the tzitzit around his finger.

In the Torah the Jewish people find lots of

commandments- rules that they believe they must

follow to help them stay close to God. There are

613 of these commandments and the tzitzit

reminds Jo’s Dad of God’s rules. How do you think

God might want Jewish people to live? What rules

do you think God might have?

ACTIVITY

Make a list of rules that help you. Who gave them to you?

Tallit

Prayer

Synagouge

Bless the Lord, O

my soul:

O lord my God, you

are very great:

You are clothed in

glory and majesty,

Wrapped in a robe

of light:

You spread the

heavens like a tent

cloth


TOPIC: Special Clothes END OF TOPIC EXPECTATIONS LKS2 Cycle A Term 3

Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress and will: Identify why some clothes are important to faith communities Begin to be aware that people use clothes to express their identity Talk about how they express their own identity

Most children will have made good progress and will be able to: Show awareness of how people use clothes to express their religious identity Identify rules and values that are important to them .

Some children will have progressed further and will be able to: Decribe what religious people wear and how what they wear helps them to express their beliefs.

Ask questions about how others express their identity and beliefs

Make links between how people of faith express their beliefs, values and commitments.


TOPIC: Prayer and Worship Year LKS2 Cycle A Term 4


Begin to understand some of the beliefs of Christians related to prayer

To understand the context and content of the Lord’s prayer

Consider the importance of prayer to Muslims

Learn that art can be used to express spiritual feeling

Know some different forms of worship and how people worship in church Links to Agreed Syllabus-WP/SSW/LC/CL

Learning

Objectives


Differentiation

Key words

and Concepts

Resources

To understand

some of the beliefs

of Christians

related to prayer

To consider a Bible

story and what it

says about living

and behaving today

Introduce this short module by asking children

what they think prayer is

Go to website→KS2→Do what?-What Christians

Do? →Prayer. Go to section ‘What is prayer?’

Compare ideas with those given.

Move to sections on different types of prayer –

personal, public, meditative, vigils. Discuss with

children as appropriate.

If needed, look at ‘What did Jesus teach about

Prayer?’ or

Look at section ‘A day in the life of a monk.

ACTIVITIES

Select from the sheet ‘Prayer Extension Work’

(on website) e.g. ‘Prayer is more than giving God

a list of stuff you want him to do’. What else

might a Christian do when praying alone to God?

or

What has becoming a monk or nun got to do with

prayer? etc

PLENARY

Click on to one of the Bible links and read one of the

Bible stories about God talking.

Discuss what is it saying about the way we should

live or behave today.

prayer

pray

personal prayer

public prayer

meditating

vigil

monk

nun

www.request.org.uk


SUBJECT: RE TOPIC: Prayer & Worship LKS2 Cycle A Term 3

Learning

Objectives

Suggested Teaching Activities

and Differentiation

Key words

and

Concepts

Resources

To understand the context and content of the Lords prayer

Recap on last week’s lesson on prayer, what it is and the different types of prayer.

Explain that Jesus taught his disciples a special prayer now called’ The Lord’s Prayer’.

Show a copy. Recommended version on website (prayer→Let’s look at the Lord’s Prayer). Read it through.

Then go through one line at a time eliciting from children what they think it means. (website version is excellent as when you click on each line a modern translation appears).

ACTIVITY Badger RE has a selection of activities on

p38 e.g.

What did Jesus call God? What does this make you think God is like?

Write the prayer in your own words

What do you think certain words mean – Give us today our daily bread, etc.

PLENARY Play a modern version of ‘The Lord’s Prayer’ set to music e.g. ‘The Millennium Prayer’

Lords Prayer

God in heaven

God’s name is

holy

God’s Kingdom

forgiveness

Badger Religious Education Bk1 by Christine Moorcroft The Lord’s Prayer (Matthew chapter 6:7-15) Copy of ‘the Millennium Prayer’ www.request.org.uk


SUBJECT: RE TOPIC: Prayer & Worship Year Group: 3

Learning

Objectives


and Differentiation

Key words

and

Concepts

Resources

To consider the

significance or

prayer for Muslim

children

Show video chip ‘Prophet Muhammad’s

manner of doing prayers’ from website with

sound off.

Explain that the movements (rak’ah) are

different prayer positions and ask the

children to make sketches of as many as

they can find.

For each position ask children to say what

they think the movement might mean or say

about the worshipper’s feelings or beliefs.

Watch the clip again with the sound on.

Notice what is said about the meaning of

each movement.

ACTIVITIES

Either give children outline drawings of

some of the rak’ah and ask them to add a

thought bubble to say what the Muslim

might be thinking or praying or

Select 9 of the cards showing what Muslim

children say about prayer. In groups put

them in a diamond 9 shape. The ones that

best explain why prayer is important to

Muslims should go to the top. (Pictures –

p23 Worship by Olivia Bennett, Statements

p10 Symbols of faith or

www.pcfre.org.uk/db)

PLENARY:

Show children a copy of Adhan (The Call to

Prayer)

Islam

Muslims

prayer

worship

Muhammad

Allah

rak’ah

Symbols of Faith (Developing Primary

RE) edited by Joyce Mackley

www.jannah.com/learn/flashprayer.html

Worship by Olivia Bennet

www.pcfre.org.uk/db

http//:suficenter.org/practices/adhan



Learning

Objectives


and Differentiation

Key words

and

Concepts

Resources

To develop a fuller

understanding of

what prayer is

To understand that

art can be used to

communicate/expres

s religious or

spiritual feelings

Introduce children to the idea that there

are different ways of describing prayer

Use ideas (4 others as appropriate) from

‘Child’s Book of Prayer in Art’ (Christian

viewpoint) eg.

It’s about finding out what God is like

It’s talking to God

It’s listening to God

N.B. The author’s ideas on looking at

art/listening to God.

Show some of the pictures and note the

prayers that are with them. Choose

themes/pictures that are relevant to the

class – e.g. understanding, forgiveness, etc.

ACTIVITYWrite own thoughts or prayers and

produce a piece of art work to express these

(Probably 2 lessons)

PLENARYShare thoughts/prayers or show

another piece of art from the book

prayer

what God is like

talking to God

listening to God

reflection

A Child’s Book of Prayer in Art by Sister

Wendy Bennett


Learning

Objectives


and Differentiation

Key words

and

Concepts

Resources

To understand what

Christians understand

by worship

Go to the section on Worship and go

through the What, Why, Who, Where and

When questions.

Move to interactive part ‘What am I

doing? Why am I doing this?’ etc.

Look at one or two sections on ‘What does

the Bible say about worship?’ and what you

might expect to see in Christian worship.

ACTIVITY

Either

Look again at the people worshipping.

Think how the people might feel. How do

you think worshipping helps people feel

close to God? or

Imagine yourself in a place of worship or

in a place that is special. Describe how

you felt when you were there or

Write a poem (maybe an acrostic poem on

worship) to show what worship means

(POSSIBLE ASSESSMENT ACTIVITY)

worship/worthship

God

Service

prayer

www.request.org.uk



Learning Objectives Suggested Teaching Activities

and Differentiation

Key words

and

Concepts

Resources

To understand how people

worship in a church

Take children to a local church. Ask the

minister/vicar/church members to take the

children around the church and explain the

different types of services they hold, talk

about types of services they hold, talk

about any religious artefacts and how they

are used in worship etc

ACTIVITY:

Follow up as you wish on the return to

school

EXTRA SUGGESTION:

Places of worship within the home. (See Devon

curriculum Services website)

worship

Denomination

church

Pre-arranged visit to a local church

http://www.devon.gov.ul/dcs/re/places


SUBJECT: Prayer & Worship End of unit expectations LKS2 Cycle A Term 4

Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress and will: Show some knowledge of the

importance of prayer to believers

Be able to recall some aspects of the

Lord’s prayer

Some religious words and phrases to

describe how Muslims pray

Most children will have made good progress and will be able to: Show knowledge and understanding of why

prayer is important to believers

Understand some key aspects of The Lord’s

prayer

Describe some of the rituals associated with

Prayer with a developing religious vocabulary

Some children will have progressed further and will be able to: Fulfil the L3 requirements and

Begin to interpret the symbolism in various

prayer and worship activities for Christians

and Muslims

SUBJECT: RE TOPIC: Religion and the Environment LKS2 Cycle A Term5


That Christians believe in a God who created a good and beautiful world

The creation and flood stories as told in Genesis

That everyone has responsibility to look after the world

Some other creation stories and the ideas and concepts behind them

About the life of St Francis

To express their own ideas and values about the created world Link to Agreed Syllabus-OR/QB/CL/SSW/SS/NW/LC


Differentiation

Key words and

Concepts

Resources

To know the

Creation story as

told in Genesis

To know that

Christians believe

that God made the

world, a good and

beautiful place and

to understand that

we should take

responsibility for

Creation

Wrap a globe in wrapping paper with 2 labels

‘Fragile! Handle with Care’ on one and ‘To all of

you, with my love from God’ on another.

Give to children to unwrap and discuss the

implications of this present or

Use a guided visualisation that would help

children to have a picture of Planet Earth*

Emphasise the Christian view that God created

a good and beautiful world as a gift for us.

Read the Biblical Creation Story from Genesis

1.

ACTIVITY

Put the children in 6 groups. Give each group a

different ‘day’ from the Creation Story.

Give out instruments to create music to

represent that day. Each group practise, and

then perform.

(Teacher photograph each group. Put photo in

RE book on another occasion and annotate)

(2 Lessons)

creation

Creator

humanity

world

responsibility

*Resource sheet

available from RE

Resources Centre

Copy of the Creation

Story (Genesis 1:1 –

2:9)

Musical instruments

Prepared cards for

‘days’

Camera

RE Today Spirited

Arts Project (extra

ideas)

SUBJECT: RE TOPIC: Religion and the Environment LKS2 Cycle A Term 5


Differentiation

Key words

and Concepts

Resources

To understand that

it is everyone’s

responsibility to

look after the world

Introduce the Christian idea that God gave

people, in partnership with him, the job of

looking after creation (Genesis 2 v15) but

people haven’t always done this. Christians

should work with others to repair and maintain

creation.

ACTIVITY

Read 10 commandments from Bible to children.

Write 10 ecological commandments for the

world today.

EXTRA ACTIVITIES LINKED WITH THIS LESSON

o Create newspaper cuttings about

environmental issues and make a display.

o Choose one aspect of Creation to paint. Make

a display with the globe in the middle.

o Create a poster to encourage the school to

look after the environment.

o Listen to an excerpt from Haydn’s creation.

o Dramatise Creation from the York Mystery

Cycle.

creation

stewardship

responsibility

conservation

environment

sustainable

ecological

commandment

Version of 10

commandments

(Exodus 20)

Creation from the

York Mystery Cycle

(found in teacher’s

notes in Testament

– the Bible in

Animation)



Differentiation

Key words and

Concepts

Resources

To know the story of

the flood and to

understand the

concept of judgement

and promise

Watch the programme 1 – Creation and the

Flood – or read/tell the story.

Discuss with the children why the flood came

and lead them to consider the concepts of

judgement and promise, faith and hope (see

teacher’s notes).

Discuss the following:

o What three promises did God make to

Noah?

o Can you find 3 words to describe Noah,

and three words to describe God?

o God gave the world and its people a fresh

start – and they became partners in God’s

creative work. Are people still ‘partners’?

ACTIVITY

Take the symbols of the story, draw them

and give an explanation of their significance

(encourage children to present their work as

creatively as possible).

FURTHER ACTIVITY

Read Noah’s Flood in ‘Ten-Minute Miracle

Plays’ by Margaret Cooling.

EXTENSION OR PLENARY

Consider times when the children have been

offered a fresh start.

Noah

creation

flood

judgement

forgiveness

redemption

promise

faith

hope

symbol

Ten Minute Miracle

Plays – Margaret

Cooling

The Animated Bible-

Creation and the

Flood video or story

version.


To explore Creation

stories and begin to

discern some of the

religious ideas and

concepts contained

within them

Watch a programme from the Creation video or read children a

Creation story from another tradition.

Discuss all or some of the following questions:

o What is the Creator like?

o Is the Creator male/female?

o Why does the Creator make the world?

o How does the Creator make the world?

o How is it made – what is in the beginning?

o What happens to the Creator after the creating of the world

o In what order are things made?

o How is the world described?

o Why are man and woman made?

o Who came first?

o What are man and woman expected to do?

o What responsibilities do they have?

o Why do you think this story is important to many people?

o Why is this story in the Bible?

ACTIVITY

Record as you wish

Creator

creation

responsibility

revelation

Story

truth

Book or video

of Creation

stories.

A Tapestry

of Tales –

Sandra

Palmer/Eliza

beth Breuilly

or

Creation

Video

(Quest)

As above HOMEWORK ACTIVITY:

Research a Creation story from another religion/tradition. Bring

into school, share in groups, then put in RE books


Learning

Objectives


Differentiation

Key words and

Concepts

Resources

To know some elements

from the life of St

Francis and why he

became a saint

Discuss with children what a saint is (not someone

who’s always good but someone to whom God has

given a special gift)

Introduce St Francis who was made a saint because

he cared for all living things and saw them as

members of God’s family

St Francis may be seen as a saint of Creation

Discuss with the children why he could be an

important saint today.

ACTIVITY

In group of 3/4 give children a copy of a story

about St Francis.

Ask each group to find a way to retell the story

to the class (e.g. drama/freeze framing etc.)

Saint

Creation

respect

reverence

holy

sacred

Book containing stories about St

Francis.

Either:

St Francis – the man who spoke to

birds by Georges Berton or

Brother Sun, Sister Moon – The

story of St Francis by Margaret

Mayo and Peter Malone or

The Good Man of Assisi by Mary

Joslin and Alison Wisenfeld

(contains the words to The Canticle

of Brother Sun)

To reflect on the

Christian

understanding of God

as creator and to

express their own

ideas and value about

creation

Read Psalm 8 to the children then read The Canticle

of Brother Sun. (Play music and look at appropriate

pictures during this).

ACTIVITY

Tell the children that both pieces of writing

reflect the wonder and beauty of God and his

creation and that the words of Psalm 8 are

buried in a capsule in the dust of the moon’s

surface. Ask children to create their own words

expressing their beliefs and values about

Creation.

These could be buried in a capsule in the school

grounds.


As above Copy of The Canticle of the

Brother Sun,

Music (e.g. Haydn’s Creation) and

Pictures of the created world.


Learning

Objectives


Differentiation

Key words and

Concepts

Resources

To know how an

organisation has

responded to

Christian teaching on

stewardship and

responsibility for the

environment

EXTRA LESSON

Research the work of an organisation e.g.

Christian Aid/Cafod which is committed to

renewal and regeneration in a community.

organisation

commitment

renewal

regeneration

aid

responsibility

stewardship

environment

Christian Aid and/or Cafod

websites

SUBJECT: Religion and the Environment END OF TOPIC EXPECTATIONS LKS2 Cycle A Term 5

Type children’s names in the appropriate box at the end of the topic to aid assessment


Make connections between the creation

story and people’s beliefs about

conservation

Be able to recall the Christian Creation

Story and another.

Make links between their own value and

commitments and these of others.


Describe why Christians believe we should

be responsible for the earth and its

resources

Show an understanding of creation stories

and their meaning

Recognise what is right and wrong in

relation to conservation issues.


Fulfil the level 4 requirements and

Explain the impact of beliefs about

creation on the lives of individuals and

communities

Suggest how the creation stories provide

answers to ethical issues about the

environment.

SUBJECT: RE TOPIC: Beliefs & Practices of Judaism LKS2 Cycle A Term 6


Key events in the life of Moses and of his importance to Jews

how the 10 commandments express a relationship with God and a guide for living

how and why Passover is celebrated today

some Jewish beliefs about God

through the life of Hannah Senesh, the significance of the holocaust and the state of Israel to modern Jews

the importance of Bar/Bat Mitzvah and the Torah to Jews

the story of Jonah as a story of God’s forgiveness

that the festival of Rosh Hashanah and Yom Kippur is an expression of returning to God Link to Agreed Syllabus-QB/CL/LA/SSW/CF/SS


Differentiation

Key words

and

Concepts

Resources

To know the story of the

calling of Moses

Watch video extract e.g. in “Prince of Egypt” or

animated video “Testament” (Channel 4)

And/or use Margaret Cooling – “The Bible Through

Art – The Burning Bush”.

ACTIVITY

Create a mixed media image of the burning bush and

incorporate words from the story in the design.

Holy

Egypt

Pharaoh

slaves

Testament, the Animated

Bible or

Video – Prince of Egypt

or

“The Bible Through Art”

by Margaret Cooling.


the importance of Moses

as a great leader of the

Jewish people.

To consider how the

children might have

leadership potential

Recap on previous lesson and on how Moses was

chosen as a leader.

ACTIVITY

Consider plus and minus points for Moses as a

leader.

Extension Activity

Think about what gifts you have to be a leader (if

time, use a digital photograph). Put drawing/name or

photo as central focus surrounded by pupils’ words

chosen to show leadership qualities.

leader

guide

gifts

Resource sheet supplied

with teacher’s notes with

‘The Animated Bible’

video.



Differentiation

Key words

and

Concepts

Resources

To know some elements

of the story of Moses

To consider how Moses

was a great leader of

the Jewish people

To identify turning

points in their own lives.

Read an account of the life of Moses e.g. in

“Moving On Up”

Highlight the turning points in Moses’ life in pairs,

or as a class.

ACTIVITY 1

Use a Reflection Alley where key turning points in

Moses’ life are explored – 2 groups for/against

the actions Moses took. Children from each side

try to persuade him to alter his mind by

persuasive arguments.

ACTIVITY 2

In groups with large piece of paper – children

consider,” Was Moses a great leader?”

Plenary – draw ideas together as a class. Identify

a turning point in pupils’ lives. What influenced

their decision?

Egypt

Exodus

Freedom

Liberation

Covenant

Promise

Revelation

‘Moving On Up’ by Lat

Blaylock and Pamela

Draycott (RE Today

Series) or

Other short version of

Moses’ life



Differentiation

Key words and

Concepts

Resources

To know the 10

Commandments and the

context in which they

were given

To consider what the

commandments teach

about God

Recap on story of the life of Moses (session

2) and recall how Moses reviewed the 10

Commandments on Mount Sinai. Ask

children:

o Do you know any of the 10

commandments? Discuss.

o Give out p/c sheet of the 10

Commandments.

ACTIVITY

In groups/individually order the 10

commandments according to perceived

importance.

EXTENSION

Children discuss or write how the 10

commandments show what God wants for

people’s lives and how we might respond.

Commandments

rules

laws

God

Moses

Sinai

Copy of the 10

Commandments

To know about the

celebration of Passover

as a commemoration of

the escape of the Jews

from Egypt under the

leadership of Moses

Read the story of the escape from Egypt.

Watch the video Programme 1 Moses and the

Passover Meal.

ACTIVITY

Pose a ‘What if?’ question to be answered.

o What if Pharaoh had agreed to let

the Jews go immediately? or

o What if Moses had refused to be the

leader? or (for more able children)

o What if the Jews never celebrated

Passover again?

Passover

Pesach

deliverance

Torah

Pharaoh

Plagues

Matzos

lamb bone

Haroset (Charoset)

bitter herbs,

roastedegg,parsley/greenery

Seder Plate

‘The Passover Story’

by Anita Ganeri

Video Animated World

Faiths (Quest)

Seder Plate



Differentiation

Key words and

Concepts

Resources

To know that the

Holocaust and the

establishment of Israel

are two important events

for Jews today

To consider how courage

can be shown in extreme

circumstances

Listen to the story of Hannah Senesh

Discuss with the children how Hannah showed

courage and tried to maintain her Jewish identity

in spite of persecution

ACTIVITY:

Either

Write a letter from Hannah to a friend in

Israel explaining the choices she made

and why she made them or

Provide a writing frame (with picture of

Hannah and key words) saying ‘From the

story of Hannah we can learn…’ Explain

your answer.

Holocaust

Biography

Israel

persecution

‘Stories from the

Jewish world’ by Sybil

Sheridan reference

Hannah Senesh

or

version of the story

available from RE

Resources Centre

To know what happens at

Bar/Bat Mitzvah

To reflect on the

responsibilities this

brings for Jewish

children

Show a large poster of a young boy or girl

undergoing their Bar or Bat Mitzvah

ACTIVITY 1:

In pairs children pose questions about the picture

Watch video (programme 2 Torah).

Encourage the children to look for

answers to their questions.

ACTIVITY 2:

Sort cards (from Home and Family) into

important and perhaps more trivial reasons for

undergoing Bar/Bat Mitzvah. Justify reasons for

choices.

Bar Mitzvah

Bat Mitzvah

Torah

Scroll

yad

tallit

belonging

Hebrew

responsibility

Video BBC Pathways of

Belief – Judaism

‘Home and Family – the

role of religion’, edited

by Joyce Mackley

www.ncaction.org.uk

(for other examples of

Bar Mitzvah)

Torah scroll and yad

and tallit.

http://www.ncaction.org.uk/

SUBJECT: RE TOPIC: Beliefs & Practices of Judaism LKS2 Cycle A Term6


Differentiation Key words and

Concepts Resources

To know the story of Jonah and that it is an important story for Jews

Read, tell or watch a video of the story of Jonah – or use figures and props (children make notes and teacher check understanding as the story unfolds).

ACTIVITY Give out cards with the key events of the story.

Children then sequence these. Then:

Create a feelings graph to explore the feelings/emotions of Jonah at different times in the story.

If time, hot seat Jonah or another character from the story to explore why Jonah was reluctant to bring the message of God’s forgiveness to the people of Ninevah.

obedience

forgiveness

repentance

Book - The Animated Bible Video – The Animated Bible ‘Story and Story Telling in RE’ by Heather Butler & and Chris Hudson Version from the Bible Prepared sheet for feelings graph with events of the story along horizontal axis.

To consider the concept of forgiveness in relation to their own and others’ lives

To know about the festival of Rosh Hashanah and Yom Kippur

Children look at press cuttings and decide what happened, who can offer forgiveness, what will happen if there is forgiveness and what will happen if there is none.

Tell events, or children research Rosh Hashanah. Draw out the idea that this is a period of 10 days when Jews ask God’s forgiveness for the wrong things they have done and said. It’s a time for returning to God – this culminates in Yom Kippur. (Story of Jonah is often read).

Listen to the shofar horn and some music. ACTIVITY

Children complete the following: I think forgiveness is important to Jewish people because… Forgiveness is very hard because… For me forgiveness means…

Rosh Hashanah

Yam Kippur

Shofar

News cuttings which can be used to explore the need for forgiveness ‘All about Yom Kippur’ by Judith Groner and Madeline Wikler ‘Religions of the world – Judaism by Sue Penny Shofar horn ICT Suite

SUBJECT: RE TOPIC: Beliefs & Practices of Judaism Year Group: 4


Differentiation

Key words

and Concepts

Resources

What do Jews believe about God?

(POSSIBLE ASSESSMENT OPPORTUNITY)

Suggested ways of recording:

Mind Map

Bullet points

A letter to a friend explaining what has

been learned

EXTENSION

One question I would like to ask is…

Other suggestions Hannukah

Shabbat

The Family Pathways Video Programme 1

Visit to Synagogue Contact Effie Romain for visit to

Progressive Synagogue

Effie Romain

7 College Fields

Clifton

Bristol

BS8 3HP

[email protected]

07909 680 359

0117 739312

The Jewish Home (p21-25) Developing Primary RE: Home and Family (recommended)

mailto:[email protected]

TOPIC: JUDAISM END OF TOPIC EXPECTATIONS LKS2 Cycle A Term 6

Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress and will:

Identify some features of Judaism and

its importance to Jews

Be able to retell some Jewish stories

Suggest meaning for some religious

actions and symbols

Identify how the Jewish faith is

expressed through worship/festivals


Show knowledge and understanding of

some key aspects of Judaism

Make links between beliefs and religious

stories (e.g. Passover)

Describe how Jewish believers are

influenced by their faith

Describe how Jews express their faith in

worship, through symbolism


Fulfil the level 3 requirements and

Show deeper understanding of sources,

practices and beliefs

Describe the impact of Judaism on

believers’ lives

Suggest meanings for a range of Jewish

symbols, festivals and stories

RE

Upper Key Stage 2 Cycle A

Masters of the Universe- RE Topic – Arts in Religion

Push it, Lift it, Shove it- RE Topic- Faith Founders/ Gospel Version of Christmas

Lands End to John o’Groats- RE Topic- The Bible

Help Get me Out of Here- RE Topics- Easter, despair and hope and Hinduism (& The bible cntd)

SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term 1 In this unit children will learn:

To use the arts to express a belief or a viewpoint

To understand the part the arts have played in faiths

To look in depth at a modern religious painting observing how the artist has communicated spiritual beliefs and values through the work.

To create their own religious work of art


Differentiation

Key words &

Concepts

Resources

To explore a variety of

way in which people

respond religiously to

experience both verbally

and non-verbally

To express personal

reflections and

responses

Children listen to a piece of music that could support

thoughtful listening.

Share, in pairs, what they were thinking about when

listening.

Teachers write words or phrases to record this.

Discuss if there are feelings that cannot be discussed in

words, Consider how these thoughts and emotions could

be communicated to others.

Play monastic chants. Discuss how the sound and

structure of chants was seen as a support to monastic

routine and an expression of Christian belief.

Tell children how monks originally sang in rhyme to learn

scriptures as many were illiterate.

Listen to other religious music and discuss what it’s

communicating to the listener.

ACTIVITY:

Compose a piece of music to accompany assembling for

Collective Worship.

religious

spirituality

symbolism

sacred music

secular music

Tape or CD of monastic

chants.

Negro

spirituals/hymns/modern

religious songs.

Tape of Muslim songs and

transcript (or others

from other faiths as

available).

Musical instruments

To express personal

reflections and

responses

Listen to a hymn or a religious song e.g. Make me a

channel of your peace.

Discuss the words and how the composer has chosen

music to communicate his ideas.

ACTIVITY:

Illustrate some part of the hymn either with art work,

PowerPoint etc.

As previous lesson Come and Praise Bk 2 (no

147)

Large version of song

words

SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term 1


Differentiation

Key words &

Concepts

Resources

To explore a means of

expression used in

religion

Look at pictures of stained glass windows

Discuss that Bible stories were represented in stained

glass windows. This was helpful to the many people who

were illiterate in the Middle Ages.

ACTIVITIES:

Visit a local church (with good stained glass windows).

Ask local church leaders/members to show children

around the church and explain the stories told in the

stained glass windows.

Make own window (black sugar paper and coloured

cellophane or computer generated pictures) to tell a

Bible story. Explain why picture was chosen.

Stained glass

Medieval

Bible stories

Pictures of stained glass

windows

Parents to help on a visit

to a local church

Vicar/helpers to show

children around the

church

(Search Google – stained

glass windows. Look at

Coventry Cathedral

website)

To appreciate that

works of art can be

validly interpreted in

different ways

To observe and respond

to the Prodigal Son

parable as depicted by

the artist Anne House

Look at painting on OHP section by section.

Discuss.

Use response sheets (3). Children complete different

sheets.

Children share ideas.

Give copies of picture to children.

Use questions for discussion.

Complete reflective diary.

Read parable from script (Activities 4:1 – 4:4 in ‘Foolish

Father’ notes).

Interpretation

Parable

From the “The Parables

Project”

OHP and overhead

transparency

Response sheets

Bible

Poster

Copies of the painting

Copies of the script

(Parables Project

obtainable from

Creative Teaching

Supplies 01223

262943)


Learning Objectives Suggested Teaching Activities and Differentiation

Key words and

Concepts

Resources

As above and

To focus on the meaning of forgiveness and reconciliation as depicted in the Prodigal Son

Introductory activity – parties

Discussion on central part of picture.

Listen to CD ACTIVITIES: Group activity – Focus, forgiveness, reconciliation.

Complete p6 of Reflective Diary or other activities suggested in 4L:6 or 4:7 (See Teachers’ notes)

Forgiveness Reconciliation

From ‘The Parables project’ Copies of painting Large poster version CD Rom – track 2 P6 Reflective Diary

To explore the artist’s use of colour

To reflect on why the artist has painted the father’s cloak in every section

To put the parable into its original context

There are a variety of discussion starting points, questions and creative activities which may be used for a further lesson (or two) on the parable.

ACTIVITY: Choose from 4:7, 4:8, 4:9 and/or an extension activity

4:10

The nature of parables Pharisees Representation

The Parables Project

What do you think Jesus wanted his hearers to learn about God from this parable? (sheet 08 in pack)


SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term1


Differentiation

Key words

and

Concepts

Resources

To appreciate that works or

art can be interpreted in

many ways.

Read the Good Samaritan story (p34).

Look at Bassano’s ‘The Good Samaritan’ Give background

(see teacher’s notes).

Look at and discuss Rodolofo Arellanp’s version. Give

background.

Look at ‘What Must I do?’ from the Parables Project.

Compare and contrast the two pictures.

ACTIVITY:

Create your own work of art to illustrate The Good

Samaritan.

Book ‘Jesus Through Art’

(p33 – 36) Margaret Cooling.

Parables Project (What Must

I do?)

To appreciate that

works of art can be

validly interpreted in

different ways

To explore how artists

have painted Jesus

and/or his qualities

Look at artists’ work e.g. Flight to Egypt (p16) or The

Baptism of Christ (p17) or Jesus on the Tube (Picturing

Jesus)

Discuss how the artist has portrayed the significance

of Jesus using signs, symbols, expressions, body

language etc.

ACTIVITY:

Write a paragraph explaining the meaning you draw

from the work or

Draw own picture of Jesus to show his/Gods characters

with explanation of their work. Similar activity

suggested in Heroes & Leaders – decide when it fits

best.


Pose some questions you would like to ask the artist or

Develop your impression of the response of one of the

characters in the painting to the events portrayed.

Reference books ‘Jesus

through Art’ by Margaret

Cooling

‘Picturing Jesus’ - Posters

and Booklet by Lat

Blaylock.

SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term1


Differentiation

Key words

and

Concepts

Resources

To express the beliefs

and teachings of a

religious story

Read a Christian story (e.g. Zacchaeus, Calming of the

Storm etc) Recommended – Spirited Arts page 12.

Discuss the meaning of the story and the feelings of

those in it.

ACTIVITY:

In small groups, children choose a key moment to

freeze frame. (N.B. encourage rehearsal and clear

expressions of characters emotions, motivations etc).

Children think of a phrase that their character might

say, then say them in rotation leading to a freeze

frame.

Each group then show their freeze frame and ask other

children to interpret it. Photograph each groups work.

Children record their joint phrases in their books and

stick photo in later.

freeze frame

sculpture

expression

body language

Digital camera

Spirited Arts edited by

Rachel Barker


Learning

Objectives


and Differentiation

Key words

and

Concepts

Resources

To communicate ideas

through a sculpture

Recap on the story used in previous lesson and

explore the main themes e.g. peace, hope,

friendship, forgiveness

Show the children examples of created

sculptures in Spirited Arts

ACTIVITY:

Children choose one of the themes and create a

sculpture that illustrates it.

sculpture

peace

hope

friendship

forgiveness

‘Spirited Arts’ edited by Rachel Barker

Resources for Sculptures

To understand some key

Aboriginal beliefs

expressed through

paintings

To understand the key

features of an

Aboriginal painting

Introduce children to the term Aborigine and

identify Australia on a map.

Discuss with the children any knowledge they

have about this indigenous group of people and

clarify ideas.

Read the children a copy of the Aboriginal

creation story ‘The Rainbow Snake’.

Explain simply the concept of ‘The Dreaming’

and that for Aborigines this means they have a

duty to maintain nature and a strong connection

with the world around them.

Look at examples of Aboriginal art. Discuss the

techniques used and the symbols used within it.

ACTIVITY:

Use paint and black sugar paper to produce

their own examples of aboriginal art.

Write a commentary to accompany their picture

and to explain the symbols used.

EXTENSION

Why do you think the ideas explored in and through

Aboriginal art might be important for us today?

Aborigines

Aboriginal

Australia

Dreamtime

creation

nature

conservations

landscape

symbols

www.aboriginalart.com.au (a good website about

The Dreaming and Aboriginal art – includes

examples and symbols)

www.mainzdidgeridoos.com.au/art/artsymbols.html

(some Aboriginal art symbols)

A Tapestry of Tales by Sandra Palmer and

Elizabeth Breuilly (story of The Rainbow Snake)

‘Jesus through Art’ by Margaret Cooling

www.oneworldmagazine.org (explains The

Dreamtime)



Differentiation

Key words

and

Concepts

Resources

To know that Muslims use

geometric patterns and

the significance of these

Show the children examples of some Islamic

geometric patterns and ask what they notice.

(Symmetrical, beautiful, perfect patterns etc.)

Show some examples of decorated mosques and

establish that there is no representation of Allah or

Mohammad. (Note the use of colour)

Introduce the idea that Muslims believe:

Muhammad warned against the worship of idols and

this is interpreted as a commandment against

representation of human forms

Infinitely repeating patterns represent the

unchanging laws of God

Artists don’t seek to express themselves but to use

work to express awe of Allah

ACTIVITY:

Design a geometric pattern.

Either:

on a printing block print a series or

design a pattern on squared paper or

contribute a design to the decoration of a ‘cut out

mosque’ for a wall display. Annotate work explaining

their design

Islam

Muslim

geometric

symmetrical

repetition

Qur’an

designs

Allah

Muhammad

mosque

‘Islamic Designs’ by Eva

Wilson

Picture of decorated

mosques e.g. Folens Islamic

Photopack.

SUBJECT: ART IN RELIGION END OF TOPIC EXPECTATIONS YEAR 6


Be able to describe the key features of

religious art.

Make links between symbolic representation

in pictures and beliefs

Identify how some religious art can make an

impact on beliefs.

Raise questions about paintings making links

between their own and others responses.

Create their own work of art and begin to

explain reasons for their choices


Describe and show understanding of how

artists have interpreted religious beliefs,

feelings and experiences in their work.

Create their own work of art to express a

belief or a viewpoint.


Fulfil L4 and

Begin to recognise diversity in which

artists express their religious,

spiritual and moral beliefs.

Express preference for works of art

explaining what inspires and

influences them and how this might

challenge those with a faith

commitment.

Subject: RE Topic: Leadership (Faith Founders) Upper KS2 Cycle A Term 2 In this unit children will learn:

To recognise the characteristics of a leader

That faith founders are important to believers of the relevant faith

Who the faith founders are of the major world faiths

Some key facts about the life of Jesus

That Christians base their lives on an understanding of Jesus’ teaching

Some key facts about the life of Muhammad and why he was an important leader Links to Agreed Syllabus-CL/QB/LA/SSW


and Differentiation

Key Words

and

Concepts

Resources

To consider people

who are leaders

within their own

experience and in the

wider context

To recognise

characteristics of a

leader

Ask children to suggest people who

they see as leaders:

a) Within school

b) Within the community

c) In sport or popular culture

d) National leaders

In pairs children come up with ideas

about what makes these people good

leaders.

Share these ideas as a class – draw

out of the discussion the idea that

not all leaders are good

ACTIVITY

Children choose one of these

leaders to produce a drawing of and

note the person’s leadership

qualities

leader

leadership

qualities

Subject: RE Topic: Leadership (Faith Founders) UKS2 Cycle A Term 2


Differentiation

Key Words

and Concepts Resources

To understand that

religious people regard

the founders of their

faith as very important

To know who the faith

founders are of the major

world faiths

Introduce the idea that faith founders

are very important to religious believers

(make sure children know what a faith

founder is).

Show posters/pictures of the faith

founders.

In pairs children try to match name and

religion to founder.

Share ideas as a class and show children

the correct matching.

Tell the life story of The Buddha (or use

video)

ACTIVITY

Follow up in books with drawing and

notes about the Buddha’s life.

faith founder

Jesus

Muhammad

Guru Nanak

Buddha

prophet

master

guru

Quest Animated World Faiths

(Video) and teacher’s notes,

reference – The Life of the

Buddha programme 3

Subject: RE Topic: Leadership (Faith Founders) UKS2 Cycle A Term2


Differentiation

Key Words


To develop knowledge of the

historical figure of Jesus

To begin to look at the

evidence in the New

Testament about the life of

Jesus

ACTIVITY 1:

Introduce lesson and ask children to complete

the first part of the sheet – 3 things I know

about Jesus

Then fill in the section ‘How I Know’

Children could then compare their thoughts

with a partner or group. (This information

could be made into a class display)

Recap on the early life of Jesus – birth, flight

to Egypt, then to Nazareth (Children’s Bible

p167 – 174)

Read ‘The Boy in the Temple’ (p175 – 176)

from the Children’s Bible (or other version)

and elicit from children if there are any

indications of potential leadership

Briefly mention his baptism and the time in

the desert when he was tempted (p179)

Discuss with children what they could learn

about Jesus from his refusal to bow to

temptation

ACTIVITY 2:

Finally children could complete the section

‘What else I would like to find out about

Jesus’

EXTENSION

Discuss what it might be about Jesus that

is important to Christians.

Son of God

Bethlehem

Egypt, Nazareth,

temple, baptism,

temptation,

Christians

Folens – Christianity (photocopiable

sheets and teacher’s notes) ref –

Jesus

The Lion Children’s Bible (or other)



Differentiation

Key Words


To develop knowledge of

Jesus through the study

of stories


that Christians base their

lives on an understanding

of what Jesus taught

To reflect on their own

treatment of people in

their own society

Introduce lesson by explaining that Jesus

often taught in parables (see teacher’s

notes for full details).

Read Jesus’ parable of the lost sheep

Talk about things that are precious to

them and how they would feel if these

things got lost.

Give explanation of the story setting

explaining the laws which made some

people outcasts.

Discuss which people are treated as

outcasts today, such as the homeless.

Discuss how we treat such people.

ACTIVITY

Children fill in sheet or similar using the

questions:

a) What message was Jesus giving to

the people?

b) Why did Jesus tell stories about

shepherds?

c) Why do you think the Pharisees

were unhappy with Jesus?

EXTENSION

Find other parables about lost things

in Luke’s gospel (Luke15:8-10, Luke

15:11-32)

parable

lost/found

precious

special

Pharisees

Folens – Christianity

(photocopiable sheets and

teacher’s notes)



Differentiation

Key Words


To learn the key events in

Muhammad’s life

Introduce the L.O. and see what the children

know already. Set the context by showing

relevant artefacts, pictures etc.

Tell his story – Folens teacher’s notes are

helpful, or use a variety of stories about

Muhammad from Islamic Stories book.

ACTIVITIES:

Provide sets of pictures (Folens) and captions

to match and sequence or

Make a storyboard of key events in

Muhammad’s life or

Give groups of children aspects of

Muhammad’s life to act.

PLENARY:

Discuss why no portraits or images of

Muhammad or Allah are allowed or

Discuss what qualities shown in Muhammad’s

teaching and lifestyle make him an important

leader.

Muhammad

Muslim

Islam

Allah

prophet

Folens Ideas Bank Islam or

Folens – Special People, reference

Muhammad (Out of print but useful

if you have it in school)

Islamic Stories by Anita Ganeri

Subject: RE Topic: Leadership (Faith Founders) Year Group: 3


Differentiation

Key Words


To listen to a religious

leader and find out about

his faith

Ask the religious leader to talk to the children

about:

His faith founder and

How the faith founder has influenced

religious people in their times and how it

affects their attitude and commitment to

others.

ACTIVITY:

Record in topic book in writing, mind

map or annotated illustrations.


A speaker to talk to the class

Subject: RE Topic: Leadership (Faith Founders) UKS2 Cycle A Term 2 Type children’s names in the appropriate box at the end of the topic to aid assessment

END OF TOPIC EXPECTATIONS

Some children will not have made so much progress and will:

Recall some religious stories from

Christianity and Islam.

Show some factual knowledge of the

lives of Jesus and Muhammad


Describe the characteristics of a

leader

Know some of the key events of the

lives of Jesus and Muhammad

Identify some features of religion

and its importance for some people

Some children will have progressed further and will be able to: Fulfil L3 and

Describe how religion influences

believers’ lives

Begin to identify what influences

them

SUBJECT: R.E. TOPIC: Gospel Versions of Christmas UKS2 Cycle A Term 2


That there are 2 different Gospel versions of the Christmas story and that they have similarities and differences.

To develop understanding that Christians believe that God became man and lived a human life in 1st Century Palestine. Link to Agreed

Syllabus-QB/SSW/SS/CF/LC Learning Ob

Suggested Teaching Activities and Differentiation

Key Words/

Concepts

Resources

To know that

there are 2

Gospel versions

of the Christmas

story

To compare

these two

versions

Read Matthew story.

Break into significant parts:

i) Before the birth of Jesus – messages through angels

ii) Birth and visitors from the East and Herod

iii) Escape to Egypt and eventual return

(Do this as a class)

ACTIVITY 1:

Then children read Luke’s version, breaking it down into significant parts.

Discuss their ideas and suggest:

i) Story of Zechariah & Elisabeth

ii) Announcement of birth of Jesus

iii) Mary visits Elisabeth. (Mary’s Song of Praise)

iv) Birth of John & Zechariah’s prophecy

v) Birth of Jesus

vi) Shepherds & Angels.

ACTIVITY 2:

Children record similarities & differences (Venn diagram or other ways).

Nazareth, Bethlehem,

Egypt,

The Incarnation, Magi,

Shepherds,

Angel Gabriel, Wonder,

Awe

Copies of

Matthew’s version

of Nativity story

Copies of Luke’s

version

To perceive that

the Christmas

story has

different levels

and can be

validly

interpreted in

different ways.

Recap on the Christmas story.

Refer to John’s version referring to the Word becoming Flesh (no telling of story)

Look at a variety of artists’ work.

Discuss what ideas are being conveyed in one or two pictures.

ACTIVITY: Children choose one or more significant parts or key events and produce a

piece of art to reflect their choice. Then they could annotate their work explaining

their choice.

(This could be a collaborative activity – each group choosing one event to form a wall

story).

Interpretation

Meaning

Pictures of

artists’

representations

of nativity and

story around the

birth of Jesus

eg Jesus through

Art

SUBJECT: R.E. TOPIC: Gospel Versions of Christmas UKS2 Cycle A Term 2

Learning Objectives


Differentiation

Key Words

and Concepts

Resources

To learn about ways in

which beliefs and

religious ideas can be

expressed through

music, word and

literature

To know and

understand some

specialist language of

Christianity

Play a selection of Christian carols.

Choose one and try to find out the key ideas.

ACTIVITY:

Children choose another carol, highlight key phrases

then say what message(s) the writer wanted to

convey.

Saviour

Glory to God

Peace on Earth

Hail the heaven-

born Prince of

Peace etc.

Hymns on CD

P/C versions of words from well-

known carols.

To explore ideas about

the true meaning of

Christmas for

Christians

Look at a selection of Christmas cards.

Divide them into ones which are secular and others

which are religious.

Discuss the messages that are being given.

ACTIVITY:

Ask children to consider the true meaning of

Christmas for Christians (maybe in pairs or groups).

Children to write or illustrate what message God

might want to send to the world today and why.

Secular

Religious

Selection of Christmas cards.

GOSPEL VERSIONS OF CHRISTMAS END OF TOPIC EXPECTATIONS UKS2 Cycle A Term 2 Type children’s name in the appropriate box at the end of the topic to aid assessment

Some children will not have made so much progress and will: Recognise similarities and

differences between the two gospel

accounts of the birth of Jesus.

Most children will have made good progress and will be able to: Describe and show understanding of how

sources inform Christian belief about

Jesus.

Make links between and note similarities

and differences between gospels.

Begin to raise own questions about the

Incarnation.

Some children will have progressed further and will be able to: Fulfil L4 requirements and

Understand how similarities and

differences in gospel accounts illustrate

the distinctive beliefs of the gospel

writers.

Begin to understand that gospel sources

provide answers to the significance of

Jesus.

SUBJECT: RE TOPIC: The Bible UKS2 Cycle A Term 3


Why the Bible is important to Christians

That the Bible is made up of different types of writing and has a variety of authors

How Christians use the Bible as a source of inspiration

Some Bible stories and their significance to believers Link to Agreed Syllabus-QB/SSW/CL/SS/LC


Differentiation

Key words

and

Concepts

Resources

To know why the Bible is

important to Christians

To be aware that the Bible

has been written in many

different languages and

styles

Bring in a Harry Potter book and talk briefly

about its popularity.

Discuss with children which book they think is

the world’s number 1 best seller (Bible –

translated into over 2000 languages).

Ask children why they think it’s such an

important book to Christians. Christians call it

‘The Word of God’ (NB they see it as an

inspirational book about people’s relationship

with God and how they should live because of

this).

ACTIVITY

Give children a selection of different Bibles.

Ask them to comment on the presentation of the

different types and feedback as a class.

Watch video – section The Bible (Programme

5)

Bible

best seller

inspirational

Word of God

revelation

Harry Potter Book (or other

popular children’s book)

Pathways to Belief video and

Teacher’s notes, ‘Christianity’

Selection of different versions

of the Bible

‘What is the Bible?’ by Sue

Graves (For background

information)



and Differentiation

Key words

and Concepts

Resources

To know that the Bible is made

up of different books written

by different authors and

contains writing in different

genres

To reflect on what the

Christians mean by ‘The Word

of God’

Discuss with children if we were going to

write a book about our class what we would

include and who would write it (information

about people, rules, significant events etc).

Ask children who they think wrote the

Bible. (many writers).

Tell the children that Christians believe

the Bible is the ‘Word of God’ but it doesn’t

mean he dictated or wrote it, but inspired

different people at different times to

write about their experience of him.

Hold up a Bible. Ask children to say how

many books they think it contains. (66)

Explain the 2 parts of the Bible – the Old

and New Testaments

Either look at Website or use resource

sheet to teach children the different types

of writing that are found in the Bible.

ACTIVITY

Children use a resource sheet to

identify different genres of Biblical

writing.

EXTENSION

Choose 1 passage and explain how and

why it might be important to Christians.

Books, chapters,

verses

Author

Old and New

Testament

Word of God

genre

stories

history

laws and rules

advice

wise sayings

poetry

prophecy

letters

Bible(s)

www.request.org.uk/main/bible

Folens RE In Action Bk 5

Accessing Religious Education

(Teacher Resource Book)

Folens both by Christine

Moorcorft

or

Resource sheet showing

different Biblical genres

available from RE Resource

Centre

Tel 0117 9279454

http://www.request.org.uk/main/bible



and Differentiation

Key words

and Concepts

Resources

To understand how Christians use the Bible

Look at some examples of Psalms that express the feelings of their authors.

Ask children how and when Christians might use these Psalms today. Discuss how the Psalms might offer hope, encouragement and support to the readers.

ACTIVITIES (choose from the following) Create a piece of music to express the

feelings of a Psalmist in a particular Psalm.

Write a Psalm expressing an emotion based on one that has been studied and illustrate it.

Create a dance/drama exploring the emotions of a particular Psalm.

Psalms Talking to God

Bible Psalm 55v5-6 Psalm 69v1-3 Psalm 145v1-2 Psalm 23 Psalm 42v1-4 Folens Brian Waves Bible Activities (7-11)



and Differentiation

Key words

and Concepts

Resources

To know the story of Joseph

and its significance for Jews

and Christians

Introduce the lesson by explaining that the

OT contains many stories about the history

of the Jewish people and about family

relationships.

Give a little information on the context of

the story (see teacher’s notes).

Tell or read the story or watch the video

Programme 2 (video – quite detailed, so stop

and recap once or twice).

Discuss with the children:

Family relationships, jealously etc

God bringing good out of evil

How Christians and Jews might use this

story to help them in their own lives

What is the most significant part of

the story for you

ACTIVITY:

Create a rap to tell the story (or

part of the story) of Joseph. More

able – draw out the significance of

Joseph’s relationship with God)

[2 lessons – 2nd lesson complete rap

and perform to another class].

change

responsibility

good coming out of evil

jealousy

Pharaoh

Potiphar

Egypt

Copy of the Bible story of

Joseph e.g. Joseph by Brian

Wildsmith

or

Video – Testament The Bible

in Animation and Teacher’s

notes.

Computer Suite to type up

raps.



and Differentiation

Key words

and Concepts

Resources

To know that there are

4 gospels and that Christians

believe they tell the good news

of Jesus

Ask the children what might be the most

important part of the Bible to Christians.

Take answers and briefly discuss.

Tell the children that there are 4 gospels

and that these tell the story of Jesus (NB –

gospel means good news).

ACTIVITY 1:

Brainstorm in 4s on large piece of

paper what is in the gospels.

Draw each group’s ideas together.

ACTIVITY 2:

Look at some key gospel passages to

see why the writers of the gospels

talked about Jesus and his message

as ‘Good News’. Record finding in a

piece of writing or a spider diagram.

gospel

good news

miracle

healing

crucifixion

resurrection

use own Bibles and select

from these references:

Matthew 1 v 20

Matthew 2 v 2

Matthew 3 v 16-17

Matthew 4 v 10

Matthew 4 v 23

Luke 5 (Mark 2 1-12)

Luke 6 v 20

Luke 6 v 27

Mark 10 v 10

Luke 17 v 11-19

Mark 14 v 9

Mark 16 v 9 & 20 or

Lions Children’s Bibles

p 167-169

p 179-180

p 184-185

p 189-190

p 218-219



Key words and

Concepts

Resources

To learn about the importance of the Bible to a Christian

OTHER IDEAS:

Ask a local Christian to come and talk about the importance of the Bible to them (prepare questions first)

Christian speaker

To consider their own ideas about why the Bible is important

Give children a list of statements about the Bible. Ask them to rank them in order of importance and justify reasons* e.g. I think the Bible is important because: It helps people why they are in trouble It teaches us what people are like It is the inspired word of God It tells the history of the Jewish people

etc (POSSIBLE ASSESSMENT ACTIVITY)

* Resource sheet available from RE Resources Centre

To identify inspiring words from the Bible through own research

Make a wall of wisdom in the classroom. Ask children to find one or two ‘wise words’ from the Bible as a homework activity to display on the wall

Homework!

To know some Bible stories Explore other Bible stories – linked with art/drama/music etc

Good, Bad and Ugly by Nick Harding Bible Buddies by Bob Hartman

TOPIC: The Bible END OF TOPIC EXPECTATIONS UKS2 Cycle A Term 3

Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress and will:

Begin to identify the impact that the

Bible has on believers’ lives

Know that there are different types

of writing in the Bible

Make connections between Bible

passages and beliefs about God

Most children will have made good progress and will be able to: Describe the significance of the Bible to

Christians

Recognise the variety of genres in the Bible

Describe and show some understanding of

passages in the Bible

Describe what inspires and influences

themselves

Some children will have progressed further and will be able to: Fulfil the L4 requirements and

Begin to explain the impact of the Bible

on individuals

Subject: RE Topic: Easter – Despair and Hope UKS2 Cycle A Term4 In this unit children will learn:

To sequence the events of Holy Week

To empathise with the feelings of the characters in the story

To reflect on the meaning of the Easter message for Christians and how this is expressed in symbolism and colour in the church at

Easter LinKs to Agreed Syllabus-SSW/SS/CF/LC


Differentiation

Key Words

and

Concepts

Resources

To sequence the events of

Holy Week

To explore a range of

emotions of characters in

the story

Recap on the Easter story with children, using

shared text and cards with the events of the

Easter story which children should sequence

as the story unfolds.

Check the events are sequenced correctly.

ACTIVITY

Give children a fortune graph with the events

of Holy week sequenced across the horizontal

axis and feelings along the vertical axis (E.g.

despair, happy, sad, fearful, etc.). Children

plot the emotions of Peter, Judas and Mary

(and a Roman Soldier if required) on graph

In groups discuss the following type of

question which justifies your decisions.

look the same?

on the graph?

you like?

EXTENSION

Explain how you’ve constructed your fortune

line.

Holy Week

betrayal

Gethsemane

trial

mocking

Pilate

Crucifixion

resurrection

King of the Jews

despair

emotions

Lion Children’s Bibles or other version of

the Easter story

Fortune graph

3 colour pens per child

sequence cards

Questions for discussions

Subject: RE Topic: Easter – Despair and Hope UKS2 Cycle A Term 4


Key Words and Concepts

Resources

To reflect on the meaning of Easter for Christians

Talk about feelings of despair and hope and words associated with these feelings.

Refer to previous activity and the range of feelings from despair to hope.

ACTIVITY

Give children each a copy of The Three Trees story (Pathways of Belief – teacher’s notes p19). Read it through together but DON’T discuss it and its meaning.

Children stick copy in RE books and discuss the following question:

‘Is the story one of hope or despair?’ PLENARY

Read ‘The Tale of the Three Tree,’ draw out the Easter message from this version and show the illustration.

despair

hope

love

resurrection

transformation

crucifixion

Story of the 3 trees (copy in teachers notes for Pathways of Belief- Christianity) The Table of Three Trees by A Elwell Hunt (Lion Publishing)

Subject: RE Topic: Easter – Despair and Hope UKS2 Cycle A Term 4


Differentiation

Key Words

and

Concepts

Resources

To learn how Christians

use symbolism and colour

to express the Easter

message

Refer to how the feelings and emotions

experienced by the disciples are re-lived in

the experiences of Christians in churches

at Easter, noting particularly the use of

colour to express this. E.g. purple for Lent

until Easter Day when gold & yellow are

the predominate colours.

Discus some Easter symbols of despair e.g.

crown of thorns, holly, nails, crucifix, and

the hope e.g. eggs, flowers, the empty

cross etc.

ACTIVITY

Create a piece of art work in a medium of

the children’s (teacher’s!!) choice using

colour and symbols to illustrate the theme

DESPAIR & HOPE

symbolism

emotions

disciples

Lent

Easter Day

despair

hope

crucifix

Art materials

Pictures or artefacts relating to

the colours and symbols of the

Easter story.

Topic: Easter – Despair and Hope END OF TOPIC EXPECTATIONS UKS2 Cycle A Term 4 Type childrens names in the appropriate box at the end of the topic to aid assessment

Some children will not have made so much progress and will:

Sequence the events of the Easter

story

Begin to empathise with the

characters

Make links between the symbols used

by Christians at Easter and the

Easter story


Make links between the events of the

story and the emotions of the main

characters, giving reasons for their

choices

Describe how Christians use colour

and symbolism in the church at Easter

Raise questions about the meaning of

the Easter story


Fulfil the L4 requirements and

`Begin to recognise how Christians

see God acting in the events of the

Easter story

SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism UKS2 Cycle A term 5 In this unit children will learn:

That Hindus believe in one god whose aspects are expressed in many gods

The key features of Divali

Some aspects of Hindu worship

About the life of a Hindu priest

What you would expect to find in a Hindu temple

Some elements of what it means to be a Hindu Links to Agreed Syllabus-OR/QB/CL/LA/SSW/SS/WP/CF/LC


Differentiation

Key words

& Concepts

Resources

To understand the

Hindu concept of one

god (Brahman) with

many aspects

Introduce the term’s study on Hinduism

Elicit from children what they already know (NB Useful

information in Teacher’s notes)

Watch programme 1, sections including Hindu dancing,

one God – many characteristics, God is everywhere, God

is in everything, or tell the story of Svetaketu (glass of

water & salt story) and discuss the many aspects of a

person’s life as an aid to explaining Hindu beliefs.

Discuss the programme and relate what the children

have heard to things in our nature that are invisible but

real (e.g. love, hate, kindness, cruelty, acceptance,

prejudice).

Watch next sections on Ganesh, puja (worship at home)

and Aum (the sound of God).

ACTIVITY

Children represent themselves (drawing or name) in

the middle of a page and around it note the

characteristics, roles and responsibilities that make

them the person they are.

EXTENSION

How does the above activity help to explain one of

the fundamental concepts of Hinduism?

Brahman

Hindu

Hinduism

Aum symbol

‘God is

everywhere’

Ganesh

gods

characteristics

Pathways of Belief video

and teacher’s notes

Islam, Hinduism, Sikhism

Picture or artefact of

the Aum Symbol

Picture or statues of

Ganesh

SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism UKS2 Cycle A Term 5


Differentiation

Key words

and

Concepts

Resources

To understand the

origins of the faith

To find out how Hindus

represent the concept

of ‘one god, many

aspects’

Discuss with the children that Hinduism is one of the

world’s oldest religions (roots traced back nearly

4000 years).

Look at the map or globe and find India, then the

River Indus, where Hinduism emerged (see teacher’s

notes for further information),.

Refer to previous lesson, ‘1 god – many aspects’ and

introduce the idea of the Hindu gods describing the

many aspects of Brahman.

Show representations or pictures of the gods e.g.

Ganesh, Krishna, Lakshmi, Shiva, Parvati (Shiva’s

wife). Briefly note the characteristics of each.

ACTIVITY

Children choose 1 god, research the characteristics

of it and make notes (for pictures, books, internet –

see suggested website).

FOLLOWING LESSON

Record the information, draw picture and share

research with the class (make a wall display of the

gods as appropriate).

India

Indus valley

ancient religion

Ganesh

Krishna

Lakshmi

Shiva

Parvati

Map of the world or globe

http//:atschool.eduweb.co

.uk/Hinduism

Pictures or statues of

gods e.g. Ganesh, Krishna,

Lakshmi, Shiva, Parvati

Use of the computer suite

or books or pictures.



Differentiation

Key words and

Concepts

Resources

To learn about Hindu

worship

Show 2nd half of video starting with family Puja

finishing with Arti section.

If possible show a Puja tray or picture (e.g.

photocard).

Discuss the elements of air, earth, fire and

water, and talk with pupils about all the senses

involved in worshipping of god N.B. bell, incense

stick and sandalwood paste.

Restate that in every Hindu home there would be

a shrine for Puja.

Tell children that Hindus also worship at the

temple (Mandir) but it’s not obligatory, and

there’s not a special holy day in the week.

ACTIVITIES

Bullet point some of the key features of Hindu

worship.

Children imagine they are going to have a quiet

time of reflection or worship each day. What

would they put on their tray to help them with

their thoughts? Draw or name objects.

PLENARY

Light candles and incense. Ask children to

reflect quietly on the objects they have put on

their tray.

Puja

Worship

Shrine

Incense

Reflection

Meditation

Ritual

Earth, fire, water, air

Pathways of Belief

video and teacher’s

notes and accompanying

resource pack

Photocards -Hinduism

Puja tray

Candles

Incense

RE Today: Home and

Family



Differentiation

Key words and

Concepts

Resources

To find out about the Hindu

festival of Divali, its symbols

and their meanings

(Note: There are many ways of celebrating Divali.

Note that Sikhs celebrate Divali too).

Watch T.V. programme 2 up to end of Lakshmi

and the washerwoman.

Look at the statue of Lakshmi, noting the lotus

and the coins. Explain symbolism (see notes).

Discuss new beginnings and resolutions, hopes and

wishes associated with new years.

ACTIVITY

In 4s on a large piece of paper record the group’s

ideas of prosperity and good fortune. (Do these

terms always refer to money and possessions?).

goddess

Divali

Lakshmi

festival

prosperity

beginnings

resolutions

fortune

Pathways of Belief

video and teacher’s

notes

Book – A world of

festivals – Divali by

Dilip Kadodwala

Statue of goddess

Lakshmi or picture.

As previous lesson Watch 2nd half of programme.

Recap on the main events in the Rama and Sita

story.

Discuss the main message that Hindus would take

from this story (good v evil).

ACTIVITY

In groups choose 3 or 4 significant parts of the

story to freeze frame (Teacher take

photographs).

FOLLOWING LESSON

Give each child a copy of their group’s

photographs. Stick in RE books with an

explanation of each one.

OTHER IDEAS FOR CROSS CURRICULAR ACTIVITIES

Make Divali lamps, Divali cards, design Rangoli

patterns, make Indian sweets, Mendhi patterns,

drama, etc.

Rama

Sita

good

evil

lights

Video (as previous

lesson)

Camera

Statues or pictures of

Rama and Sita

SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism Year Group: 5


Differentiation

Key words and

Concepts

Resources

To understand some aspects of

the work of a Hindu priest

(A preparatory lesson before a visit to the Hindu

temple).

Look at the pictures of the different aspects of

the priest’s job and give further information

from the teacher’s notes.

Ask children to come up with suggestions as to

any other of the priest’s roles.

(Be prepared for children wishing to discuss

reincarnation. Explain simply – see teacher’s notes).

ACTIVITY 1

Record in chosen way the children’s own version

of:

‘ A week in the life of a Hindu Priest’.

ACTIVITY 2

Give each pair of children 2/3 post –its. Ask

them to write a question on each to ask the Hindu

priest at the temple.

temple

Mandir

priest

reincarnation

Folens photocopiable

sheets

Special People

Post-its

or

Folens Ideas Bank -

Hinduism

(If unable to visit the

Hindu temple try

Espresso for virtual

tour of Bristol Hindu

temple)or


sheets Special Places –

A Hindu Mandir

To have an experience of

exploring a Hindu temple

Visit the temple.

While there the Hindu priest (Mr Vyas) will talk to

the children about the gods, festivals, temple etc.

Then the children may look around. Then they could

ask their prepared questions about his role.

Contact:

Hindu Priest

Mr Vyas

163B Chruch Road

Redfield

Bristol

Tel 0117 9351007



Differentiation

Key words and

Concepts

Resources

EXTRA SUGGESTIONS

Look at the Hindu Creation Story.

Video Quest Creation

Stories programme 2

The story of Holi.

Make a storyboard – drawn or on Kar2ouch.


sheets Special Times

Kar2ouch

Own research on;

Music, holy books, what a Hindu wears, eating the Hindu

way, what happens at a Hindu wedding.

Book – I am a Hindu

Published by WATTS

What do you think it means to be a Hindu?


Play card game Pairs (or Threes). Children explain

connections.

RE Today - Home and

Family

TOPIC: HINDUISM END OF TOPIC EXPECTATIONS UKS2 Cycle A Term 5 Type children’s names in the appropriate box at the end of the topic to aid assessment


Recall and describe the symbolism of

some aspects of Hindu stories, artefacts

and rituals

Show some understanding of how their

religion might influence a Hindu’s life

Use a vocabulary which is appropriate to

the study of Hinduism


Recognise and interpret some of the

symbolism in Hindu stories, artefacts and

rituals.

Recognise what it might mean to be a

Hindu

Express the concept of one god with many

aspects

Ask questions and suggest answers about

good and evil


Fulfil the L4 requirements and

Connect symbolism to belief and action

Consider the challenges of belonging to

the Hindu religion

Make informed and thoughtful

responses to matters of good and evil.

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