lincolnshire agreed syllabus for...

LINCOLNSHIRE AGREED SYLLABUS FOR RE

LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION

KEY STAGE TWO (Years 3, 4, 5 & 6) Overview of Medium Term Planned Units

Please note that these eleven planned units are not the only support for the whole syllabus. Eight further units are suggested in the long term scheme of work, and are supported by the non-statutory scheme of work which QCA have provided to schools. Schools are also free to devise their own units. Many schools will use around twenty units across Key Stage Two as a whole.

Unit No.Unit Title

Refer to Key Stage 1 Unit

Refer to QCA Units (2000)

Suggested

TimeReligionsKey Concepts

( 1

Christian Beliefs and Lifestyle

1, 3, 7, 9

5D

15hours

(1 term)

Christianity

Religious Beliefs & Lifestyle

( 2

Hindu Beliefs and Lifestyle

2, 9

4A

15hours

(1 term)

Hinduism


( 3

Muslim Beliefs and Lifestyle

2, 9

5B

15 hours

(1 term)

Islam


( 4

Jewish Beliefs and Lifestyle

2, 4, 5, 6, 8, 9

1E

15 hours

(1 term)

Judaism


( 5

Sikh Beliefs and Lifestyle

2, 9

15 hours

(1 term)

Sikhism


( 6

Buddhist Beliefs and Lifestyle

2, 9

15 hours

(1 term)

Buddhism


7

Christian Journeys

1

4B

8-15 hours

(½ - 1 term)

Christianity


Celebration

8

Beautiful World?

Wonderful God?

6, 9

8-15 hours

(½ - 1 term)

Christianity and at least one other

The Sacred

9

Symbols in Worship – at The Cathedral and / or The Mosque

1, 3, 7, 9

3A, 5B, 6B, 6E

8-15 hours

(½ - 1 term)

Christianity

Islam

The Sacred

10

Christmas and Divali: What can we learn from the celebrations?

1, 2, 6, 7

3B, 4B, 1C

8-15 hours

(½-1 term)

Christianity

Hinduism

Celebration

11

Religion in the Neighbourhood

7, 8

4D, 6A

8-15 hours

(½-1 term)

Christianity and one other


( Unit 1 – Required

( plus 2 units from 2, 3, 4, 5, 6 - Required

LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION

KEY STAGE 2 (Years 3 – 6)

Scheme of work planning sheet

Unit

Theme:

(Suggested time )

(Refer to Key Stage 1 Units & QCA Units )

Intended teaching outcomes & learning outcomes

Religions

Content

Key questions

Assessment Opportunities

Learning About

Religions & Exploring Human Experience

Learning From Religions & Responding to Human Experience

Pupils will be enabled to:

Key Concepts

Suggested Resources

Skills to be taught

Attitudes to be developed

Unit 1

Theme: Christian Beliefs & Lifestyles

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 1, 3, 7 & 9.


Religions

Content

Key questions


Learning About


A1

Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain and their associated beliefs, experiences and practices

A2

Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures.


B1:1

Developing awareness of some of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them.

B1:2

Responding to such questions with reference to the teachings and practices of religions, and to their own understanding and experience.

B1:3

Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion.

B2

Develop positive attitudes of respect toward other people who hold views and beliefs that are different from their own.


· Consider their own beliefs about God and understand Christian belief and teaching about God.

· Know and understand what Christians believe Jesus taught about God’s intended way of life, and consider Jesus’ teachings in the light of their own rules for living.

· Appreciate why Christians take part in charitable deeds, and know something of the kinds of actions Christians are involved with.

· Know and understand why Christians worship together and ways in which they serve the community.

Christianity

Key Concepts


Suggested Resources

Resources teachers might use include:

· Copies of the Bible.

· Symbols of the Trinity or sketches showing symbols, plus artefacts such as lapel badges, brooches and other jewellery depicting Celtic designs showing three parts in one whole.

· Christian creeds.

· School and class rules.

· Story books or video stories retelling and illustrating selected Bible stories.

· Information about Christian charities.

· Stories of the lives of famous Christians.

· Church information boards, newsletters and magazines.

· Christian artefacts used in services and aids for prayer.

· The Lord’s prayer.

· A copy of the Christian marriage service, showing the promises made by couples.

WORSHIP

- What is worship? What do children know already?

- Children to write a description of the school’s acts of collective worship.

- Children to plan an act of worship in groups/as a class.

- Look at the various elements of worship in school and compare with an act of worship in a Christian church.

- Explore how and why Christians pray and worship together on their special weekday – Sunday and for festival day worship.

- Look at and discuss the range of artefacts used in Christian worship e.g. Bible, the minister’s clothing, crosses, candles, communion items, music, incense.

- Explore the reasons why churches are special places for Christians.

- Contrast an everyday act of worship (in school and/or in church) with a special act of worship eg Festivals:- Harvest, Christmas, Easter – Ceremonies: baptism, marriage, funerals (if appropriate).

PRAYER

- Study Jesus’ teaching and example of prayer and consider the meaning of the Lord’s prayer.

- Considering what pupils would pray about if they had to produce a prayer for the dedication of a new church.

IDEAS OF GOD

- Explore children’s ideas of God, extend to other children and adults in school, (use discretion).

- Over a period of time recall/record where they see or hear the word God eg. Cenotaph, church notice board, words of hymns, TV or radio programmes, National Anthem, newspapers, books.

- From our findings discuss how God is thought of by different groups of people in society

THE TRINITY

- Learn about the Christian belief about one loving God involved with the world, and belief in the Trinity:

God the Father – ie. a loving parent and

creator of the world, life giving.

God the Son – ie. Jesus showing through human words and actions what God is like.

God the Holy Spirit – ie. The power of God

Working through people (in history:-

Disciples, Florence Nightingale, Mother

Theresa, St. Hugh and today:- charity

Workers, local priest, bishop, Christian

Celebrities).

- Children can discuss and write about their own beliefs about God.

- Children to study symbols of the Trinity and Christian creeds.

RULES AND VALUESDevelop understanding of some Christian rules and values (eg. 10 commandments (Exodus 20) and the teachings and actions of Jesus) – (Sermon on the Mount Matthew 5-7).

- Explore values presented in the beatitudes (sayings of Jesus in Matthew 5/Luke 6) and what each beatitude means to Christians putting them into practice today.

- Consider class and home rules and pupils own rules for living in a) school, b) in the family, c) in society.

- Putting God’s rules into practice – study of parable from Jesus about how Christians should try to live their lives, such as the lost son (Luke 10) or the unforgiving servant (Matthew 18). What can be learned from Jesus’ teaching?

- What do you think about when you hear the word God?

- Why do you think it is important for our school to have a daily act of collective worship?

- Can you name the various elements of a Christian service? (e.g. hymns / songs, use of music, Bible readings, message, prayer, silence, reflections, use of light).

- Choose a festival / ceremony, can you describe some of the special things that happened at it?

- What do Christians mean by the word ‘TRINITY’?

- Why do Christians believe that God is a loving father?

- How did Jesus deliver God’s message?

- What can Christians do today to be more like Jesus?

- How do Christians know what is right and wrong?

- Where can Christians learn about the Christian rules and values?

- Do you think Jesus was a good teacher? Why/why not?

- Who is your local church leader? What do they do?

- How does your local church get involved in the community?

- How does your local church’s involvement in the community life benefit the people it serves?

- What else do you think the church should provide for the community?

This work can be assessed by:

· Pupils choose a story Jesus told or an event from his life which teaches Christians how they should live their lives, and retell it, explaining what the story teaches Christians, and how Christians might be able to put the teaching into practice. (AT1, level 2)

· Pupils write an explanation of what Christianity teaches about how Christians should behave towards others. Pupils can explain where the teaching comes from, and provide examples of the behaviour being put into practice in the lives of Christians. (AT1, level 3).

· Pupils can state their own ideas about God plus some different beliefs about God – for example, those of peers or of various faiths – including Christian beliefs, and explain how they think the different beliefs are reflected in different practices. (AT2, level 3).

Skills to be taught

Investigation

Application

Reflection

Expression

Empathy

Interpretation

Synthesis

Evaluation


Commitment

Fairness

Respect

Enquiry

Unit 2

Theme: Hindu Beliefs & Lifestyle

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9.


Content

Key questions


Learning About


A1


A2



B1:2

Responding to core questions with reference to the teachings and practices of religions, and to their own understanding and experience.

B2

Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own.


· Consider their own beliefs about God’s character and understand Hindu belief and teaching about Brahman and Hindu gods and goddesses.

· Know and understand how Hindus worship their gods and goddesses and that this worship can take place in the home and in the temple and that certain times of the year are special for Hindus.

· Appreciate Hindu teachings about dharma (duty) through family life.

· Understand that Hindus regard life as a journey..

Hinduism

Key Concepts


Suggested Resources

· Salt and water (to illustrate concept of ‘Brahman’)

· Artefacts including some murtis (images of gods and goddesses).

· Books of names and meanings.

· Items to make up a model Hindu shrine – Puja tray, flowers, murtis, food, water, decorations/garlands, cloth, incense.

· Pictures, books and video clips of a Mandir (Hindu temple).

· Diva lamp.

· Prayer beads.

Begin by exploring children’s existing knowledge of Hinduism

Brahman & Hindu gods and goddesses

Explain to the children that the Hindus believe there is one supreme, great power or ‘universal spirit’ and this is ‘Brahman’, who does not take any human form or characteristics.

The concept of ‘Brahman’ is illustrated to Hindus by salt being dissolved into water. Salt is present but unseen in every drop of the water, as Brahman is present in everything in the universe.

- Learn that the sacred symbol used to represent Brahman is called Aum. Hindu prayers begin with this sound.

Hindus believe that this power can be best understood through the worship of Hindu gods and goddesses.

There are 3 deities which Hindus believe help them to best understand aspects of Brahman

Brahma – the creator god

Vishnu – the preserver and maintainer of life

Shiva – the destroyer – god of life, death and rebirth

Together they are know as ‘Trimurti’

- Learn about some of the other gods and goddesses that form part of Hindu worship e.g. Krishna, Ganesha, Lakshmi, Kali, Hanuman.

Note

Hindu gods and goddesses can take many forms and names to display different aspects of the divine. Teachers will want to avoid the dangers of confusion. For example Shakti , Kali, Parvati, Durga are all to be understood as aspects of divine feminine energy. This could be illustrated by children giving themselves different names/titles depending on the situation they are in eg. the carer, friend, quarreller, peacemaker, entertainer etc.

They can illustrate their characteristics in pictorial form or through drama.

Hindu Worship

- Learn that Hindu worship of gods/goddesses is called ‘puja’ and this can take place in the home or the Hindu temple (Mandir).

- Explain and describe a Hindu shrine and if possible set up a model Hindu shrine in the classroom using some artefacts: a Murti – (image of god/goddess), puja tray, simple gifts eg. flowers, food, water, decorations for the shrine.

- Describe how Hindus prepare for worship in the temple (Mandir).

- Describe and discuss an act of worship in the Mandir. Teach about the use of hymns (bhajans), prayers and offerings to the deities, arti (welcoming ceremony using lamps and incense).

Festivals

- Learn that certain times of year are special for Hindus ie. ‘Durga Puja’ or ‘Navaratri’ the nine nights festival (autumn term), Divali the festival of light (autumn term), Holi the spring festival of colours (spring term), Janmashtami, Krishna’s birthday (summer term / August)

- Learn how and why Hindus celebrate these festivals.

Ceremonies

- Choose a special occasion for Hindus and explore some of the ways in which Hindus celebrate them ie. birth and naming ceremonies, marriage, funerals (if appropriate).

- Compare with their own experiences of similar ceremonies.

Lifestyle

- Learn that many Hindus regard life as a journey of 4 stages. The ultimate goal is to be united in Brahman. Hindus believe the real self is reincarnated after death to another life as part of a continual cycle.

- Investigate the word ‘duty’ and let children define duty in their own words.

- Discuss Hindu ideas of duty (dharma), to always do your best. Such duties include honesty, kindness to animals and people, thoughtfulness, worship.

- Discuss these duties in the light of their perceptions of their own duties at home, at school and in life generally.

Mahatma Gandhi

- Find out about the life of Gandhi and how he showed the teachings of Hinduism in his life.

Food

- Investigate why some Hindus are vegetarian, and how this relates to the idea of harmlessness (ahimsa).

- Why the cow is a special or sacred animal in Hindu traditions.

- Why some Hindus fast.

Learning from Hinduism

- What can be learned from Hindu belief and lifestyle? How does it relate to pupils’ own ways of life?

- How are pupils developing their own understanding of beliefs and religion?

- How does belonging to a Hindu family influence life? What groups do pupils belong to, and what are their roles?

- What is your understanding of ‘Brahman’ to Hindus?

- What is the Trimurti?

- Why do you think some Hindu gods/goddesses have many different names?

- Why do you think some Hindu gods/goddesses have animal characteristics?

- What is a shrine?

- Why would a Hindu have a shrine in their home?

- What are the components of a Puja tray and how are they used in Hindu worship?

- What do Hindu’s do before they go into the Mandir and why?

- What do Hindu’s believe are their duties?

- What do you think your duties are in life?

- Why is it important to always do your best in your jobs?

- What do Hindu’s say is good or right?

- Why was Gandhi called Mahatma?

- Why do Hindu’s believe it is wrong to hurt or kill an animal? Do you agree?

- Why is the cow a sacred animal to some Hindu’s?

This work can be assessed through tasks such as these:

Pupils write about what Hindus believe about Brahman. Pupils write about Hindu gods and goddesses and how worship helps Hindus to understand aspects of Brahman. (AT1, level 3).

Pupils share ideas about what their duties are at home, at school and in life generally and relate these duties to the Hindu belief in ‘dharma’. (AT2, level 3).

Pupils make up a newspaper interview with a Hindu in which sensitive questions are posed and appropriate answers provided from a fictitious Hindu. The interview is about what my faith means to me and includes aspects of the Hindu’s beliefs and practices which have been covered in this unit of work. (AT2, level 4)

Skills to be taught

Investigation

Application

Reflection

Expression

Empathy

Interpretation

Synthesis


Commitment

Fairness

Respect

Unit 3

Theme: Muslim Beliefs & Lifestyle

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9.


Religions

Content

Key questions


Learning About


A1


A2



B1:2


B2



· Consider their own beliefs about God’s character and understand Muslim belief and teaching about Allah.

· Know and understand Muslim belief about the Qur’an, how it should be treated, and the importance of its teaching. Know about the significance of the Prophet Muhammad (pbuh).

· Know and understand what the 5 pillars of Islam are, and the significance they hold for Muslims. Understand that Muslims practicing the 5 pillars of Islam do so out of obedience of Allah.

· Appreciate what Islam teaches about following Allah through family life.

Islam

Key Concepts


Suggested Resources

· Books of babies’ names and meanings.

· Poster or list of 99 names of Allah and their meanings.

· Qur’an, Qur’an stand and bowl of water with soap and towel.

· Story of revelation of Qur’an to Muhammad (pbuh).

· Examples of Islamic art and patterns, including names of Allah and Muhammad (pbuh) in Arabic.

· Books with information about the 5 pillars of Islam.

· School rules and/or rules for living from other faith(s).

· Prayer mat and compass.

· Books with information about times of Muslim prayer and Muslim prayer positions.

· Books, posters or video with information about mosques.

· Story of the two Muslim brothers.

· Books/posters about Hajj and Makkah.

· Books, posters or video about Muslim home life, food laws, birth and naming ceremonies and dress.

Begin by exploring children’s existing knowledge of Islam:-

- Research meaning and reasons for choice of pupils’ names.

- Introduce concept of the Muslim word for God: ‘Allah’.

- Inform children that Muslims know and use 99 names for ‘Allah’. Consider some of their meanings eg. Compassionate, merciful, almighty, holy, all-knowing, the judge.

Belief: Shahadah – First Pillar of Islam

- Teach children about the ‘Shahadah’ which is fundamental to the Islamic religion and is their declaration of faith:- “There is no God except Allah, Muhammad is the prophet of Allah” (The 1st pillar of the 5 pillars of Islam).

‘Peace be upon him’ (pbuh)

- Inform children of the importance of the words ‘peace be upon him’ which is said or written after every mention of Muhammad (pbuh) or any of the Islamic prophets out of respect and reverence.

- Teach children about the Islamic greeting ‘As-Salamu-Alaykum’ (Peace be upon you). Compare this with other greetings. Islam has peace at its heart.

- Learn about the 5 most important components of Muslim worship, the 5 pillars of Islam. Compare the codes of conduct relevant to pupils today in family, school and society.

Prophet Muhammad (pbuh)

- Explain what Muslims believe about prophets ie. there were others before Muhammad (pbuh), who was the final prophet sent by Allah.

- Learn how Muhammad (pbuh) was chosen by Allah to be his final messenger.

- Tell the story of Bilal, a freed black slave appointed by the Prophet to become the first Muezzin, giving the call to prayer.

Prayer: ‘Salah’ – Second Pillar of Islam

- Learn about Muslims preparation for prayer (wudu-ablution), positions, frequency of praying, prayer mats and patterns and orientation to Makkah.

- Look at and discuss a range of artefacts used in Islamic worship eg. Qur’an, prayer mat, compass.

- Learn about the importance of Friday prayers.

- Learn about Friday Prayers at a Mosque.

- Give the children an overview of the role of the Islamic ‘Imam’ (key figure, leader of prayer).

- Learn about the minaret, the tower at a mosque from which the prayer call is made.

- Consider the role of prayer for pupils and those they know. What can they learn from Islamic prayer? To whom, how and why do many people pray? Why do others not pray?

- For what reasons do pupils think Muslims pray?

The Holy Qur’an

- Introduce a Qur’an and its stand and demonstrate the respect given to it.

- Learn of the value Muslims place on the Qur’an and its contents.

- Look at some short passages or prayers from the Qur’an and discuss why the children think it’s so important to Muslims. These could be used for literacy activities.

Almsgiving: ‘Zakah’ – Third Pillar of Islam

- Research Muslim charity or almsgiving – Zakah, and the ways in which Muslims help and care for the world wide Muslim community (Ummah). Discuss why and how is Zakah performed and who benefits.

Fasting: ‘Sawm’ – Fourth Pillar of Islam

- Study Muslim obedience to Allah by abstention and fasting during Ramadan.

- Learn about the celebration of Id-ul-Fitr.

Pilgrimage to Makkah: ‘Hajj’- Fifth Pillar of Islam

- Investigate why Muslims place such value on the Hajj.

- Learn about what happens during the Hajj including the festival of Id-ul-Adha.

- Learn about their preparation for the Hajj.

- Learn about how clothing at Hajj symbolises equality for all humans before Allah.

Learning from Islam

- What can be learned from Muslim belief and lifestyle? How does it relate to pupils’ own ways of life?


- How does belonging to a Muslim family influence life? What groups do pupils belong to, and what are their roles?

- What do you already know about Islam?

- What is the Muslim word for God?

- How do Muslims describe Allah and why?

- Who was Muhammad (pbuh)?

- What is a prophet?

- How did Muhammad (pbuh) receive and pass on Allah’s message?

- How was Muhammad (pbuh) chosen by Allah?

- What is a pillar? What does a pillar do? Why do Muslims call their rules and values pillars?

- How do Muslims pray?

- What makes Friday a special day for Muslims?

- What is a mosque?

- What is an Imam?

- What is the most important book to Muslims?

- How should we treat such special books?

- What is Zakah?

- What ways do you or your family help others in your community?

- When do Muslims fast and why?

- How do Muslims celebrate the end of Ramadan?

- Why do Muslims visit Makkah?

- How do Muslims prepare for the Hajj?

- What happens during the Hajj? How does it feel?


· Pupils write about what Muslims believe about God, and describe some of Allah’s characteristics. Pupils explain what kind of art appears in pictures, prayer mats and in mosque design, and can explain the link between what Muslims believe about God and how art is used in Islam. (AT1, level 3).

· Pupils share ideas about what their rules for behaviour are, and where they get them from. Pupils can relate their experiences of how to live their lives with Muslim belief in the importance of the Qur’an in determining behaviour. (AT2, level 3).

· Pupils write about why Muslims perform Hajj and what Hajj entails, explaining the processes, and can empathise with how going on Hajj makes a difference to a Muslim’s life. Pupils know that different experiences have meaning in a Christian’s life, and can write about the significance of any experience of their choice in a Christian’s life. (AT1, level 4).

· Pupils make up a newspaper interview with a Muslim, in which sensitive questions are posed and appropriate answers provided from a fictitious Muslim. The interview is about ‘What my faith means to me’, and includes aspects of the Muslims belief and practice which have been covered in this unit of work. (AT2, level 4).

Skills to be taught

Investigation

Application

Reflection

Expression

Empathy

Interpretation

Synthesis


Commitment

Fairness

Respect

Unit 4

Theme: Jewish Beliefs & Lifestyle

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2, 4 5, 6, 8 & 9.


Religions

Content

Key questions


Learning About


A1


A2



B1:3


B2



· Consider their own beliefs about God’s character and understand Jewish belief in one good God.

· Know and understand Jewish belief about the Torah, how it should be treated and the importance of its teachings and know about the significance of some of the Jewish forefathers.

· Realise the significance of the 10 Commandments to Jews and how they put these into practice.

· Appreciate what Judaism teaches about following their faith through family life.

Judaism

Key Concepts


Suggested Resources

· A Bible.

· Copy of the 10 Commandments.

· Photographs, posters, video of interior and services in a synagogue.

· Miniature Torah scroll.

· Items and artefacts to create a Shabbat table.

· Photographs and pictures of Jewish life.

· Stories of Shabbat and Synagogue.

Begin by exploring chidren’s existing knowledge of Judaism.

God

Teach pupils about Jewish belief in one good God, who created the world and cares for it and all people.

Tell pupils creation stories from Genesis 1 and 2.

Discuss, then pupils work in pairs to list the attributes and character of God according to Jewish belief.

Pupils study the Shema (ancient Jewish prayer incorporating the words of Deuteronomy 6.4-9, 11.13-21 beginning ‘Hear O Israel: The Lord our God, the Lord is one’) in English, and learn about the significance and use of the Mezuzah (cylindrical box placed on doorposts to hold the Shema) and the tefillin (box containing Shema tied on forehead or left arm near the heart by Jewish men).

Study the first four of the Ten Commandments and discuss what they mean and consider their significance to Jews. In pairs, pupils discuss and list what these commandments teach Jews about God. Pupils then write about and illustrate how a Jew might put two of the first four commandments into practice in their lives.

Teach pupils about Yom Kippur, the Day of Atonement, when Jews repent of their sins and judge their behaviour, and make amends with those they need to. Pupils write about things they repent of, or regret thinking, saying and doing, then tear up their work into a communal pot. Share with a partner then discuss with the whole class how this felt afterwards. Pupils write about how and why they think Yom Kippur helps Jews relationships with others and with God.

The Torah

Look at photographs, posters, video and books showing a synagogue interior and services in the synagogue, and learn about where, how – and reasons why – the Torah scroll is kept in the synagogue. Teach pupils about the significance of the Torah scroll being paraded and read from in synagogue services. If possible, look closely at a miniature Torah scroll artefact in class. Pupils choose a time when the Torah scroll is stored, paraded or read from in the synagogue, and paint a picture depicting it. Talk about the role and work of the scribe and the significance of the Torah to Jews, and pupils write about what they think the Torah means to Jews.

Tell pupils about the laws and rules in the Torah, and study the 5th to 10th of the Ten Commandments. Discuss what pupils think each of the commandments mean, and why pupils think those commandments were given to the Jews by God. Pupils work in groups of 3 or 4 and choose one of the commandments and produce two dramas illustrating how, in one chosen situation, the commandment could (1) have been broken and how (2) it could have been kept.

Pupils consider some of the laws regarding behaviour towards others in Leviticus 19:11-18, in particular the rule in verse 18, ‘love your neighbour as yourself’. Pupils create a poster to illustrate how Jews should keep both this rule and one of the other rules of their choice.

Explore with pupils stories from the Torah, such as stories about the lives of the families of Abraham, Isaac, Jacob and Joseph. Tell pupils stories from the life of Moses, including the story of God giving the Torah at Mount Sinai.

Tell pupils about the Tenakh (Jewish bible), and what it consists of. Choose some stories from it to tell pupils, such as stories from the lives of the prophets Elijah and Isaiah.

The Jewish home: Shabbat and Kashrut

Teach pupils about Shabbat (Holy day – Sabbath) and how Jewish families prepare for it. Lay a Shabbat table in the classroom, and talk through the rituals of the Friday night meal, and their significance for Jews. Teach pupils about the rules for Shabbat and the focus being on quality family time. Discuss important family times, pupils experience, and what happens to them to make them special. Teach pupils about the Havdalah ceremony (blessing to mark the end of Sabbath) and how the spice box reminds Jews of the sweetness of Shabbat throughout the coming week. Pupils write a description of the Havdalah ceremony (the end of Shabbat) giving the meaning of the rituals, and explain what they have learned about the importance of Shabbat and the family in Judaism.

Teach pupils about Kashrut (Jewish food laws) and Kosher food, involving what can and cannot be eaten, and what can and cannot be mixed. Teach pupils about how a Kosher kitchen is kept. Pupils make a menu for a Jewish family party, keeping Kashrut laws.

Learning from Judaism

- What can be learned from Jewish belief and lifestyle? How does it relate to pupils’ own ways of life?


- How does belonging to a Jewish family influence life? What groups do pupils belong to, and what are their roles?

- What do Jews believe about God?

- What does the Bible teach Jews about the creation of the world?

- What does the Shema teach Jews about God?

- What is a Mezuzah and why do many Jews have them in their homes?

- What do you have in your house that reminds you of people, things or God? In what ways do they remind you?

- What are tefillin, and how and why do some Jews use them?

- What are the first four of the Ten Commandments, and what do they teach Jews about how they should behave towards God?

- Do you have rules that you live your life by? What are they and why do you have them? Which rules do you find hardest and easiest to keep?

- What happens at Yom Kippur, and why?

- What does it feel like when you repent of things you have done wrong and start afresh with relationships with others?

- What is the Sefer Torah (the Torah Scroll) and how is it made?

- Where is the Torah kept and how is it looked after?

- What is the Torah dressed with?

- Why do Jews use a yad when reading from the Torah in the synagogue?

- How is the Torah used in worship?

- What does the Torah mean to Jews?

- Do you have any special favourite or holy books that you look after? Why are they special to you, what do they mean to you, and why? How do you care for them?

- What are the 5th to 10th of the Ten commandments, and why do you think God gave them to the Jews?

- In what ways do you think it is important to have rules in communities?

- What rules do you have in school or groups you belong to, and why do you think the rules exist?

- What other rules do Jews have to keep other than the Ten Commandments?

- What does the Torah tell you about the lives of the patriarchs and matriarchs?

- What do Jews believe happened to Moses on Mount Sinai, and why is it important?

- What is the Tenakh and what do you know about it?

- What do the Jewish stories about Elijah and Isaiah mean?

- What is Shabbat and what does it mean to Jews to celebrate it?

- What happens at the Friday night Shabbat meal, and why?

- What special family times do you enjoy, and what makes them special? How do you prepare for them?

- What rules are associated with Shabbat?

- What happens on Saturday evening?

- What food laws do Jews keep to, and why?


· Pupils choose a story that they have heard about one of the Jewish forefathers and retell it, explaining what the story teaches Jews about their religion and how they can learn from it. (AT1, level 2).

· Pupils write an explanation of what Judaism teaches about how Jews should behave towards each other. Pupils can explain where the teaching comes from and provide examples of the behaviour being put into practice in the lives of Jews. (AT1, level 3).

· Pupils can explain what happens at Yom Kippur and how it helps Jews relationships with others and with God. (AT2, level 2)

· Pupils share ideas about what their rules for behaviour are and where they get them from. Pupils can relate their experiences of how to live their lives with Jewish belief in the importance of the Torah in determining behaviour. (AT2, level 3).

Skills to be taught

Investigation

Application

Reflection

Expression

Interpretation

Synthesis


Commitment

Fairness

Respect

Self-understanding

Unit 5

Theme: Sikh Beliefs & Lifestyle

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9)


Religions

Content

Key questions


Learning About


A1


A2



B1:3


B2



· Consider their own beliefs about God’s character and understand Sikh belief and the teachings of the Gurus.

· Know and understand Sikh belief about symbols of identity and what they represent.

· Appreciate what Sikhism teaches about following God and the effect this has on their lifestyles and values.

· Know and understand the importance of the Guru Granth Sahib to Sikhs.

Sikhism

Key Concepts


Suggested Resources

· Ik Onkar symbol (‘there is only one God’)

· Copy of the Mool Mantar.

· Pictures, images of Guru Nanak and other Gurus.

· Photographs/ video of the gurdwara.

· Some translated extracts of texts from the Guru Granth Sahib.

· The 5Ks (Kesh – uncut hair, Kangha – comb, Kara – wrist band, Kachera – short trousers, Kirpan – sword)

Begin by exploring pupils’ existing knowledge of Sikhism

God

Explore pupils’ ideas of what God is like.

Explain to pupils the Sikh belief in one God, who has no image or human form, and is the creator and sustainer of the world.

Sikhs believe God is Truth.

Show pupils the Ik Onkar symbol and explain its meaning.

Study a copy of the Mool Mantar (First hymn composed by Guru Nanak), the Sikh basic statement of belief, and what it teaches Sikhs about the description of God.

Pupils consider and develop a basic statement of their own beliefs.

The Gurus

Teach pupils about Guru Nanak (founder of Sikhism), the first Guru, finding out about his upbringing, and hearing some stories from his early life. Tell the story of his call, when he disappeared for 3 days whilst bathing. Discuss what pupils think happened to him.

Tell pupils about his journey and his teaching about God.

Pupils learn about stories of some of the other Gurus, for example:

· Guru Arjan (the fifth guru) who compiled the Adi Granth (holy book), built the Golden Temple, and was the first Sikh martyr.

· Guru Har Gobind (the sixth Guru) who is remembered at the Sikh festival of Divali for helping to have prisoners released.

· Guru Tegh Bahadur (the ninth Guru) who was martyred for the principle of religious tolerance.

Talk about martyrdom and ask pupils to consider what causes they think are worth living or dying for, and why.

Pupils learn about Guru Gobind Singh (the tenth Guru), and how he founded the Khalsa, the ‘community of the pure’ to which all initiated Sikhs belong at Baisakhi. An annual festival to mark this founding is celebrated.

The Guru Granth Sahib and the Gurdwara

Use photographs and/or video to introduce pupils to the Gurdwara (Guru’s house – Sikh place of worship). Learn about the Guru Granth Sahib (the scriptures of of Sikhism, the ‘living Guru’) and how it is looked after and treated in the Gurdwara, when it is read. Find out about how worship is carried out in the Gurdwara, involving hymns and prayers and reading from the Guru Granth Sahib.

Discuss what books and words are special to pupils, why, and what specifically they have learnt from them.

Sikh values and lifestyle

Teach pupils about Sikh values of sharing (vand chhakna) and service (sewa) to others, represented by the langar (kitchen attached to the Gurdwara, serving free food to anyone who comes). Consider its importance for Sikhs. What does it mean to eat together?

Explore other Sikh values such as earning one’s living by honest means (Kirat karna), acceptance of God’s will (hukam) and equality of gender, race and creed. Explore what values pupils have, why they hold them, and how they manifest them in their own lifestyles.

Teach pupils about Sikh prohibitions in lifestyle

· Not eating meat that has been ritually slaughtered; most Sikhs are vegetarians.

· Not using tobacco, alcohol or harmful drugs.

Discuss what prohibitions pupils think they themselves should have in their own lifestyles, and why.

Sikh symbols and identity

Pupils learn about symbols which indicate Sikh belief, and investigate their meaning:

· Ik Onkar, there is only one God;

· Khanda, the Sikh symbol

Introduce pupils to the 5Ks worn by Khalsa Sikhs – Kesh (uncut hair), kangha (comb), kara (a steel wrist band), Kachera (short trousers), kirpan (sword)

Explore what each represents and why it is worn.

Pupils share what symbols they wear and use, and what symbols they are aware of in the community. What do these symbols represent? Why are they important? How could they be respected?

Pupils design symbols of their own identity or belonging and explain meanings.

Learning from Sikhism

- What can be learned from Sikh belief and lifestyle? How does it relate to pupils’ own ways of life?


- How does belonging to a Sikh family influence life? What groups do pupils belong to, and what are their roles?

- What does the Mool Mantar teach Sikhs about God?

- How do Sikhs explain their ideas about God?

- Who was Guru Nanak?

- Why is Guru Nanak important to Sikhs?

- What was Guru Nanak’s early life like?

- What happened to Guru Nanak that caused him to start teaching people about God?

- What did Guru Nanak do and what did he teach people about God?

- Who were the Gurus who followed Guru Nanak?

- Why are the Gurus important to Sikhs?

- What kinds of examples did the Gurus set for Sikhs?

- Why is Guru Gobind Singh important to Sikhs and what did he do?

- What is the Khalsa?

- What would you have done if you were there at Baisakhi?

- Is there anything you think is worth living for or dying for? What is it?

- What is the Guru Granth Sahib?

- How is the Guru Granth Sahib treated? What do you think it means to Sikhs?

- How do Sikhs worship in the Gurdwara?

- What happens in the langar, and why?

- What Sikh values does the langar represent?

- What other values do Sikhs hold and how do they show their beliefs through how they live their lives?

- What are your values and how do you show what matters to you through how you lead your life?

- Why are most Sikhs vegetarian?

- Why do you think Sikhs are not allowed to use tobacco, alcohol or harmful drugs?

- What symbols are used or worn by Sikhs and what do they represent?

- What is the relevance and meaning of the Ik Onkar and Khanda symbols?

- What are the 5Ks, and why do some Sikhs wear them?

- What symbols do you wear or use and what do they represent?

- What symbol can you invent to show your identity or your allegiance to a particular group which you belong to?


· Pupils choose and retell one of the stories they have heard about the Gurus explaining what the story teaches Sikhs about their religion and what they can learn from it. (AT1, level 2).

· Pupils can explain what the 5Ks are, why some Sikh children wear them and why they are important to them. (AT2, level 2).

· Pupils write an explanation of what Sikhism teaches about how Sikhs should behave towards each other. Pupils can explain where the teaching comes from and provide examples of the behaviour being put into practice in the lives of Sikhs. (AT1, level 3).

· Pupils can explain how the values Sikhs hold manifest in their lifestyles. Discuss what is prohibited in the life of a Sikh and discuss what prohibitions they themselves should have in their own lifestyles and why. (AT2, level 3).

Skills to be taught

Investigation

Application

Reflection

Expression

Empathy

Interpretation

Synthesis

Evaluation


Commitment

Fairness

Respect

Self understanding

Unit 6

Theme: Buddhist Beliefs & Lifestyle

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9


Religions

Content

Key questions


Learning About


A1


A2



B1:1


B1:2

Responding to such questions with reference to the teachings and practices of religions, and to their own understanding and experience.

B1:3


B2



· Consider their own beliefs about God’s character and understand Buddhist beliefs and the teachings of Buddha (dhamma).

· Know about the enlightenment of the Buddha and the effect this had on his life.

· Understand that Buddhists turn to the 3 treasures for help and refuge – the Buddha, the Buddha’s teachings (the Dhamma) and the Buddist community (the Sangha).

Buddhism

Key Concepts


Suggested Resources

· Newspapers – for examples of suffering.

· Photographs/ pictures of monks, and nuns from the Buddhist community, and of lay Buddhists.

· Photographs or video of the Buddhist Vihara (temple).

· Different photographs or images of Buddha.

· Artefacts associated with Buddhist meditation eg. An eight spoked wheel.

Begin by exploring the pupils’ existing knowledge of Buddhism

The Buddha

Tell pupils stories of Siddattha Gotama (Indian prince who later became known as the Buddha) including some of the following:

· His birth

· His upbringing as a prince

· The story of the four sights and his renunciation of a luxurious prince’s palace life

· His years in the forest learning meditation

· The Buddha’s enlightenment

· His teaching of the Middle Way

· His death

Pupils write a description of what they think Siddattha’s first week might have been like, having decided to leave the palace and his riches and power behind, as he heads off in the hope of finding answers to the problems of suffering and the unsatisfactoriness of life.

Teach pupils that the Buddha is not a God to be worshipped, and that Buddhism has no belief in God. Consider different images of the Buddha and the symbols of teaching they use.

The Buddha’s teaching (Dhamma)

Explore the Buddha’s teaching of Five Precepts, by which Buddhists refrain from:-

· Harming or killing any living things

· Taking what is not given to them

· Being over-indulgent

· Using wrong speech

· Taking drugs or drink

Pupils write about and illustrate examples of Buddhists keeping each of the Five Precepts. Pupils debate in pairs the reasons for having moral codes, and make up their own ideal code of five moral precepts.

Teach pupils about the Four Noble Truths, in which the Buddha taught:

· Life involves suffering

· Suffering comes from selfish desire and greed, and makes life unsatisfactory

· Suffering can be stopped by getting rid of selfish desire and greed

· The way to get rid of selfish desire is to follow the Middle Way, keeping to the Noble Eightfold Path.

Collect newspapers for pupils to work in pairs to find examples of suffering. Pupils record their research in a table, recording, in brief, the suffering, and suggesting alongside reasons why they think the suffering has occurred. In a third column, pupils suggest ways in which the particular suffering could have been avoided from occurring in the first place, and a fourth column suggesting ways in which the suffering could be alleviated. Pupils share and discuss their work.

Pupils study the Noble Eightfold Path, which the Buddha taught as the way out of suffering. It consists of:

· Right understanding

· Right thought

· Right speech

· Right action

· Right livelihood

· Right effort

· Right mindfulness

· Right concentration

Pupils choose two of the eight teachings they most agree with, and write about why they think they would be effective ways out of suffering, giving practical examples to illustrate their opinions.

The use of an eight spoked wheel could help to illustrate the Noble Eightfold Path.

Buddhist Stories

Tell pupils stories from the life of the Buddha (known as Jataka tales) or stories he taught which illustrate his teaching. Pupils explore the moral message to the stories, or the Buddhist values they exemplify.

Pupils work in small groups of 3-4 to choose their own value or moral message they would like to get across to others, and create a story which illustrates the message, which they can dramatise for the rest of the class. The class guesses and discusses what they think the moral behind the drama is.

The Buddhist Community (Sangha)

Teach pupils about the Three jewels, and that Buddhists turn to the Three Treasures for help and refuge:

· The Buddha

· The Buddha’s teaching (the Dhamma)

· The Buddhist community (the Sangha)

Discuss who and what pupils turn to when they want help and refuge. Do they turn to different people for different kinds of help? In what way?

Explain that the Buddhist community is made up of ordained monks, nuns and priests and also of lay people, all of whom try to follow the example led by the Buddha of how to live their lives, and to follow the Buddha’s teaching.

Discuss with pupils what teaching or example is worthy of following, and what ideals they try to follow themselves. Where have these come from? In what ways is it easy, and in what ways is it hard to live a good life?

Talk about the Buddhist Vihara (temple), and if possible, look at photographs, books or video about the Vihara. Teach pupils that there will be an image of the Buddha at the Vihara which is not worshipped but communicates tranquility and compassion, and sets an example to Buddhists, who often meditate in the shrine room.

Learning from Buddhism

- What can be learned from the Buddhist way of life and teaching? How does it relate to pupils’ own ways of life?


- How does belonging to a Buddhist family or community influence life? What groups do pupils belong to, and what are their roles?

- Who was Siddattha Gotama?

- What was foretold at his birth?

- What did he discover on his trips out from the palace?

- How did the sights he saw change him?

- Why do you think people suffer?

- What is life like when everyone is selfish and greedy?

- What did Prince Siddattha decide to do with his life, and why?

- What do you think it would be like to give up everything you have?

- What do you think you would have done if you were Prince Siddattha?

- If you were born into a royal family, what kind of person do you think you would be, and what would you do with that power?

- Why do you think Siddattha went to the forest to learn meditation?

- What do you think happened when the Buddha received enlightenment?

- What do Buddhists believe about the Buddha?

- Why do you think the Buddha taught the Five Moral Precepts to his followers?

- Do you think having moral rules to live by is a good or bad idea, and why?

- If you had to make up five moral rules for everyone to keep, what would they be, and why?

- What do Buddhists believe are the Four Noble Truths?

- What do you think about the Four Noble Truths?

- What is the Noble Eightfold Path and why do you think it helps Buddhists out of suffering?

- Which elements of the Noble Eightfold Path do you most agree or disagree with, and why?

- What values do Buddhists have?

- What stories did the Buddha tell or are told about his life to illustrate moral messages or Buddhist values?

- What do you think are important values or morals to teach others?

- What did the Buddha teach his followers?

- What do you think about the Buddha’s teaching?

- Where do you turn to for help and refuge?

- What group or community do you belong to, and how does it support or help you?

- Why do you think meditating in the Vihara helps Buddhists?


· Pupils write about what Buddhists believe about the Buddha and why they do not worship him as a God. Pupils can recount some of the Buddha’s teachings and provide examples of the resulting behaviour being put into practice in the lives of Buddhists. (AT1, level 3).

· Pupils can explain how the values Buddhists hold manifest in their lifestyles and relate this to the Five Moral Precepts. Discuss what they themselves think they should be committed to and refrain from and why. (AT2, level 3).

· Pupils write about the Buddhist belief in the Noble Eightfold Path and how this helps Buddhists to overcome difficulties in their lives. Pupils can understand that Buddhists use the teachings and example of the Buddha as a source for strength and meaning in their lives (AT1, level 4).

· Pupils make up a newspaper interview with a Buddhist, in which sensitive questions are posed and appropriate answers provided from a fictitious Buddhist. The interview is about ‘What my faith means to me’ and includes aspects of Buddhist understanding and lifestyle which have been covered in this unit of work. (AT2, level 4).

Skills to be taught

Investigation

Application

Reflection

Expression

Empathy

Interpretation

Discernment

Synthesis

Evaluation


Commitment

Fairness

Respect

Self understanding

Enquiry

Unit 7

Theme: Christian Journeys

Suggested time: 8 -15 hours - ½ -1 term. Refer to Key Stage 1 Unit 1.


Religions

Content

Key questions


Learning About


A2



B1:1


B1:3


B2



· Consider their own feelings about making journeys and understand the beliefs and values of others who have made journeys.

· Appreciate why many Christian missions take people away from their homes.

· Consider their own life as a journey and what skills and qualities are needed to take them on their journey in the future.

Christianity

Key Concepts


Celebration

Suggested Resources

· Maps.

· Pictures, photographs of different types of transport.

· Photographs of the children at different ages.

· Story books illustrating selected stories of Saints, Missionaries, pilgrimages, church leaders and Bible stories about journeys.

· Artefacts or pictures and photographs of items needed for a journey.

· Information on different charities.

· Pictures of Saints, statues.

· Bible.

· Brainstorm ideas about the meaning of the word journey, suggest purposes for journeys.

· Discuss journeys children have made, reasons for making them, mode of transport and associated feelings.

· Planning a journey:- essentials ie. map, food, provision for shelter etc.

· Comparison of a New Testament journey eg. Mary’s journey to Bethlehem, Jesus going to Jerusalem as a boy with a similar journey made in the 21st century.

Depending on the term in which this unit is delivered:-

Christmas journeys

Journey of Mary and Joseph to Bethlehem, journey of the magi / wise men via Herod, the escape to Egypt of Mary, Joseph and Jesus (Matthew chapters 1+ 2).

Easter journeys

Jesus’ Journey to Jerusalem (leading up to Palm Sunday), route to the cross (Luke chapters 19 and 23)

Journeys of St. Paul from New Testament

Conversion of Saul – journeys of Paul, reasons why Paul travelled so far to tell people about Jesus (his mission), plot Paul’s journeys on a map, discuss the reasons why he wrote so many letters (stories selected from The Acts of the Apostles chapters 13-22).

Consider some key texts from St Paul’s writing, to see what might be learned from them, eg I Corinthians 13, Galatians 5 verse 22, Romans 8 verses 35-39.

Journeys of Saints

St Christopher – the Patron Saint of Travellers

St Francis of Asissi

Journeys of Patron Saints eg St Patrick, St David

Journeys of Missionaries

Discuss the meaning of the word missionary:-

· Story of Gladys Aylward, discuss why she made her journey to China and what motivated her to make the journey

· Journeys made by Mother Teresa from her home in Yugoslavia, to being a nun in Ireland, to teaching in India and working with the poor in Calcutta. The work of the Missionaries of Charity.

Journeys of Modern Day Missionaries

· Work of Christian charities eg. Christian Aid’s work to strengthen the poor that all may share in the feast of life, to tackle issues of poverty and inequality.

· Investigate Christian charities supported by local church.

· Personal mission of Mary Jones – story of Mary Jones and her bible. The work of the Bible Society.

· Talk with someone whose Christian mission has taken them away from home.

Christian Pilgrimages

· Pilgrim Fathers, the Society of Friends

· Pilgrimages to the Holy Land to see the sacred sights.

· Routes of pilgrimages to sacred sights around the world.

· Pilgrimages made by Christians to Lourdes in France and/or Walsingham in Norfolk, Iona in Scotland.

Journeys of Church Leaders

· Investigate journeys made through life of local church leader ie. place of birth, training, first appointment, other positions they’ve had to present date.

· Prominent Christian leaders’ journeys through life eg The Pope, Archbishop Desmond Tutu.

The Journey of Life

Look back on children’s life and their journey from birth to present day. Compile a record of this journey ie. chart, photographs, pictures. Identify the things they have valued and that were worth aiming for. Journey through life in the future. Discuss what skills and qualities they will need to help them travel through adolescence to adulthood. Discuss children’s hopes and aspirations for the future. What ‘maps’ guide us in life? What are the wrong turnings, and what are the right paths? How do we know?

What can pupils learn from the Christian journeys they have been studying?

- What is a journey?

- What has been the best journey they have made and why?

- How have journeys changed over the years?

- What could have happened on the journeys in Jesus’ story, to a) Bethlehem, b) Egypt, c) Jerusalem?

- Where would you find examples of Paul’s letters?

- Why did Paul write letters?

- Why were Paul’s letters so important to the people who received them?

- Where did the Saint you have chosen journey to? What was the purpose of their journey?

- What is a mission? Have you ever had a mission? Does everyone have a mission in life?

- How did Gladys Aylward’s faith inspire her?

- Do you think Mother Teresa felt her work was worth it? Why? What inspired her?

- Have you ever helped a charity? And why?

- What charities has our school supported over the past few years? How did our support help other people?

- What is a pilgrimage and why do Christians make them?

- If you were to make a pilgrimage where would it be to and why?

- How is your life like a journey?

- If you were to pack a bag to help you on your journey through life what would you put in it ie. skills and qualities as well as material objects?

- What can you learn from the Christian journeys you have studied?


· Pupils choose a story of a journey made by a Christian and retell it identifying why the person made the journey and what motivated him/her to undertake the mission. They could make a ‘life map’ for the person chosen. (AT1, level 2).

· Pupils explain the aims of one particular charity and understand how their support makes a difference to the lives of the recipients of their work. Pupils give reasons why there are some people in the world who rely on the support of charities and volunteers. (AT2, level 2).

· Pupils write an explanation of what Paul wrote in his letters about how Christians should behave towards others. Pupils can explain where the teaching comes from and provide examples of the types of behaviour Christians would display as a result of reading Paul’s letters (then and now). (AT1, level 3).

· Pupils create an information leaflet about a hypothetical charity they are forming showing that they have identified the recipients and their needs and the cause of the need and how they will undertake the giving of aid. Consider how their charity is different from or similar to a chosen Christian charity. (AT2, level 3).

Skills to be taught

Investigation

Reflection

Expression

Empathy

Analysis

Evaluation


Commitment

Fairness

Respect

Self understanding

Enquiry

Unit 8

Theme: Beautiful World, Wonderful God

Suggested time: 8 -15 hours - ½ - 1 term. Refer to Key Stage 1 Unit 6 & 9 & Foundation Stage Units 7 & 9)


Religions

Content

Key questions


Learning About


A2



B1:1


B1:2

Responding to such questions with reference to the teachings and practices of religions and to their own understanding and experience.

B1:3


B2



· Begin to appreciate the beauty of the natural world and make their own responses to it.

· Understand the responsibilities they have in caring for our world.

· Consider their own beliefs about creation and understand the Christian beliefs about the creation of the world.

· Know and understand what the Bible teaches about the relationship between God and mankind and how mankind destroyed their privileged position in God’s world.

Christianity & at least one other

Key Concepts

The sacred

Suggested Resources

· A collection of natural objects.

· Possible visit to a place of natural beauty.

· Materials about the beauty of the animal world.

· Photographs, posters, videos of natural wonders.

· Suitable versions of Christian creation stories.

· Story of the Garden of Eden.

· Pictures and information about extinct and endangered plants and wildlife.

· Information leaflets / promotion materials from a range of environmental organisations.

· Pictures, poems and music depicting the awe and wonder of the natural world.

· The Countryside Code.

· Books, pictures, videos of religious festivals celebrating the natural world.

- Start with natural objects from the local environment or a visit to a local natural environment – discuss what is beautiful and how it came to be there.

- Talk about why some things are beautiful to some people. Give reasons why not all people find the same things attractive.

- Give opportunities for the children to explore the wider world outside of their immediate experience eg. natural wonders, volcanoes, deep sea, space, polar regions, rain forests, favourite animals, birds and plants etc.

- Explore how various groups of people throughout history have explained how the world came to be in existence. Examine and consider religious creation stories and the functions they might serve.

- Read the Biblical creation stories in Genesis 1 and 2 noting the order in which things were created and God’s response to his creation.

- If the children were able to create a perfect world, what would they leave in and what would they take out?

- Tell the Biblical story of the Garden of Eden, Adam and Eve’s responsibilities to the world and their disobedience of God’s rule (Genesis 3).

- Explore ways in which we can actively care for our world, starting with our own school grounds, moving on to the local environment and the wider world.

- Tell stories of animals and plants that are now extinct eg. dodo, passenger pigeon.

- Discuss the present situation with endangered species – plants and animals.

- Write a letter to next generation about an animal or plant which could become extinct in the future.

- Learn about the work of environmental organisations eg. Greenpeace, Friends of the Earth, Animal Rights organisations, Worldwide Fund for Nature, RSPCA, RSPB, Forestry Commission etc.

- Discuss the concept that God is all around us and we can sense God in nature. Who believes this? Who does not?

- Consider ways in which artists, poets, musicians throughout history have responded to the natural world through their particular artistic talents.

- Encourage children to show their own responses to an aspect of the natural world through art, music, poetry etc.

- Consider the Country Code, create their own rules to look after their own environment.

- Introduce some religious festivals focusing on giving thanks for the natural world. These might include:

Christian – Harvest Festival

Jewish – Tu B’Shevat (celebration of trees) & Sukkot (thanksgiving for the harvest)

Hindu – Holi (Festival of love & harvest)

- Consider the ways in which different religions teach their followers to care for the world eg. Hindu duty (Dharma), Buddhism (Five Moral Precepts), Sikhism (Guru Nanak’s teachings), Christian – look at the words of hymns and read biblical texts, Romans 1 v 20, Psalm 8 and Psalm 147.

- Discuss what the world would be like without any:- colour, light, trees, flowers, water, birds etc (choose one).

- Children can bring their own natural object in to discuss why it is essential to preserve.

- Write a comment on the natural world as it is now – the importance of protecting and caring for it and in the home – put this response away in a safe place to be opened and read in the future when they are grown up, or display them as '‘leaves on a tree of the future.

- Consider what can be learnt from the study. How do we express thanks for natural beauty? Does a beautiful world suggest a wonderful God? What are the responsibilities of the human race for the beautiful world? What are our own responsibilities?

- Why do you think your chosen object is beautiful?

- Being in a beautiful environment – how does it make you feel?

- What is the most beautiful thing you have ever seen?

- How did it make you feel?

- Why do you think there are so many different stories about how the world was created?

- Why do you think Jews and Christians believe God created the world in the order he did?

- What might the story of Adam & Eve tell us about looking after the world?

- Are there times when we do things we shouldn’t to our beautiful world?

- Why should we look after our world?

- How can we care for our environment?

- Why is the Harvest festival an important occasion for Christians?

- What have you learned aboiut festivals like Sukkot (Jewish) or Holi (Hindu)?

- Why is there a need for environmental organisations?

- Is it right that environmental organisations put pressure on people to change their ways?

- Are people ever justified in breaking the law for a cause they believe in?

- Does a beautiful world suggest a wonderful God?

- What are the responsibilities of the human race for the beautiful world? What are our responsibilities?

· Pupils retell the story of Adam & Eve explaining what the story teaches about God and his intentions for mankind. (AT1, level 2).

· Observe pupils responses (in discussion) to the aims of an environmental organisation eg. Greenpeace, RSPB and also to the teachings of a religion about care of the world. (AT2, level 2).

· Pupils write about the reasons why Christians hold a Harvest festival and what this entails. They compare this with a festival from another religion celebrating the natural world. Pupils should demonstrate an awareness of the importance to people of faith of giving thanks to God. (AT1, level 4).

· Pupils interview a partner (in role of an environmental campaigner) for a TV or radio programme on the subject of their mission. Sensitive questioning should draw out reasons for their beliefs and discover whether this is a result of a religious belief. (AT2, level 4).

Skills to be taught

Reflection

Expression

Empathy

Interpretation

Discernment

Analysis


Respect

Self understanding

Fairness

Enquiry

Unit 9

Theme: Symbols in Religion: worship at the Cathedral and / or the Mosque

Suggested time 8 – 15 hours - ½ - 1 term. Refer to Key Stage 1 Units 1, 3, 7 & 9 & QCA Units 3A, 5B, 6B & 6E)


Religions

Content

Key questions


Learning About


A1

Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain and their associated beliefs, experiences and practices.


B1:2


B2



· Gain an understanding of the importance of symbols and their use in everyday life, as an aid to evoke memories of events or stories.

· Identify some religious symbols and some symbolic actions in a religious context and explain that metaphors, symbols, actions and objects convey religious meaning.

· Show how religious beliefs can be expressed through art and architecture.

· Name some parts of a religious building and religious objects and say why they have value for members of religious communities.

Christianity

Islam

Key Concepts

Religious beliefs & lifestyle

The sacred

Celebration

Suggested Resources

· Collection of everyday signs and symbols.

· Symbols of dove, olive branch and rainbow.

· Objects which evoke memories and stories.

· Pictures of Christian/Islamic signs, symbols and patterns.

· Floor plans of churches, cathedrals and mosques.

· Photographs of churches, chapels, cathedrals and mosques.

· Visit to local Christian buildings and / or Lincoln Cathedral and / or visit to an Islamic mosque.

· Christian / Islamic photographs and artefacts found in religious buildings.

· Islamic prayer mat.

· Videos of worship in Christian church / Islamic mosque.

· Lincolnshire schools’ Lincoln Cathedral file.

- Look at signs around the school and local area. Discuss their meaning. Why are they important?

- Look at symbols used on food packages, sport and on clothes. Discuss their meanings.

- Explain the difference between a sign and a symbol. The pupils can create their own symbols to represent everyday objects.

- Look at the symbols of a dove, a rainbow and an olive branch. Explore the meanings and the uses of these symbols today. Find their origins in the story of Noah’s Ark (important in three major religions – Christianity, Judaism and Islam).

- Ask the children to think about objects they own which evoke special meanings to them.

- Discuss how these objects are now symbols representing a story or memory.

- Introduce the children to the following religious metaphors from the Bible – ‘God is my rock’ Psalm 18 v 2. ‘Jesus is the light of the world’ John 8:12. ‘The Lord Is My Shepherd’ Psalm 23. Discuss words that pupils connect with these three images (ie. rock, light, shepherd). Choose those which may explain why a religious believer might use such metaphors.

- Discuss the need to have a special place of their own.

- Children to investigate special places for others in their lives. Teacher to share with children their own special place. Where is their special place? Why is it special? What does ‘sacred’ mean?

- Collage, art entitled ‘My Special Place’.

- Discuss religious special places using pictures and videos. Bring in artefacts which may be found in a religious special place eg. Christian church – Bible, cross, candles – Islamic mosque – Qur’an and stand, symbols and patterns.

- Introduce the word ‘sacred’ and discuss areas in a Christian or Islamic place of worship which would be sacred to members of the faith.

- Examine and unpack the meanings of signs and symbols in places of worship. How are they to be respected?

- Show pictures of several Christian symbols eg. a cross, dove, fish, angels, candles, halo. Discuss their meaning.

- On a visit to their local parish church and/or the Cathedral look for symbols already discussed in class. (It would be desirable to make a visit to a local community church followed by a visit to a cathedral).

- Look for other symbols in the church/cathedral and discuss what they might mean paying particular attention to the following:

Font – its use in baptism symbolising the entry into the Christian faith.

Stained glass windows – how do they represent stories from the Old and New Testament and lives of saints? Consider use of light and colour. These were originally put into church windows to symbolise stories for those who could not read.

Altar – look at any symbols that may be displayed on the altar eg. cross, chalice.

Statues – discuss the stories that pupils know about the person/object the stories represent eg Virgin Mary (Birth of Jesus), Saint Peter (Keys to Heaven, denial of Jesus).

What are the functions and symbolism of the lectern, pulpit, choir stalls, Cathedra (Bishop’s seat), tombstones, gargoyles, carvings, spires, tower.

NB. If using Lincoln Cathedral pay particular attention to the screen and the symbols used within it and the nave (which can be likened to an upturned ship). Look at the shape and plan of the Cathedral, compare this with the shape of the cross.

- Make a list of the symbols seen in the church/cathedral. Are some symbols used more often than others? What meanings come from the symbols?

- Observe how many different ways the cross is represented in the building.

- Look at the different parts of the church/cathedral and learn about the worship activities that take place in each area. Consider which areas are best suited to stillness, quietness, reflection, prayer or praise as part of Christian worship.

- Pupils to learn about the key components of a Christian Communion (Eucharist) service and the fundamental beliefs behind this symbolic act. Pupils can find out where in the church/cathedral this takes place and what objects are used as part of the communion act.

- It would be useful if the pupils attended an act of worship at the church/cathedral after their study of it paying particular attention to the use of the different areas and symbols. Alternatively, they might meet a Christian visitor, and ask questions about what they have been learning.

Islamic Mosque

If possible, arrange a class visit to an Islamic Mosque.

- Look at pictures, images and videos of mosques, both inside and outside. Ask the children to be detectives looking at the pictures to identify features of the building which give clues about how it might be used eg. shape, common features. Are there any signs or symbols? Are there any clues about how the building has anything in common with other buildings they have seen?

- Introduce the children to the fact that a mosque is a sacred place for Muslims, where they can meet together to pray to God and study the Qur’an.

- The main features of the mosque include: a washing area to enable Muslims to wash themselves carefully as a way of preparing for prayer and showing respect for God.

A tower or minaret – this is to call Muslims to the mosque for prayer.

A main room, the prayer hall – for prayer – usually with a screened-off area for women (men and women do not pray together). A Mihrab, or niche, to show the direction of Makkah.

- Inform the children that Muslims do not use images or pictures of living things because the Qur’an (sacred writings) forbids this. Muslims use beautiful patterns instead, sometimes based on geometric shapes, sometimes on plant shapes and sometimes using the shapes of Arabic writing as symbols instead of images and pictures.

- Discuss the meaning of prayer. Children should be aware that Muslims must pray 5 times a day (Salah – one of the 5 pillars of Islam). Muslims always pray facing the holy city, Makkah. In the mosque look for the symbol in the main prayer room which shows the direction of Makkah to show Muslims the direction to face for prayer.

- Discuss some reasons for taking off shoes in a special or sacred place.

- Discuss reason why Muslims use prayer mats to pray on and how some prayer mats will have a compass attached to enable Muslims to find the direction for Makkah. Look at the patterns and symbols used on a prayer mat.

- Discuss the symbolism used by Muslims of the moon and star (Islam guides and lights the way through life, symbolised by the moon and star).

Learning from the symbols of worship.

- Make opportunities for children to reflect on what is sacred to them in the light of their learning from Christians and Muslims.

- What makes a place sacred?

- What value do we give to stillness, quiet, reflection and thoughtfulness?

- How do pupils show respect or love for who or what is most important to them?

- Why are symbols important?

- How is a sign different from a symbol?

- What are the three symbols used to depict the story of Noah’s Ark? What do they mean?

- Why did John refer to Jesus as the light of the world?

- Why did the first Christians wear the sign of the fish?

- Name three symbols (seen in the church/cathedral/ mosque)

- What do they mean?

- What does the word ‘sacred’ mean?

- Why is it important to have a quiet place – in church, at home, at school, in a mosque?

- Why do Muslims always face in the same direction for prayer?

- What value do we give to stillness, quiet, reflection and thoughtfulness?

- How do pupils show respect or love for who or what is most important to them?

· Pupils can identify some religious symbols and metaphors and begin to suggest their meanings. (AT1, level 2).

· Pupils write about why Christians take part in the Eucharist service and what the symbols in the act represent explaining the actions involved and empathise with how taking the Eucharist can make a difference to a Christian’s life.

· Pupils go on to identify a major component in an act of worship undertaken by members of another religious faith. (AT1, level 4).

· Observe pupils responses to being in a sacred place (church/cathedral/ mosque) and their understanding of the importance of symbolic artefacts to followers of that particular faith. (AT2, level 2).

· Pupils can talk about what symbols, objects, places are sacred to Christians/Muslims and relate these to their own experiences of the importance of symbols, objects and places which are special to them. Pupils understand the value of respect for diversity. (AT2, level 4).

Skills to be taught:

Investigation

Reflection

Expression

Empathy

Interpretation

Synthesis


Respect

Self understanding

Unit 10

Theme: Christmas & Divali: What can we learn from the celebrations?

Suggested time 8 – 15 hours - ½ - 1 term. Refer to Key Stage 1 Units 1,2, 6 & 7

NB This unit offers an example of approaches to RE for mixed age classes.


Religions

Content

Key questions


Learning About


A1

Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain and their associated beliefs, experiences and practices.

A2



B1:2


B1:3


B2



· Explain the stories behind the Hindu celebration of Divali and the Christian celebration of Christmas, and the significance and meaning of some of the events in the stories.

· Know and understand the significance of these two festivals for believers, what the beliefs are behind the stories and the customs of celebration.

· Consider what they have learnt for themselves from the Hindu and Christian stories, reflecting on themes such as good and evil, light and darkness.

· Consider what the most important events are in their own lives, and what they mean to pupils themselves.

Christianity

Hinduism

Key Concepts

Celebration

Suggested Resources

· Books to show pupils, illustrating special times of others, eg. rites of passage, festivals etc.

lincolnshire agreed syllabus for...

Documents