Grenoside Community Primary School

Grenoside Community Primary School Grenoside Community Primary School

Communication • Co-operation • Self-esteem • Creativity • Independence • Reflection

Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School Life at Grenoside Community Primary School

RE at Grenoside Community Primary School

Grenoside Community Primary School

RE Curriculum

 

Foundation

Objectives are taken from the Early Learning Goals.

Term 1

Term 2

Term 3

Focus Religion: Christianity Hinduism

Focus Religion:

Christianity

Focus Religion:

Christianity

Harvest

Hannukah

Diwali

Christmas

 

 

Chinese New Year

Shrove Tuesday and Lent

Easter

Visit to a church

 

 Key Stage 1

The following objectives are to be applied throughout Key stage 1 wherever opportunities arise:

Pupils express creatively (eg in art and drama) their own ideas about the questions: Who am I? Where do I belong? How are we all connected? (B2)

 

Pupils notice and talk about the fact that people come from different religions. How can we tell?  How can we live together when we are all so different? (C2)

 

Pupils ask who, when, where, how, what if and why questions about religious stories ( A2)

 

Pupils think about and respond to “big questions” in a classroom enquiry ( C1)

 

Pupils ask and find out how to answer a range of “how” and “why” questions about how people practice their religion, including how they follow their leaders by remembering, retelling stories, celebrating, praying or making music. Pupils might use exciting photographs or works of art to stimulate their questions (C2)

 

Linking to PHSE, pupils make lists of the different groups to which they belong and consider the ways these contribute to human happiness (B1)

 

Pupils express creatively (in art, poetry or calligraphy) their own ideas and responses to questions such as: Who is a Muslim? What is a religion? Who am I? Where do I belong? How can we all get along well? (B2)

 

Linking to English, pupils use key words (eg holy, sacred, scripture, festival, symbol, humanist) to present ideas or write about a religion (B3)

 

Pupils work in groups to use art, music and poetry to respond to ideas about God from different religions and world views, expressing ideas of their own and commenting on some ideas of others (C1)

 

Pupils look at how different people have expressed their ideas about God and think and talk about their own ideas about God, linking to work with enquiry methods from Philosophy4children (C3)

 

Year 1

Term 1

Focus Religions: Christianity Islam

Unit title: Celebrations and Festivals. Who celebrates what and why? Myself: How do we show we care for others? Why does it matter?

Pupils explore stories and celebrations of Eid, Harvest and Christmas. They find out what the stories told at each festival mean through hearing and working with the story, enacting celebration and learning through artefacts. They engage with the social and emotional aspects of celebration (A1)

 Pupils select examples of religious artefacts that interest them and raise questions about them and finding out what they mean and how they are used in festivals and in community life (A3)

 Pupils notice and talk about the fact that people come from different religions. They discuss how we can tell and how we can live together when we are all so different (C2)

 Pupils find out about what different religions and world views do to celebrate the fruitfulness of the earth They respond sensitively to questions about being generous and thankful (B1)

 

·         Harvest – Introduce Harvest as a Christian festival. Why do we celebrate Harvest? How do we celebrate Harvest? Discuss generosity and being thankful. Recognise that people from different religions also celebrate the fruitfulness of the earth. Read and write Harvest prayers and sing Harvest songs. Art work about food and Harvest. Discuss and find out where our food comes from and who is involved in producing it.

·         Eid – Introduce Islam as an important World religion. Talk about special times and celebration in our lives. Find out how and why Muslims celebrate Eid. Make Eid hats and sweets. Compare similarities and differences between ways that people celebrate special times.

·         Christmas – Listen to and write about Nativity story. Discuss: what was hoped for when Jesus was born, what was special about Jesus, what kind of life Jesus had and what Jesus is remembered for. Make links between Christmas and birthdays. Explore ways we celebrate Christmas. Discover the symbolism of the Christingle. Focus on the giving of gifts. Inform them that Christians believe that Jesus was a gift to the world from God. Think about your best present/ what presents can you give other people including presents that do not cost money. Make gifts for others.

Pupils hear moral stories from Christians, Muslims and humanists. How do these stories tell us to behave?  Think and talk about whether they are saying the same things about how we should behave (A3)

Discuss, ask questions and write about what happens when people are kind, thankful, fair or generous and what happens when people are unkind, ungrateful, unfair or mean (C3)

Pupils discuss stories of co-operation from a variety of traditions and sources. They could make a “Recipe for living happily together” or a “class charter for more kindness and less fighting.” (C2)

Linking to PHSE and English pupils could play some collaborative games and talk about how these games put the teaching of the “Golden Rule” into action (C2)

·         Suggested stories: Lion and the Mouse

·         Find out about the Golden rule and link to school and classroom rules.

·         Write poem “Recipe for living happily together”

·         Play games. Discuss the rules and how they help us treat others fairly.

 

 

 

Year 1 Term 2

Focus religions: Christianity

Unit titles: Stories of Jesus. What can we learn from the stories of Jesus praying and helping people? Celebrations and Festivals. Who celebrates what and why?

 

Pupils listen to and retell through drama, writing and art a selection of different stories about Jesus and consider what they mean. They compare the stories and consider what Christians can learn from these stories today (A3)

Pupils recognise the values which different characters in the story show and recognise Christianity as the religion from which the stories come (A2)

They make links between these stories and their own lives. Pupils ask who, when, where, how, what if and why about the stories (A2)

·         Suggested stories: Zaccheus, Feeding of the five Thousand, Jesus calms the storm, Parable of the lost sheep

·         Introduce terms: miracle and parable

·         Introduce bible as sacred book for Christians.  The Old Testament has stories in it from before Jesus was born. The New Testament has stories in it about Jesus’ life and teachings.

 

Pupils explore stories and celebrations of Easter. They find out what the stories told at the festival mean through hearing and working with the story, enacting celebration and learning through artefacts. They engage with the social and emotional aspects of celebration (A1)

·         Easter: Listen to and retell Easter story through drama, writing and art.  Discuss traditional ways we celebrate Easter. Make Easter cards, decorate eggs and make Easter nests. Link Easter to the symbolism of new life and understand why.

 

 

Year 1 Term 3

Focus religion: Judaism  Islam

Unit title: Leaders: What makes some people inspiring to others? Celebrations and Festivals: Who celebrates what and why? Symbols: In what ways are mosques important to believers? What does it mean to belong: beginning to learn what it is like to be a Muslim in Sheffield today.

Pupils hear and retell moral stories of key leaders. They discuss what a leader is and what qualities they need to be effective. They talk about how leaders make a difference to our lives. They consider questions about being good, kind, generous and forgiving (A3)

·         Listen to stories about the life of Moses from being a baby to leading the Israelites out of Egypt. Use drama, art and writing to retell stories. Discuss why was Moses considered a great leader? Know that the story of Moses is in the Old Testament and is important to Jews and Christians.

·         Know that Jews celebrate Shavuot in the Spring and remember the time that Moses was given the Torah on Mount Sinai. Listen to the story and find out about some of the Ten Commandments. Make links to classroom and school rules. Write rules on “stone tablets”

·         Listen to stories of a key leader from recent times

·         List people who are leaders and discuss what leaders do. What kind of people make good leaders?

Pupils learn from visiting sacred places. They find out what is inside a mosque and the meanings of Islamic symbols, suggesting meanings for these symbols (A1)

 Pupils use photos and religious items to sort and order. They say which are connected to a particular religion and which are connected to more than one religion (B3)

 Pupils recount a visit to a local Mosque. They find out about the meaning of symbols and artefacts there. They learn about what happens in a mosque, especially about Muslim daily prayer (A1)

 Pupils discuss reasons why some people go to mosques, synagogues or churches often but some people never go to holy buildings and some people pray every day and some people not at all (B1)

Pupils learn about praying in many different ways. Pupils choose between different examples of simple prayers: which do they think are wise? They talk about what makes the prayers wise and find out about how and why people pray in different religions. They think and write creatively and thoughtfully about prayer ( A2)

·         Look at photos and take virtual tour of a mosque. Learn what Muslims do at the mosque and why.

·         Look at Qur’an and learn how to look after it respectfully. Know that the Qur’an is the sacred book of Islam. Know that the Qur’an was given to Muhammed by God

·         Investigate Islamic artefacts eg prayer mat, subha beads, compass and Qur’an stand.

·          Possible visit from Mr Delibal about daily life as a Muslim and how Muslims pray.

·         Find out about Islamic symbols

·         Discuss fact that Christians, Muslims and Jews pray. Discuss when and why people pray.

·         Read different prayers and write a prayer.

 

Year 2

Year 2 Term 1

Focus religion: Christianity Islam Judaism

Unit title: Celebrations and Festivals. Who celebrates what and why?

Pupils explore stories and celebrations of Zakat, Hannukah, Harvest and Christmas. They find out what the stories told at each festival mean through hearing and working with the story, enacting celebration and learning through artefacts. They engage with the social and emotional aspects of celebration (A1)

 Pupils select examples of religious artefacts that interest them and raise questions about them and finding out what they mean and how they are used in festivals and in community life (A3)

Pupils notice and talk about the fact that people come from different religions. They discuss how we can tell and how we can live together when we are all so different (C2)

Pupils find out about what different religions and world views do to celebrate the fruitfulness of the earth They respond sensitively to questions about being generous and thankful (B1)

·         Harvest – Why do we celebrate Harvest? How do we celebrate Harvest? Discuss generosity and being thankful. Read and write Harvest prayers and sing Harvest songs. Art work about food and Harvest. Find out how Harvest is celebrated around the world.

·         Know that Muslims give a compulsory amount of their income to Zakat to help the poor. Understand why Muslims give their money.

Pupils find out about the symbols of two different communities (Judaism and Christianity) looking for similarities between the ways they use common symbols such as light (A3)

·         Hannukah – discover story behind Hannukah, find out how Hannukah is celebrated, light Menorah, make latkes and play Dreidel game. Use art, drama and writing to retell story.

·         Christmasintroduce children to the concept of Jesus as the Light of the World. Explore the symbolism connected to light ie goodness and hope. Listen to and write about Nativity story. Explore the ways we celebrate Christmas. Read stories to develop understanding of the meaning of Christmas for Christians.

Stories from the Old Testament – Read and explore a selection of old testament stories using art and drama to express ideas about the stories.

·         Abraham and Sarah, Jacob, Joseph

 

 

Year 2 Term 2

Focus religions: Christianity and Judaism

Unit titles: Stories of Jesus. What can we learn from the stories of Jesus praying and helping people? Celebrations and Festivals. Who celebrates what and why?

 

Pupils listen to and retell through drama, writing and art a selection different stories about Jesus and consider what they mean. They compare the stories and consider what Christians can learn from these stories today (A2)

 Pupils recognise the values which different characters in the story show. They make links between these stories and their own lives (A2)

 Pupils ask who, when, where, how, what if and why about the stories (A2)

·         Suggested stories: Healing of a blind beggar, Good Samaritan, Hidden treasure and pearl of great worth, The rich fool, The great feast.

·         Introduce importance of bible for Christians. Develop awareness of what it means for something to be sacred rather than special. Explore bible and its contents.

·         Consolidate understanding of difference between parables and miracles.

 

Pupils explore stories and celebrations of Easter and Passover. They find out what the stories told at the festivals mean through hearing and working with the story, enacting celebration and learning through artefacts. They engage with the social and emotional aspects of celebration (A1)

·         Easter: Listen to and retell Easter story. Ensure understanding of term “resurrection” and what Christians believe happened to Jesus at Easter time. Discuss traditional ways we celebrate Easter. Find out how Easter may be celebrated in other parts of the world.

·         Remind children of story of Moses leading the Israelites out of Egypt and why Passover is celebrated. Investigate how Jews celebrate Passover today. Discover traditions of Passover including the Seder meal. Hunt for Hametz.

 

Year 2 Term 3

Religion focus: Christianity Islam

Unit titles: Symbols: In what ways are churches important to believers? Believing: How and why do people pray? Leaders: What makes some people inspiring to others?

Pupils learn from visiting sacred places. Pupils recount a visit to a church using digital photographs. They find out about the meaning of symbols for God in the church and suggest meaning  (A1)

Pupils use photos and religious items to sort and order. They say which are connected to a particular religion and which are connected to more than one religion (B3)

Pupils discuss reasons why some people go to mosques, synagogues or churches often but some people never go to holy buildings and some people pray every day and some people not at all (B1)

Pupils look at how different people including Muslims and Christians have expressed their ideas about God and think and talk about their own ideas about God, raising questions and considering different replies. They express ideas using images ( C3)

Pupils learn about praying in many different ways. Pupils choose between different examples of simple prayers: which do they think are wise? They talk about what makes the prayers wise and find out about how and why people pray in different religions. They think and write creatively and thoughtfully about prayer ( A2)

·         Visit to church – meet vicar if possible, find out about features of church (draw and take pictures), write recount of visit, draw map of church with features inside, discuss symbols used in church and their meanings.

·         Find out about and read The Lord’s prayer. Learn about the term “Amen” Read a selection of prayers. Write own prayers. Think about reasons why people might pray. Discuss what Christians believe about prayer.

Pupils hear and retell moral stories of key leaders. They discuss what a leader is and what qualities they need to be effective. They talk about how leaders make a difference to our lives. They consider questions about being good, kind, generous and forgiving (A3)

 Pupils encounter many examples of “wise sayings”. They choose their favourite wise saying from different key leaders and talk about what makes these sayings wise, and what difference it would make if people followed them (A2)

·         Listen to and retell stories of Muhammed through art, drama and writing.

·         Listen to stories of a key leader from recent times

·         Read a selection of “wise sayings” and discuss which would be the most useful if we had to choose just one to follow.

·         Point out that some wise sayings are from holy books such as the Bible, Qu’ran and others are not from a religious source. Talk about the meaning of the term “humanist”

 

 

 

 

 

Year 3 and 4

The following objectives are to be applied throughout Year 3 and 4 wherever opportunities arise:

Make connections between different features of the religions and world views they study, discovering more about celebrations, worship and the rituals which mark important points in life in order to reflect thoughtfully on their ideas (A1)

 

Develop understanding of links between beliefs eg resurrection and heaven in Christianity and enlightenment and Nirvana in Buddhism (C1)

 

Find out more about different forms of worship, prayer and meditation in different communities and write creatively and thoughtfully some songs, prayers or meditations suited to particular occasions and communities ( B3)

 

Linking with the expressive arts curriculum, pupils create works of art or music which express their understanding of what it means to belong to a religion or world view, reflecting on their work on pilgrimage, symbol and religious expression (C1)

 

 

 

 

Year  3/4 Term 1 (Cycle 1)

Focus Religions: Christianity Hindu

Unit titles: Beliefs and questions: How do religious beliefs about God, the world and others have an impact on lives? The journey of life and death: Why do some people think life is like a journey? Where do we go? What do people think about life and death?

Find out about and describe some ways in which different religions see life as a journey, for example by considering scriptures as “guide books for living” ( A1)

·         Introduce Hinduism as a world religion and where the religion originated. Learn about the basic beliefs of a Hindu: concept of Brahman, a religion based on respect, Hindu symbol for Brahman, 3 main Gods of Hinduism.

·         Discuss life as a journey. Draw individual life journeys.

·         Discuss scripture eg bible and Vedas as a guide book. Hear story of Ramayana

·         Discover about stages of life that Hindus believe that they must pass through to reach Brahman.

·         Diwali – discover how and why Diwali is celebrated

Describe and understand links between Bible stories of creation and Christian beliefs about God as the creator ( A2)

Express and communicate their understanding of the challenges of commitment for a Christian person and a Christian community. They consider: what difference does believing in Jesus make to Christians? (B2)

Discuss a range of ideas about some “big questions” eg What do Christians believe about God? What different views do we know about the beginnings of life on Earth? Did God make us or are we an accident? Are there other explanations for humanity? They develop different ideas about different ways science and religion handle questions of origin, where we come from ( C1)

Learn about Christian celebrations and commitments by describing some spiritual ways of celebrating Christmas They reflect thoughtfully on the reasons why some people value such celebrations highly and others not at all (A1)

·         Explore Biblical version of creation and Hindu story of creation. Find out about Charles Darwin and his theory of evolution. Discover how scientists believe the world was started with a big bang. Discuss own ideas and theories

·         Discover the meaning of advent and the symbolism of the advent wreath. Read poems about the real meaning of Christmas – write own poems or design cards. Consider ways that Christians celebrate and recognise the spiritual side of Christmas.

 

 

 Year 3/4  Term 2 (Cycle 1)

Focus Religions: Judaism Islam Christianity

Unit titles: Religion, family and community: Prayer. How do religious families and communities live out their faith? Beliefs and questions: How do religious beliefs about God, the world and others have an impact on lives?

Pursue an enquiry into Jewish and Islamic prayer, finding out about and exploring beliefs about worship, prayer, God and human life for Jewish and Muslim people ( A3)

Find out about the meanings of symbols, words and actions used in prayer and worship such as bowing down, using ritual and symbol, praying alone and in groups (A3)

Find out about similarities and differences in Jewish and Muslim prayer and understand how the practice of prayer for Jewish and Muslim people can bring the community together (B2)

Investigate the meaning of prayer in these communities considering questions about who prays and why some people believe God answers their prayers. They consider the values expressed in prayers for themselves connecting ideas from different religions (B2)

·         Where do Muslims pray? Look inside a mosque briefly.

·         How and when do Muslims pray?

·         Design a prayer mat.

·         Find out the importance of the Synagogue in Jewish prayer rituals

·         How and where do Jewish people pray?

·         Investigate special clothes worn for prayer.

·         Make comparisons between Islamic and Jewish prayer

Learn about Christian celebrations and commitments by describing some spiritual ways of celebrating Easter. They reflect thoughtfully on the reasons why some people value such celebrations highly and others not at all (A1)

Use their thinking about stories of Jesus to explore how Christians today celebrate key events from their history ( B3)

·         Discuss ways that Christians celebrate Easter

·         Investigate Christian beliefs that Jesus is the Son of God/ God on earth as a human being

·         Hear stories about Jesus’ baptism, being tempted in the desert, Jesus claiming to be the messiah, the death and resurrection of Jesus.

 

 

Year 3/4 Term 3 (Cycle 1)

Focus Religions: Christianity Islam Hinduism

Unit titles: The journey of life and death: Why do some people think life is like a journey? Where do we go? What do people think about life and death?

Learn about Christian celebrations and commitments by describing some spiritual ways of celebrating Pentecost. They reflect thoughtfully on the reasons why some people value such celebrations highly and others not at all (A1)

Compare how Christians, Muslims and Hindus celebrate a new baby’s birth. Becoming an adult, a marriage and the life of someone who has died and reflect on ideas of their own ideas and responses in discussion or in writing (B1)

Develop their understanding of beliefs about life after death in two or three religions through seeking answers to their questions and articulating reasons for their own ideas and responses in discussion, creative work and debate ( B1)

·         Pentecost – how and why is Pentecost celebrated?

·         Find out about Christenings (link to baptism of Jesus),  Christian marriage and funerals

·         Know that Christians believe in a life after death and know how Muslim and Hindu beliefs about death are similar and different

·         Find out about Hindu and Muslim naming ceremonies, marriage ceremonies and funerals

 

 

Year 3 and 4

Year  3/4 Term 1 (Cycle 2)

Focus Religions: Christian Islam

Unit Titles: Inspirational people from long ago. What can we learn from inspiring leaders who started religions?

Beliefs and questions: How do religious beliefs about God, the world and others have an impact on lives?

 

Respond thoughtfully to Muslim teaching about prophet Muhammed and the revelation of the Qu’ran, learning from selected stories of his life (hadith) and making connections between Muslim teaching and Muslim practice (A2)

·         Story of revelation of the Qu’ran to Muhammed and other stories about his life and teachings

·         Learn about the Five Pillars of Islam

·         Find out how and why Ramadan and Eid are celebrated

 

Respond thoughtfully to Christian beliefs about Jesus as God come to earth learning from stories of his life and connecting these stories about Jesus to Christian beliefs ( A2)

Consider how the meanings of a parable of Jesus are expressed in poetry, video, stained glass and drama, weighing up the effectiveness of the different media ( A3)

Learn about Christian celebrations and commitments by describing some spiritual ways of celebrating Harvest and Christmas. They reflect thoughtfully on the reasons why some people value such celebrations highly and others not at all (A1)

Discuss and present thoughtfully their own and others’ views about the ways in which leaders in religions inspire their followers, connecting to human rights (C1)

·         Introduce Jesus as a leader who started Christianity. Explain that Jesus was a Jew and that Christianity started after his death and resurrection and how.

·         Hear a story of a follower of Jesus who converted to Christianity

and preached his teachings.

·         Hear and respond to several parables: The prodigal son, The unforgiving servant, The two sons, The parable of the Sower through different media

·         Make links between Harvest and The parable of the sower.

·         Hear the Christmas story and discuss beliefs of Christians that Jesus is the son of God/ God in human form

·         Discuss and discover the symbolism of the gifts brought at Christmas

·         Find out how Christmas is celebrated around the world.

 

 

 

 

Year 3/4 Term 2 (Cycle 2)

Focus Religion: Christianity Judaism Hinduism Islam

Unit titles: Inspirational people in today’s world. What can we learn from great leaders and inspiring examples in today’s world?

Experience well told story story-telling and develop their own skills as story tellers in relation to “great lives” in religious story (A2)

Describe the lives of some inspirational spiritual leaders from the modern world (A2)

Understand how key leaders can be sources of wisdom for religious believers  (A2)

Explore the lives of key religious leaders from contemporary life, describing challenges they have faced and commitments by which they lived ( B2)

Apply ideas of their own by giving reasons for their views about how leaders can provide wisdom and inspiration ( C1)

·         Hear and retell stories of a  of spiritual and political leaders who have inspired people in recent years: Ghandi, Pandurang Shastri Athavale, Nelson Mandela, Mother Theresa, Martin Luther King, local leaders, Princess Diana

·         Malala Yousafzai – what is the Nobel peace prize?

·         Find out how and why Holi is celebrated

Learn about Christian celebrations and commitments by describing some spiritual ways of celebrating Easter. They reflect thoughtfully on the reasons why some people value such celebrations highly and others not at all (A1)

Respond thoughtfully to Christian beliefs about Jesus as God come to earth learning from stories of his life and connecting these stories about Jesus to Christian beliefs ( A2)

Discuss and present thoughtfully their own and others’ views about the ways in which leaders in religions inspire their followers, connecting to human rights (C1)

·         Hear stories about Jesus as a human being and how he loved everyone. Link to Christian beliefs that God is love. Love is a very

important idea for Christians because Jesus' last commandment

before He died was that His followers should love one another.

·         Jesus showed love by healing and  washing his disciples feet

·         Hear stories about how Jesus taught people to love their enemies

·         Find out Christian belief about how God shows his love for humans

·         Explore how we can show love for our world and everyone in it.

 

 

Year 3/4 Term 3 (Cycle 2)

Focus religions: Islam Christianity

Unit titles: Symbols and religious expression

Find out some interesting examples of religious pilgrimages, gathering knowledge and developing understanding ( A1)

Consider why people go on pilgrimages. They use a range of exciting stimuli to find out about pilgrimages and make connections between Hajj for Muslims and pilgrimage to Lourdes, Iona or the “Holy Land” for Christians. They describe planning a pilgrimage in detail to show they can connect spiritual ideas with religious practice ( A1)

Pupils find out more about different forms of worship, prayer and meditation in different communities and write creatively and thoughtfully some songs, prayers or meditations suited to particular occasions and communities (B3)

 

Linking with the expressive arts curriculum, pupils create works of art or music which express their understanding of what it means to belong to a religion or world view, reflecting on their work on pilgrimage, symbol and religious expression eg pupils might plan a pilgrimage / spiritual journey for younger children around the school grounds ( C1)

 

·         Discover details of pilgrimages to Lourdes and hear story of Bernadette. Where is Lourdes?

·         Where are Iona, Lourdes and the Holy Land? Discover why people may make pilgrimages there.

·         Why do Muslims perform The Hajj? What happens there?

·         Use an atlas to plan the journey to Mecca.

 

 

Explore the Christian concepts of interdependence and responsibility 

( Resources Sheffield 1996 Syllabus Y5)

·         Explore what is meant by “All of one body” in Corinthians 12 v 14-27

·         Draw “body people”

·         Create art based on Christians as living stones

     

 


 

Year 5 and 6

The following objectives are to be applied throughout Year 5 and 6 whenever opportunities arise:

Describe the impact of examples of religious teaching ( A3)

Express their own ideas about religious issues and questions, giving reasons for their thoughts (A3)

Discuss and debate reasons why different people have different ideas about whether God is real and what God is like, recognising the right to freedom of religion and belief for all people (C1)

 

 

 

 

Year 5/6 Term 1 (Cycle 1)

Focus Religions: Judaism Christianity

Unit Titles: Religion and the individual: What is expected of a person following a religion or a belief? Beliefs and questions: How do people’s beliefs about God, the world and others have an impact on their lives?

Describe the impact of examples of religious teaching ( A3)

·         Revise key known facts about Judaism and key beliefs.

·         Know the importance of the mezuzah to Jewish people and make a model of one.

·         Know the importance of the Shema.

·         Understand the meaning of Kosher food and design own kosher

meals.

·         Linking to topic, find out about Anne Frank and how she was an inspiration to others.

·         Find out how and why Yom Kippur and Sukkot are celebrated

 

Learn about devotion and commitment in Christianity. Consider why Christians celebrate Jesus’ birth; what is the meaning of Christmas? Compare the texts in Christian gospels that tell the story of shepherds and wise men at Jesus’ birth, exploring how they are remembered and celebrated in a range of Christmas festivities (A2)

 

Use detailed understanding of religious practice such as trying to follow the teaching of  Jesus about forgiveness and loving your enemies to describe the significance of being part of the Christian religion (B1)

 

Discuss and apply their own ideas about ethical questions and human rights issues: what is fair and unfair? Why do people fight and cause pain? How do we know what is good? Can people learn to be more generous? They learn from examples of Christian practice and consider the challenges of trying to lead a good life (C3)

 

·         Talk about and understand some of Jesus’ teachings

·         Be aware of Jesus’ teachings about forgiveness and write a modern parable

·         Consider how teachings about forgiveness can be put into practice

·         Compare the two gospels accounts of the Christmas events.

·         Know why presents are given at Christmas and consider giving presents that do not cost money

 

 

Year 5/6 Term 2 (Cycle 1)

Focus religions: Buddhism Christianity

Unit titles: Religion and the individual: What is expected of a person following a religion or a belief? Beliefs and questions: How do people’s beliefs about God, the world and others have an impact on their lives?

Explore and respond thoughtfully to the spiritual paths of Buddhists using a range of sources of wisdom (A2)

Describe the impact of religious teaching eg the Buddhist practice of harmlessness ( A3)

·         Find out who Buddha was and about the origins of Buddhism

·         Find out about meditation and design a mandala

·         Discover the symbolism of the lotus flower and make an origami lotus flower

·         Know how a prayer wheel is used and make a model

·         Learn about Buddhist beliefs relating to harmlessness and compassion

Express their own ideas about religious issues and questions, giving reasons for their thoughts (A3)

Discuss and debate reasons why different people have different ideas about whether God is real and what God is like, recognising the right to freedom of religion and belief for all people (C1)

Use their detailed understanding of religious practice such as remembering Jesus with bread and wine in Christian worship (B1)

·         Make links between Holy Supper and Easter story of The Last Supper

·         Discover symbolism of Holy Supper

 

 

 Year 5/6 Term 3 (Cycle 1)

Focus religion: Christianity Judaism Hinduism Buddhism Islam

Unit titles: Worship and sacred places. Where, how and why do people worship?

Pursue an enquiry into local places of worship and beliefs about worship. The pupils relate the meanings of symbols and actions used in worship to events and teachings from the religions they study (A3)

Consider what happens in holy buildings? Linking to History and design technology pupils consider how the architecture, furniture and uses of churches, mosques, synagogues , mandirs, viharas/Buddhist centres or gurdwaras expresses the community’s way of life, values and beliefs (B1)

Discuss and present thoughtfully their own and other’s views on challenging questions about different kinds of religious belonging in Sheffield and Yorkshire today, presenting what they have found out about worship clearly and thoughtfully in variety of ways including design, modelling, photo album descriptions and recounts, Q &A, poetry or art (C1)

·         Discuss special places

·         Find out how Christians and people of other religions typically worship

·         Visit and compare churches in Grenoside

·         Visit and compare Cathedral in Sheffield

·         Visit Sheffield Buddhist centre/ Hindu Samaj

·         Virtual tours of synagogue or mosque ( see Y1)

·         Discover what places of worship are available in Sheffield

·         Make models of inside/outside of religious buildings

·         Label diagrams or photographs of the inside of religious buildings

 

 

 

                                      Year 5/6 Term 1 (Cycle 2)

Focus religions: Judaism Buddhism Islam Christianity Hinduism

Unit titles: Teachings, wisdom and authority. What do sacred texts and other sources say about God, the world and human life? What can we learn by reflecting on words of wisdom from religions and world views.

Respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different religions ( A2)

Pupils consider why some texts from the Torah ( eg The Shema), the Bible ( eg 1 Corinthians 13) and the Qu’ran 9 eg The 1st Surah, the opening) are seen as sources of wisdom in different communities. They respond thoughtfully to the ideas found in the texts with ideas of their own (A2)

Linking to Citizenship Education pupils consider, for example, the Ten Commandments ( Jewish and Christian) and the five Precepts ( Buddhist) expressing thoughtful ideas about what is right and wrong in the light of their learning (C3)

·         Consider personal actions that might be considered right or wrong

·         Debate examples when an action could be considered right or wrong by different people

·         Read the story of Adam and Eve and discuss who was in the right or wrong.

·         Investigate the Ten commandments

·         Role play times when we are tempted to make the wrong choice.

·         Identify differences between sins and crimes

·         Use power point to understand Five Precepts and consider how they relate to our lives

·         Design own Five Precepts

·         Debate whether following the Five Precepts (Buddhism) would end all of the problems in the world.

·         Consider wise sayings from all faiths and humanism

·         Use metaphors to describe the bible

·         Read wise sayings from The Torah and order into most and least helpful advice

·         Read passages from the Qu’ran

·         Find out about stories and wise sayings from Hindu Holy Books

·         Learn the story of the Bhagavas Gita which guides many Hindus in life

·         Think about the Christmas story from the focus of Jesus being the light pf the world.

·         Read and understand ancient prophecies about Jesus

·         Understand the symbolism of the Christingle.

 

Year 5/6 Term 2 (Cycle 2)

Focus Religion: Judaism Buddhism Islam Christianity Hinduism

Unit titles: Religion, family and community. What contributions do religions make to local life in Sheffield? How can we make Sheffield a city of tolerance and respect?

Investigate aspects of community life such as weekly worship, charitable giving or beliefs about caring for others, showing their understanding and expressing ideas of their own ( A2)

Linking to the expressive arts, pupils develop their own imagination and creative ways of expressing some of their own commitments such as working hard at sport or music, caring for animals, loving the family or serving God ( B2)

List and describe similarities and differences between the ways different communities show they belong ( C1)

Linking to Maths and Geography, pupils use local and national census statistics to develop accurate understanding of the religious plurality of their location and Britain today ( C2)

Discuss and apply ideas from different codes for living to compile a charted of their own moral values applying their ideas to issues of respect for all ( C2)

·         Discover the meaning of church, community and belonging

·         Know that a list of shared beliefs is called a creed – read Apostle’s creed and discuss

·         Give examples of missions and mission statements

·         Find out how Christians worship around the world

·         Discover how many people of different faiths live in Sheffield

·         How do groups eg guides/ football clubs show they are a community and belong. Compare to how religious people show they belong – eg wearing special clothes

·         How and why is Passover (Pesach) celebrated?

 

Year 5/6 Term 3 (Cycle 2)

Focus Religions: Judaism Christianity Islam

Unit titles: Beliefs in action in the world. How do religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment?

Hinduism:

·         Namaste

·         Om

·         Trimurti

·         Ganesha

·         Avatars

·         Krishna

Discover and explore what Jewish people, Humanists and Christians teach about how we can all live together for the wellbeing of each other ( C1)

Apply their ideas about justice and fairness to the work of three development charities such as Christian Aid, Islamic Relief and Oxfam ( C3)

Write persuasively about the reasons why members of different religions and beliefs try to help people who are vulnerable ( eg victims of natural disasters, people who live with disabilities or people affected by war) (C3)

·         What are charities for? How do they raise money? Who or what benefits?

·         Revise Zakat as a Pillar of Islam

·         Compare what different religions say about helping others

 

A Summary of progression in Christianity, Islam, Hinduism, Judaism and Buddhism

Progression - Christianity

          Christianity Year 1

  • Harvest – Introduce Harvest as a Christian festival. Why do we celebrate Harvest? How do we celebrate Harvest? Discuss generosity and being thankful. Recognise that people from different religions also celebrate the fruitfulness of the earth.
  • Christmas – Listen to and write about Nativity story. Discuss: what was hoped for when Jesus was born, what was special about Jesus, what kind of life Jesus had and what Jesus is remembered for. Make links between Christmas and birthdays. Explore ways we celebrate Christmas. Discover the symbolism of the Christingle.
  • Hear Moral stories with a Christian message giving us advice about how to behave.
  • Learn Jesus’ Golden Rule and consider how we can put it into action
  • Explore a variety of parables and miracles
  • Introduce bible as sacred book for Christians.
  • Easter: Listen to and retell Easter story through drama, writing and art. Discuss traditional ways we celebrate Easter. Link Easter to the symbolism of new life and understand why.

 

Christianity Year 2

  • Harvest – Why do we celebrate Harvest? How do we celebrate Harvest? Discuss generosity and being thankful. Find out how Harvest is celebrated around the world.
  • Christmas – introduce children to the concept of Jesus as the Light of the World. Explore the symbolism connected to light ie goodness and hope. Listen to and write about Nativity story. Read stories to develop understanding of the meaning of Christmas for Christians.
  • Explore a variety of parables and miracles. Consolidate understanding of difference.
  • Find out about contents of the Bible
  • Easter: Listen to and retell Easter story. Ensure understanding of term “resurrection” and what Christians believe happened to Jesus at Easter time. Discuss traditional ways we celebrate Easter. Find out how Easter may be celebrated in other parts of the world.
  • Visit to church – meet vicar if possible, find out about features of church (draw and take pictures), write recount of visit, draw map of church with features inside, discuss symbols used in church and their meanings.
  • Find out about and read The Lord’s prayer. Learn about the term “Amen” Read a selection of prayers. Think about reasons why people might pray. Discuss what Christians believe about prayer.

 

Christianity Year 3/4 (Cycle 1)

 

  • Explore Biblical version of creation and Hindu story of creation. Find out about Charles Darwin and his theory of evolution. Discover how scientists believe the world was started with a big bang. Discuss own ideas and theories
  • Discover the meaning of advent and the symbolism of the advent wreath. Read poems about the real meaning of Christmas – write own poems or design cards. Consider ways that Christians celebrate and Discuss ways that Christians celebrate Easter
  • Investigate Christian beliefs that Jesus is the Son of God/ God on earth as a human being
  • Hear stories about Jesus’ baptism, being tempted in the desert, Jesus claiming to be the messiah, the death and resurrection of Jesus.
  • Recognise the spiritual side of Christmas.
  • Find out about Christenings (link to baptism of Jesus) and marriage
  • Know that Christians believe in a life after death
  • Pentecost - how and why is it celebrated?

       Christianity Year 3/4 (Cycle 2)

  • Introduce Jesus as a leader who started Christianity. Explain that Jesus was a Jew and that Christianity started after his death and resurrection.
  • Hear a story of a follower of Jesus who converted to Christianity

and preached his teachings.

  • Hear and respond to several parables: The prodigal son, The unforgiving servant, The two sons, The parable of the Sower through different media
  • Make links between Harvest and The parable of the sower.
  • Hear the Christmas story and discuss beliefs of Christians that Jesus is the son of God/ God in human form
  • Discuss and discover the symbolism of the gifts brought at Christmas
  • Find out how Christmas is celebrated around the world.
  • Hear and retell stories of a of spiritual and political leaders who have inspired people in recent years
  • Hear stories about Jesus as a human being and how he loved everyone. Explore how we can put these ideas into practice today.
  • Discover details of pilgrimages to Lourdes and hear story of Bernadette.
  • Where are Iona, Lourdes and the Holy Land? Discover why people may make pilgrimages there.
  • Explore Christian concepts of interdependence and responsibility.

 

Christianity Year 5/6 (Cycle 1)

  • Use detailed understanding of religious practice such as trying to follow the teaching of Jesus about forgiveness and loving your enemies to describe the significance of being part of the Christian religion

Learn about devotion and commitment in Christianity. Consider why Christians celebrate Jesus’ birth; what is the meaning of Christmas? Compare the texts in Christian gospels that tell the story of shepherds and wise men at Jesus’ birth, exploring how they are remembered and celebrated in a range of Christmas festivities.

  • Make links between Holy Supper and Easter story of The Last Supper

Discover symbolism of Holy Supper

  • Find out how Christians typically worship
  • Compare Christian places of worship in Sheffield

 

Christianity Year 5/6 (Cycle 2)

  • Respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different religions – Bible
  • Read story of Adam and Eve and consider the role of temptation in making choices
  • Explore Christianity in Sheffield
  • How do Christians show they belong?
  • Use metaphors to describe the bible
  • Think about Christmas focusing on Jesus as the Light of the world
  • Read and understand prophecies about Jesus.
  • Understand symbolism of Christingle
  • How do religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment?
  • Read Apostle’s Creed
  • Find out how Christians worship around the world
  • Learn about Christian based charities

 

 

 

 

 

 

Progression – Islam

 

       Islam Year 1

  • Eid – Introduce Islam as an important World religion. Talk about special times and celebration in our lives. Find out how and why Muslims celebrate Eid. Make Eid hats and sweets. Compare similarities and differences between ways that people celebrate special times.
  • Pupils hear moral stories from Christians, Muslims and humanists. How do these stories tell us to behave?
  • Look at photos and take virtual tour of a mosque. Learn what Muslims do at the mosque and why.
  • Look at Qur’an and learn how to look after it respectfully. Know that the Qur’an is the sacred book of Islam. Know that the Qur’an was given to Muhammed by God
  • Investigate Islamic artefacts eg prayer mat, subha beads, compass and Qur’an stand.
  • Possible visit from Mr Delibal about daily life as a Muslim and how Muslims pray.

       Islam Year 2

  • Know that Muslims give a compulsory amount of their income to Zakat to help the poor. Understand why Muslims give their money.
  • Listen to and retell stories of Muhammed through art, drama and writing.

       Islam Year 3/4 (Cycle 1)

  • How and when do Muslims pray? Compare prayer at home with prayers at the mosque.
  • Design a prayer mat
  • Know how a compass and subha beads are used
  • Study Islamic rites of passage

 

Islam Year 3/4 (Cycle 2)

 

  • Story of revelation of the Qu’ran to Muhammed and other stories about his life and teachings
  • Learn about the Five Pillars of Islam.
  • Know how and why Ramadan and Eid are celebrated
  • Hear and retell stories of a of spiritual and political leaders who have inspired people in recent years
  • Know how and why Holi is celebrated
  • Why do Muslims perform The Hajj?

       Islam Year 5/6 (Cycle 1)

  • Consider what happens in holy buildings? Learn about Islamic worship
  • Revise knowledge of the Mosque

Islam Year 5/6 (Cycle 2)

  • Respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different religions – Qu’ran
  • Find out about Islam and Mosques in Sheffield
  • How do Muslims show they belong?
  • How do religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment?
  • Revise knowledge of Zakat as a pillar of Islam

 

Progression – Hinduism

       Year 3/4 (Cycle 1)

  • Introduce Hinduism as a world religion and where the religion originated. Learn about the basic beliefs of a Hindu: concept of Brahman, a religion based on respect, Hindu symbol for Brahman, 3 main Gods of Hinduism.
  • Discuss life as a journey. Draw individual life journeys.
  • Discuss scripture eg bible and Vedas as a guide book. Hear story of Ramayana
  • Discover about stages of life that Hindus believe that they must pass through to reach Brahman.
  • Find out about Hindu naming ceremonies
  • Discover how and why Diwali is celebrated

 

       Year 3/4 (Cycle 2)

  • Hear and retell stories of spiritual and political leaders who have inspired people in recent years
  • Discover how and why Holi is celebrated

 

       Year 5/6 (Cycle 1)

  • Consider what happens in holy buildings? Learn about Hindu worship and places of worship in Sheffield

 

       Year 5/6 (Cycle 2)

  • Respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different religions - Bhagavas Gita as well as other stories and wise sayings
  • Hinduism in Sheffield
  • How do Hindus show they belong?
  • Aspects of Hindu belief: Namaste, Om, Trimurti, Avatar, Krishna

 

Progression – Judaism

       Year 1

  • Listen to stories about the life of Moses from being a baby to leading the Israelites out of Egypt. Discuss why was Moses considered a great leader?
  • Know that Jews celebrate Shavuot in the Spring and remember the time that Moses was given the Torah on Mount Sinai. Listen to the story and find out about some of the Ten Commandments. Make links to classroom and school rules.
  • Know what the Torah is?

       Year 2

  • Hannukah – discover story behind Hannukah and find out how it is celebrated
  • Remind children of story of Moses leading the Israelites out of Egypt and why Passover is celebrated. Investigate how Jews celebrate Passover today. Discover traditions of Passover including the Seder meal.

 

       Year 3/4 (Cycle 1)

  • How and where do Jewish people pray?
  • Investigate special clothes worn for prayer.
  • Find out about the role of the Synagogue in Jewish prayer rituals

       Year 3/4 (Cycle 2)

  • Hear and retell stories of of spiritual and political leaders who have inspired people in recent years

       Year 5/6 (Cycle 1)

  • Revise key known facts about Judaism and key beliefs.
  • Know the importance of the mezuzah to Jewish people and make a model of one.
  • Know the importance of the Shema.
  • Understand the meaning of Kosher food and design own kosher

meals.

  • Linking to topic, find out about Anne Frank and how she was an inspiration to others.
  • Find out how and why Yom Kippur and Sukkot are celebrated
  • Consider what happens in holy buildings? Learn about Jewish worship

       Year 5/6 (Cycle 2)

  • Respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different religions – Torah and Ten Commandments
  • Judaism in Sheffield
  • How do Jews show they belong?
  • How and why is Pesach celebrated?

 

Progression – Buddhism

       Year 5/6 (Cycle 1)

  • Find out who Buddha was and about the origins of Buddhism
  • Find out about meditation and design a mandala
  • Discover the symbolism of the lotus flower and make an origami lotus flower
  • Know how a prayer wheel is used and make a model
  • Learn about Buddhist beliefs relating to harmlessness and compassion
  • Consider what happens in holy buildings? Learn about Buddhist worship

       Year 5/6 (Cycle 2)

  • Find out who Buddha was and about the origins of Buddhist
  • Respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different religions – Five Precepts and the effect they have on the ways Buddhists live
  • Buddhism in Sheffield
  • How do Buddhists show they belong?