Bell’s Brae Religious and Moral Education Programme of Study (March 2014)
“A child or young person should be exploring his or her developing beliefs and values
throughout the process of learning in religious and moral education. This exploration should
permeate learning and teaching, and should take full account of the background, age and
stage of the child or young person. Knowledge and understanding are an essential element
of this personal reflection and exploration but they are not its only components.”
Religious and Moral Education Principles and Practice, 2009
The following have been highlighted as significant aspects of learning in RME.
 A deepening understanding the religious and cultural diversity of Scotland and across the
world.
 Recognising religion as a significant factor which has shaped our social, political and
spiritual heritage.
 Investigating religious beliefs, values, issues, traditions and practices through a range of
primary and secondary sources.
 Encountering religious diversity through contact with people of faith.
 Being able to describe and explain features of moral issues and moral decision making.
 Experiencing a sense of awe and wonder about what it means to be human.
 Appreciating the importance of respect for the beliefs, values and traditions of others and
being able to demonstrate this.
 Developing skills and attributes to make well-judged moral and ethical decisions and to
justify personal beliefs and values.
 Engaging in a process of personal reflection leading to a deeper understanding of personal
beliefs and ideas about meaning, value and purpose in life.
Equality
When planning activities, due consideration has been given to the community which Bell’s
Brae Primary School serves. All pupils will have access to religious and moral education
activities regardless of gender, race, cultural background or any physical or sensory
disability. These activities will develop an understanding of Christianity, Judaism and Islam,
whilst showing how Scottish history and traditions have been formed and allow pupils to
develop their learning far beyond the local community.
Specific issues
Aspects of the RME curriculum may require sensitive handling or may even be temporarily
inappropriate for a particular class. These may arise from factors relating to children’s life
experiences, e.g. a family bereavement or other personal trauma.
Other factors which may result in children having special needs relating to RME are:
 Moral and/or emotional development
 Difficulties in relating to and communicating with others
 Having a poor or unrealistic self image. This may result in these pupils under-valuing
their own opinions or beliefs
 Difficulties in learning
 Difficulty in understanding and relating to abstract concepts
 Particular religious practices of some children and families, e.g. fasting by Muslims at
Ramadan
Early level – Primary 1
Topic
Religious stories
Outcomes
Suggested Guidelines & Activities
As I explore Christian stories, images, music
and poems, I am becoming familiar with some
beliefs Christian people have about God and
Jesus.
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RME 0-01a
Resources
The Good Samaritan
Joseph and the Coat of Many Colours
Daniel and The Lion’s Den
Noah’s Ark
Jonah and The Whale
As I play and learn, I am developing my
understanding of what is fair and unfair and
the importance of caring for, sharing and
cooperating with others.
RME 0-02a
Chinese New Year
I am becoming aware of the importance of
celebrations, festivals and customs in religious
people’s lives.

Read the Chinese New Year Story

Make a Chinese dragon.
RME 0-06a

Have an animal themed race.

Make a Chinese lantern
As I explore stories, images, music and poems,
I am becoming familiar with the beliefs of the
world religions I am learning about.
RME 0-04a
Learning as global citizens CfE;
The learner understands different beliefs and
cultures
Nursery?
P3 dvd
The Nativity Story
As I explore Christian stories, images, music
and poems, I am becoming familiar with some
beliefs Christian people have about God and
Jesus.

Read a simple Christmas story

Nativity performance

Sequence of Christmas story

Discuss purpose of Christmas cards and
make own cards containing appropriate
message

Learn Christmas songs and hymns to
reinforce Christmas story.
RME 0-01a
I am becoming aware of the importance of
celebrations, festivals and customs in Christian
people’s lives.
RME 0-03a
The Easter Story
I am becoming aware of the importance of
celebrations, festivals and customs in Christian
people’s lives.
 Read the Easter story.
RME 0-03a
 Paint eggs.
 Discuss symbols of Easter e.g. eggs, cross,
tomb & stone.
 Roll eggs.
 Sequence the story using pictures. Focus on
stone rolling away
 Sing Easter songs about eggs.
Development of
belief, faith, values
and social skills
As I play and learn, I am developing my
understanding of what is fair and unfair and
the importance of caring for, sharing and
cooperating with others.
RME 0-05a
As I play and learn, I am developing my
understanding of what is fair and unfair and
why caring and sharing are important.
RME 0-09a
I am developing respect for others and my
understanding of their beliefs and values.
RME 0-07a
 Circle time
 Cooperative learning
 Stories to accompany school rules/ethos
 Golden time
First level – Primary 2
Topic
Outcomes
Religious stories
Through exploring Bible stories, I can describe
some beliefs Christians have about God and
Jesus.
Suggested Guidelines & Activities
Wise and Foolish builders
Parables e.g. Lost sheep, Lost coin
RME 1-01a
Having explored biblical and other Christian
stories, I can show my developing
understanding of key values of Christianity and
how they might be put into action in people’s
lives and communities.
RME 1-02a
I am becoming aware that people’s beliefs and
values affect their actions.
RME 1-09c
The Nativity Story –
Through exploring Bible stories, I can describe
some beliefs Christians have about God and
Jesus.

Read a simple Christmas story

Sequence of Christmas story
RME 1-01a

Learn Christmas songs and hymns to
reinforce Christmas story.
Having explored biblical and other Christian
stories, I can show my developing
understanding of key values of Christianity and
how they might be put into action in people’s
lives and communities.
RME 1-02a
Development of
belief, faith, values
and social skills
I can show my understanding of values such as
caring, sharing, fairness, equality and love.
 Circle time
RME 1-09b
 Birthdays – respect for others/celebrating
others
 Cooperative learning
Resources
Easter Story
(links to ‘Growth’
topic)
As I explore Christian stories, images, music
and poems, I am becoming familiar with some
beliefs Christian people have about God and
Jesus.
Through exploring Bible stories, I can describe
some beliefs Christians have about God and
Jesus.
RME 1-01a
I am developing an awareness of the ways in
which Christians celebrate different times of
year and can relate these to my own life and
community.
 Read the Easter story.
 Discuss symbols of Easter e.g. eggs, cross,
tomb & stone.
 Sing Easter songs about eggs. Read the
Easter story.
 Discuss signs of Spring & new life e.g. lambs,
chicks, calves. Link this to Jesus coming back
to life.
 Paint Spring pictures.
 Make baby animals.
 Discuss the wonders of Spring, e.g. tree
appears to be dead then is alive again.
RME 1-03b
Wedding customs
I am discovering how followers of world
religions demonstrate their beliefs through
prayer/meditation, worship and special
ceremonies. I am developing respect for the
practices and traditions of others.
 Children share their experiences of weddings.
RME 1-06a
 Organise a mock wedding. (Invites,
ceremony, flowers, clothes, roles, reception,
photographs etc…)
Through investigating the Christian
communities in my local area, I am discovering
how Christian communities demonstrate their
beliefs through prayer, worship and special
ceremonies. I am developing respect for the
practices and traditions of others.
RME 1-03a
 Compare wedding traditions of people in
Scotland. (Different religions, cultures, non
religious etc..)
artefacts
First level – Primary 3
Topic
Outcomes
Suggested Guidelines & Activities
Religious Stories
Through exploring Bible stories, I can describe
some beliefs Christians have about God and
Jesus.
 Jesus feeds the 5000
(Link to Foods
around the World)
RME 1-01a
Having explored biblical and other Christian
stories, I can show my developing
understanding of key values of Christianity and
how they might be put into action in people’s
lives and communities.
RME 1-02a
Food & Festivals –
Harvest
I am developing an awareness of the ways in
which followers of world religions celebrate
different times of year and can relate these to
my own life and community.
RME 1-06b
 Harvest celebrations
 ‘Distribution’ of foods collected at Harvest
assembly
(Link to Foods
around the World)
Festivals of Light
(Light and Dark)
Through exploring stories from world religions,
I can describe some of their key beliefs. RME
1-04a
Hanukkah
Divali (Story of Rama & Sita)
Christmas

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

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Sequencing stories
Make/ Draw Menorahs
Make dreidels and play games
Make Hanukkah lamps/lanterns
Hanukkah foods – potato cakes & doughnuts.
Make Divali lamps
Hand painting
Resources
The Easter Story –
Through exploring Bible stories, I can describe
some beliefs Christians have about God and
Jesus. RME 1-01a
By exploring some places and investigating
artefacts, I am developing my knowledge of
Christian beliefs and my awareness of the role
of Christianity in Scottish society and the
world. RME 1-01b
I can describe the key features of the values of
Christianity which are expressed in stories.
RME 1-02b
I am developing an awareness of the ways in
which Christians celebrate different times of
year and can relate these to my own life and
community. RME 1-03b
Development of
belief, faith, values
and social skills
I can show my understanding of values such as
caring, sharing, fairness, equality and love.
Hinduism
Through exploring stories from world religions,
I can describe some of their key beliefs.
 Circle time
 Cooperative learning
RME 1-09b
RME 1-04a
I can talk about my own beliefs, or express
them in other ways.
RME 1-04c
I am becoming aware that people’s beliefs and
values affect their actions.
RME 1-09c
P4 box
First level – Primary 4
Topic
Outcomes
Religious stories
Through exploring Bible stories, I can describe
some beliefs Christians have about God and
Jesus. RME 1-01a
Suggested Guidelines & Activities
 The story of Moses
Having explored biblical and other Christian
stories, I can show my developing
understanding of key values of Christianity and
how they might be put into action in people’s
lives and communities. RME 1-02a
I can describe the key features of the values of
Christianity which are expressed in stories.
RME 1-02b
Places of Worship
By exploring some places and investigating
artefacts, I am developing my knowledge of
Christian beliefs and my awareness of the role
of Christianity in Scottish society and the
world. RME 1-01b
Having explored biblical and other Christian
stories, I can show my developing
understanding of key values of Christianity and
how they might be put into action in people’s
lives and communities. RME 1-02a
Through investigating the Christian
communities in my local area, I am discovering
how Christian communities demonstrate their
beliefs through prayer, worship and special
ceremonies. I am developing respect for the
practices and traditions of others.
RME 1-03a
 Christian church. Look at parts of church,
inside and out
 Research other places of worship (visit if
possible)
 Invite members of the local community into
the school to speak about their ‘church’
Resources
Christmas around
the world
Through exploring Bible stories, I can describe
some beliefs Christians have about God and
Jesus. RME 1-01a
By exploring some places and investigating
artefacts, I am developing my knowledge of
Christian beliefs and my awareness of the role
of Christianity in Scottish society and the
world. RME 1-01b
I can talk about my own beliefs, or express
them in other ways. RME 1-01c
Through investigating the Christian
communities in my local area, I am discovering
how Christian communities demonstrate their
beliefs through prayer, worship and special
ceremonies. I am developing respect for the
practices and traditions of others.
 Investigate how Christians around the world
celebrate Christmas
 Identify gift bearers in various countries
 Tradition of giving gifts.
 Look at foods/customs and religious
ceremonies held in various Christian countries
 Preparations for Christmas at home e.g.
putting tree 12 days before, stockings,
midnight service, crackers.
RME 1-03a
I am developing an awareness of the ways in
which Christians celebrate different times of
year and can relate these to my own life and
community. RME 1-03b
Easter Food
including Shrove
Tuesday, Ash
Wednesday & Lent
Through exploring Bible stories, I can describe
some beliefs Christians have about God and
Jesus. RME 1-01a
Having explored biblical and other Christian
stories, I can show my developing
understanding of key values of Christianity and
how they might be put into action in people’s
lives and communities. RME 1-02a
I can describe the key features of the values of
Christianity which are expressed in stories.
RME 1-02b
 Read the Easter story.
 Discuss traditional food eaten at Easter, e.g.
lamb, chocolate eggs, simnel cake, hot cross
buns.
 Shrove Tuesday. Traditionally pancakes made
to use up food before lent. 47 days before
Easter Sunday.
 Ash Wednesday. Beginning of lent. Ashes are
a symbol of being sorry for things people
have done wrong. Church services.
 Lent. 40 days. Symbolises the 40 days Jesus
was in the desert. Christians give up/take on
something as a sacrifice.
Through investigating the Christian
communities in my local area, I am discovering
how Christian communities demonstrate their
beliefs through prayer, worship and special
ceremonies. I am developing respect for the
practices and traditions of others.
RME 1-03a
I am developing an awareness of the ways in
which Christians celebrate different times of
year and can relate these to my own life and
community. RME 1-03b
Development of
belief, faith, values
and social skills
Through investigating and reflecting upon
biblical and other Christian stories, I can show
my understanding of these stories. RME 201a
Through exploring the lives and teachings of
Jesus and other figures in Christianity, I am
increasing my knowledge and understanding of
key Christian beliefs. RME 2-01b
I can show understanding of Christian beliefs
and explore the similarities and differences
between these and my developing beliefs.
RME 2-01c
Having explored biblical and other Christian
stories, I can show my developing
understanding of key values of Christianity and
how they might be put into action in people’s
lives and communities.
RME 1-02a
I can describe the key features of the values of
Christianity which are expressed in stories.
RME 1-02b
 Investigate the Bible – recognise the old and
new testament and some of the books in the
bible
 Ten Commandments
Through investigating the Christian
communities in my local area, I am discovering
how Christian communities demonstrate their
beliefs through prayer, worship and special
ceremonies. I am developing respect for the
practices and traditions of others.
RME 1-03a
Second level – Primary 5
Topic
Outcomes
Religious stories
Through investigating and reflecting upon
stories of world religions, I can show my
understanding of these stories.
RME 2-04a
Suggested Guidelines & Activities
 Christmas story/Easter story
 Story of Mohammed/Islam stories
 Communities
 Gifts and giving
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights.
RME 2-05b
Islam
I am increasing my knowledge and
understanding of different forms of worship
and artefacts within world religions and can
explain their importance for followers of world
religions.
 Recap the 6 main world religions.
RME 2-06a
 5 Pillars of Islam
RME 2-06b
 Ramadan
 Islamic mosque
 Koran
 Islam beliefs/artefacts
RME 2-06c
RME 2-04b
RME 2-04c
Christmas
Through investigating and reflecting upon
biblical and other Christian stories, I can show
my understanding of these stories.
RME 2-01a
I can show understanding of Christian beliefs
and explore the similarities and differences
between these and my developing beliefs.
RME 2-01c

Extension of the Christmas story

The symbolism of gifts – exchange and
receiving – wise men – timing of gift giving
and exchanging

Communities
Resources
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights. RME 2-02b
Through investigating the ways in which
Christians mark major life events and times of
year, I can explain key features of such
festivals and celebrations. RME 2-03b
The Easter Story –
Holy Week
Through investigating and reflecting upon
biblical and other Christian stories, I can show
my understanding of these stories.
RME 2-01a
 Discuss the Easter story. Who is Jesus?
 Events of holy week:
-
Palm Sunday
-
Entry into Jerusalem
-
Mary & the perfume
-
Judas’ betrayal
I can show understanding of Christian beliefs
and explore the similarities and differences
between these and my developing beliefs.
RME 2-01c
-
Last Supper
-
Arrest in the garden
-
Trial
Through investigating and reflecting upon the
lives and teachings of Jesus and key Christian
figures, and drawing upon moral values as
expressed in Christianity, I am beginning to
understand how these have influenced
Christian morality. RME 2-02a
-
Crucifixion
Through exploring the lives and teachings of
Jesus and other figures in Christianity, I am
increasing my knowledge and understanding of
key Christian beliefs. RME 2-01b
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights. RME 2-02b
Development of belief,
faith, values and
social skills
I am developing my understanding of how my
own and other people’s beliefs and values
affect their actions. RME 2-09d
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights. RME 2-05b

School rules

Class ethos
Second level – Primary 6
Topic
Outcomes
Jesus – Teacher &
Healer
Through investigating and reflecting upon
biblical and other Christian stories, I can show
my understanding of these stories.
RME 2-01a
Through exploring the lives and teachings of
Jesus and other figures in Christianity, I am
increasing my knowledge and understanding of
key Christian beliefs. RME 2-01b
I can show understanding of Christian beliefs
and explore the similarities and differences
between these and my developing beliefs.
RME 2-01c
Creation
Stories
Judaism
Suggested Guidelines & Activities
 Jesus Teachings. Parables are stories with
messages. They teach about how people
should live.
 Parables e.g. Good Samaritan, The House on
the Rock, Prodigal Son.
 Miracles show how powerful God is.
 Miracles e.g. Lazarus coming back to life,
Jauris’ Daughter, The Paralysed man,
Wedding feast at Cana (1st miracle)
Through investigating and reflecting upon
stories of world religions, I can show my
understanding of these stories. RME 2-04a
 Investigate Creation stories from some of the
major world religions.
I can show understanding of the beliefs of
world religions and explore the similarities and
differences between these and my developing
beliefs. RME 2-04c
 Evolution
Through investigating and reflecting upon
biblical and other Christian stories, I can show
my understanding of these stories.
RME 2-01a
Through exploring the lives and teachings of
Jesus and other figures in Christianity, I am
increasing my knowledge and understanding of
key Christian beliefs. RME 2-01b
I can show understanding of Christian beliefs
and explore the similarities and differences
between these and my developing beliefs.
RME 2-01c
 Pupil personal research.
Resources
Through investigating and reflecting upon the
lives and teachings of Jesus and key Christian
figures, and drawing upon moral values as
expressed in Christianity, I am beginning to
understand how these have influenced
Christian morality. RME 2-02a
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights. RME 2-02b
Christmas Traditions
Through investigating and reflecting upon
biblical and other Christian stories, I can show
my understanding of these stories
RME 2-01a
I can show understanding of Christian beliefs
and explore the similarities and differences
between these and my developing beliefs.
RME 2-01c
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights. RME 2-02b
I am increasing my knowledge and
understanding of different forms of Christian
worship and artefacts and can explain their
importance for Christians. RME 2-03a
Through investigating the ways in which
Christians mark major life events and times of
year, I can explain key features of such
festivals and celebrations. RME 2-03b
I can describe the practices and traditions of
Christianity and have considered the way these
have influenced Scottish society. RME 2-03c

Victorian Christmas
Second level – Primary 7
Topic
Outcomes
Key Figures
(Linked to 20th
Century)
Through investigating and reflecting upon
biblical and other Christian stories, I can show
my understanding of these stories.
RME 2-01a
I can show understanding of Christian beliefs
and explore the similarities and differences
between these and my developing beliefs.
RME 2-01c
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights. RME 2-02b
Through exploring the lives and teachings of
significant figures from world religions, I am
increasing my knowledge and understanding of
their key beliefs. RME 2-04b
I am increasing my understanding of how
people come to have their beliefs, and further
developing my awareness that there is a
diversity of belief in modern Scotland.
RME 2-09a
I am developing my understanding that people
have beliefs and values based upon religious or
other positions. RME 2-09b
I am developing my understanding of how my
own and other people’s beliefs and values
affect their actions. RME 2-09d
Suggested Guidelines & Activities
 Personal study task researching significant
figures, e.g. Mandela, Mother Theresa, Martin
Luther King.
 Find out about the teachings of any significant
religious figure past or present. Is this
relevant to ourselves?
 Compile this information into a presentation.
 Pupils should be encouraged to consider what
they believe themselves and share if
comfortable.
Resources
Sikhism
Through investigating and reflecting upon the
lives and teachings of significant figures from
world religions, and drawing upon moral values
as expressed in religious scriptures and other
stories, I am beginning to understand how
these have influenced the morality of world
religions. RME 2-05a
Artefacts
Reference books
I am increasing my knowledge and
understanding of different forms of worship
and artefacts within world religions and can
explain their importance for followers of world
religions. RME 2-06a
Through investigating and reflecting upon the
ways in which followers of world religions mark
major life events and times of year, I can
explain key features of such festivals and
celebrations. RME 2-06b
Rights &
Responsibilities
(Linked to Living
and Growing)
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights. RME 2-02b
Through investigating the ways in which
Christians mark major life events and times of
year, I can explain key features of such
festivals and celebrations. RME 2-03b
I can show understanding of the beliefs of
world religions and explore the similarities and
differences between these and my developing
beliefs. RME 2-04c
I can share my developing views about values
such as fairness and equality and love, caring,
sharing and human rights. RME 2-05b
I can explain why different people think that
values such as honesty, respect and
compassion are important, and I show respect
for others. RME 2-09c
 Rights & responsibilities that come with age
Be able to identify the responsibilities that
come with these rights
 The importance of equality in making choices
re careers and further education. (*see link
below)
 Identify particular ages that pupils have legal
rights e.g. cinema, smoking, drinking alcohol,
relationships. Emphasise possible negative
aspect of these rights.
 Look at rights of the child & responsibilities
that come with them.
 Current news items relating to human rights.
*
http://www.equalityhumanrights.com/advice-andguidance/a-free-primary-careers-education-resource/
Through completing these units the following Experiences and outcomes will be completed.
I am developing respect for others and my understanding of their beliefs and values.
RME 0-07a / 1-07a / RME 2-07a / RME 3-07a /
RME 4-07a
I am developing an increasing awareness and understanding of my own beliefs and I put them into action in positive ways.
RME 1-08a / RME 2-08a / RME 3-08a / RME 4-08a