UDSTON PRIMARY SCHOOL
RME (SUKKOT) PLANNING GRID
This is an example of emerging practice and highlights one suggested approach to
making RME a central theme within the curriculum. The planning grid is one way to
approach planning the curriculum and the highlighted activities show what main
activities were performed. To align with principles of depth a particular area can be
focussed in on.
The second page shows possible curricular links that could be made to develop the
learning experience.
Reflective Questions:
Think about your own planning, In what way does it reflect possible inter-disciplinary
links?
How can you link RME to other curricular areas, whilst ensuring that the religious
element remains the focus?
Try to think how this format could be applied to other religious festivals?
Udston Primary
Curricular Area: Religious and moral education
RME Experiences & Outcomes:
As I explore stories, images, music and poems, I am becoming familiar with the beliefs of world religions I am learning about. RME 0-04a
I am becoming aware of the importance of celebrations, festivals and customs in religious people’s lives. RME 0-06a
I am developing respect for others and my understanding of their beliefs and values. RME 0-07a & RME 1-07a
Through exploring stories from world religions, I can describe some of their key beliefs. RME 1-04a
I am discovering how followers of world religions demonstrate their beliefs through prayer/meditation, worship and special ceremonies. RME 1-06a
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
Literacy / Language
Numeracy / Maths
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Organisation of information
Time and calendar
Graphs – favourite foods
Basic number and counting
Simple fractions
Measure & shape
Weight
3D shape
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Expressive Arts
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Drama- simulation of a growing seed, Jewish
family inside the Sukkah, celebratory
activities, Act out story of the Little Red Hen.
Art & Craft – Leaf & fruit printing, collage, Line
drawing, decorations for Sukkah, Pleating
plasticine as wall hangings for Sukkah, cooking
and baking.
Music – Harvest Songs, percussion to accompany
the waving of the four plants.
Writing – Thank you letters
- Sukkah building guide
Reading Sukkot & Bible stores –
Harvest, Little Red Hen
Listening to instructions
Talking – How could we build a
Sukkah?
Sukkot p1/2
Technologies
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Building a class Sukkah
Creating an instruction
guide for building a Sukkah
Sustainability: Growing your own food – understanding the process of wheat to bread
Creativity:
Creating own harvest song based on knowledge of the celebration of the festival of Sukkot.
Sukkot songs and acting out celebratory activities. Acting out harvest story.
Citizenship: Discussing the relationships between the travellers who were looking for the Promised Land.
Social studies
Farming
Planting and growing cress
Parts of a plant
Autumn walk to collect nuts, berries and
leaves.
The story of wheat to bread
Recognising different fruits and vegetables
Foods from around the world
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RME
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What is a Sukkot?
The sukkah
The four kinds/species (Arba minim)
Charity
Pilgrimage
Blessings
Jewish customs and beliefs and stories
RME Outcomes
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To help the children understand that, by celebrating Sukkot, Jewish people are thanking God for gathering their harvest.
To make the children aware that Sukkot is a joyful celebration shared by the whole family at home.
To encourage pupils to reflect on celebrations they have taken part in and how these compare with religious celebrations.
From Pupil focus questions:
 I can explain why there is no closed roof on a sukkah, and illustrate this.
 I can discuss the meaning of the lulav and the etrog during the festival of Sukkot.
RME Experiences
The children will:
 Participate in the building and decoration of a class Sukkah which will lead them to understand that Sukkot is a harvest
festival which Jewish people celebrate at home.
 Take part in activities inside the class Sukkah, which will familiarise them with the customs and rituals of Sukkot.
 Learning through the study of stories, songs, poems, customs and traditions all related to Sukkot.
 Consider celebratory activities they have taken part in and compare these with Sukkot.
 Compare Sukkot with other harvest festivals.
Possible Interdisciplinary Experiences and Outcomes
Technologies
I enjoy playing with and exploring technologies to discover what they can do and how they can help us. TCH 0-01a
Within and beyond my place of learning, I can reduce, re-use and recycle resources I use, to help care for the environment. TCH 0-02a
Throughout my learning, I share my thoughts with others to help further develop ideas and solve problems. TCH 0-11a
Within real and imaginary settings, I am developing my practical skills as I select and work with a range of materials, tools and software. TCH 0-12a
Through discovery, natural curiosity and imagination, I explore ways to construct models or solve problems. TCH 0-14a
Through discovery and imagination, I can develop and use problem-solving strategies to construct models. TCH 1-14a
Expressive Arts
I have the freedom to discover and choose ways to create images and objects using a variety of materials. EXA 0-02a
Working on my own and with others, I use my curiosity and imagination to solve design problems. EXA 0-06a
I have the freedom to choose and explore how I can use my voice, movement, and expression in role play and drama. EXA 0-12a
Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama. EXA 0-13a & 1-13a
I use drama to explore real and imaginary situations, helping me to understand my world. EXA 0-14a
I enjoy singing and playing along to music of different styles and cultures. EXA 0-16a
I can sing and play music from other styles and cultures, showing growing confidence and skill while learning about musical notation and performance
directions. EXA 1-16a
Social Studies
I explore and discover the interesting features of my local environment to develop an awareness of the world around me. SOC 0-07a
I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. SOC 0-08a
Having explored the variety of foods produced in Scotland, I can discuss the importance of different types of agriculture in the production of
these foods. SOC 1-09a
I am aware that different types of evidence can help me to find out about the world around me. SOC 0-15a
By exploring my local community, I have discovered the different roles people play and how they can help. SOC 0-16a