Wiltshire RE Syllabus
Medium Term planner
Year: 3 and 4
Term: Spring
Theme: Inspirational people
Religion: Islam
Key Question: Who was Muhammad? Why and how do people follow this
leader?
Learning Objectives:
 Identify the qualities they admire in their heroes/role models, explain why they
admire them and how this may influence their own lives.
 Use religious vocabulary to describe aspects of lives and teachings of
inspiring leaders, giving examples of how these have influenced the lives of
followers.
 Ask and respond to questions raised by the stories from the lives of key
religious figures and contemporary followers. Describe events in the life of
Muhammad.
Step 1: Engagement AT2 (1 lesson)
What is a leader?
 Using Photo Story 3 create a presentation using photos of leaders around the
world and leaders of faiths. Ask children to write a list of any people that they
recognise (even if it why and when they have seen them).
 Talk about each of the leaders, why they are leaders and what makes/made
these people good leaders.
 Can children think of a leader who makes an influence in their own lives? Ask
children to record this, explaining who and what they do and why these
qualities make them good leaders.
 Ask the Head teacher or a member of the SLT to talk about what qualities
they need to be good at leading a school.
Step 2: Investigation AT1 (3 lessons)
What is Islam?
 Talk about that some people believe in another religion called ‘Islam’.
Followers in Islam are called Muslims. They believe in God who they call
Allah. Their Holy Book is called the Quran. Read excerpts from the Quran that
talk about Muhammad.
 Talk about Muhammad. How Muslims today are influenced by Muhammad.
 Show different artefacts and pictures of the Islamic faith to initiate learning
about Islam or to recap previous teaching. Record using photos which
children can annotate.
What are the main Muslim beliefs and practices?
 Make a link between stories read and Muslim beliefs and behaviour.
Describe the importance of two main Muslim beliefs and say how they are
shown through daily practice. Examples of what some Muslims say are the
most important attitudes and values to have, comparing these with what
pupils believe to be most important.
 Explore how Muhammad influenced on these beliefs (understanding how
Muhammad is inspirational to Muslims) Invite a visitor into school to talk to the
children about Islam (bringing in artefacts which Muslims use in their daily
lives). Record using photos which the children can annotate in books or class
display.
Who is Muhammad?
 Using computers ask children to research 5 facts about Muhammad. Can
they find illustrations? This will become a starting point for children to create a
presentation and booklet about the prophet Muhammad as a leader. Record
as a presentation saved and a booklet for display and books.
Step 3: Evaluation AT 2 (1 lesson)
Step 4: Expression AT 2 (1 lesson)
Who are today’s key religious leaders?
 Show pictures of the Queen, the Pope and other religious/general leaders?
Explain/discuss why these people are religious leaders today.
 Ask children to create a research project on a chosen religious/general
leader.
 Use this information to ask children to evaluate each other’s projects. Peer
assess using 2 stars and a wish. Do the projects explain why the religious
leader is the leader and how s/he makes a good leader?
Evidence:
 A list of leaders they have picked up from the engaging activity. Explanation
about their choice of leader and what make them a good leader.
Photographs. Presentations. Booklets.
Step 1
Engagement
Skills:
Interpretation
Speaking and
Listening
Attitudes:
Curiosity
Appreciation
Respect
Skills and Attitudes focus in this enquiry
Step 2
Step 3
Investigation
Evaluation
Skills:
Skills:
Step 4
Expression
Skills:
Investigation
Application
Speaking and
Listening
Attitudes:
Analysis
Evaluation
Creativity
Reflection
Attitudes:
Attitudes:
Respect
Open-mindedness
Self-awareness
AT1 Levelled Learning Outcomes
AT2 Levelled Outcomes
Level 2: use some religious words and
phrases; to recognise and name features
of religious life and practice; can recall
religious stories and recognise symbols;
and other verbal and visual forms of
religious expression.
Level 2: their own experiences and
feelings, in relation to religion and belief;
what they find interesting or puzzling in
relation to religion and belief; what is of
value and concern to themselves and to
others.
Level 3: use religious words and
phrases; to identify some features of
religion and its importance for some
people; begin to show awareness of
similarities in religions; retell religious
stories and suggest meanings for
religious actions and symbols; identify
how religion is expressed in different
ways.
Level 3: ask, and respond sensitively to,
questions about their own and others’
experiences and feelings, in relation to
religion and belief; recognise that some
questions cause people to wonder and
are difficult to answer; in relation to
matters of right and wrong, recognise
their own values and those of others.
Level 4: use a developing religious
vocabulary; to describe some key
features of religions; recognising
similarities and differences; make links
between beliefs and sources, including
religious stories and sacred texts; begin
to identify the impact religion has on
believers‟ lives; describe some forms of
religious expression.
Level 4: identify what influences them,
making links between aspects of their
own and others’ experiences, in relation
to religion and belief; ask important
questions about religion and beliefs;
making links between their own and
others‟ responses; make links between
religious and non-religious values and
commitments, and their own attitudes
and behaviour.
Resources:
Photo Story 3 (free download on Internet).
Islam artefact and resources.
Books; camera; arrange visitors; use of computers/laptops.
Teacher Reflection:
WWW
EBI
Author: E Drag