Wiltshire RE Syllabus
Medium Term planner
Year: 3 and 4
Term: Summer
Theme
Religion: Christianity
Key Question: What makes some books sacred? How are they used and why do they
matter to believers?
Learning Objectives:
 Describe how and why sacred texts are important to believers.
 Recognise and describe how a story from sacred text may provide inspiration or
guidance to a religious believer.
 Identify how religious meaning is expressed through different types of language for
example parables, poems, psalms and prayers.
 Ask questions and suggest answers about how and why the Bible influences
Christians and identify what influences them.
Step 1: Engagement AT2 (1 lesson)
 Read a short passage from the Bible without giving clues away that it is from the Bible.
(Rev 6:9) Ask children questions about where they think that passage came from.
Discuss different books children come across and explain the Bible is an important
book and why.
How can books act as sources of guidance?
 Talk about what this means. Show examples of books. Talk about different books
each faith use in their faith. Ask children to record this. Recognise and describe how a
story from sacred text may provide inspiration or guidance to a religious believer.
Step 2: Investigation AT1 (3 lessons)
How can the Bible influence Christians?
 The next 3 lessons give children the opportunity to investigate the Bible in terms of
understanding how passages such as the parables and psalms influence Christians.
Compare well known parables such as The Sower, The Lost Sheep and compare the
Gospels. Look at Psalm 23(The Lord our Shepherd) is this familiar? What is it telling
us? God is there no matter what, He has a plan for each one of us, Guiding Christians.

Invite local Clergy to school to discuss the Bible and how s/he uses it in their roles.
Step 3: Evaluation AT 2 (1 lesson)
The Bible is important because:
 Ask children to work in pairs to discuss why the Bible is important; considering all that
they have learnt and remembered over the unit. Class debate on the fact that the Bible
is important – there may naturally be a few children who could say that the Bible is not
important and say why?
Step 4 Expression AT 2 (1 lesson)
How can we use the Bible in our lives?
 Children choose a media to express what the Bible means to them (even those
children who do not have a faith to express this perhaps by drawing a picture of
someone who is a Christian and how they use the Bible – empathising with a
Christian; appreciating how the bible is significant to someone else).
 How could we use the Bible more in the classroom? Share ideas as a circle time
activity and create ways of using the Bible more in the future.
Evidence: personal explanations, presentations of the importance of the Bible, photos,
annotations, speaking and listening records, recordings or photos of children’s expressions,
comparison tables, annotated Bible photocopies.
Step 1
Engagement
Skills:
Skills and Attitudes focus in this enquiry
Step 2
Step 3
Investigation
Evaluation
Skills:
Skills:
Step 4
Expression
Skills:
Interpretation
Investigation
Application
Analysis
Evaluation
Creativity
Reflection
Attitudes:
Attitudes:
Attitudes:
Attitudes:
Curiosity
Appreciation
Critical awareness
Open-mindedness
Self-awareness
AT1 Levelled Learning 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 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, suggest meanings for
religious actions and symbols, identify how
religion is expressed in different ways.
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.
AT2 Levelled Outcomes
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: 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: 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:
Bible, photocopies of Bible passages, paper for comparison table, camera, art
resources, instruments and inspirational music.
Teacher Reflection:
Author: E Drag