Wiltshire RE Syllabus
Medium Term planner
Year: 5/6
Term: 3
Theme Symbols and religious
expression: how religious and spiritual
ideas are expressed
Religion:
Christianity
Key Question: How do art, architecture and poetry express religious beliefs
and ideas?
Learning Objectives:
c) Ways of expressing meaning and e) Questions of meaning, purpose and
truth
Step 1: Engagement AT2 (1 lesson)
WALT : to examine different ways of expressing worship
 Look at some examples of how emotions/feelings can be expressed in
different ways, such as writing poems, diaries, letters, stories, paintings,
sculpture, music, and dance. Christians can use all these ways to express
their feelings about God.
 Show The Piper tapestry, Heinrich Hoffman’s picture of Jesus, a picture of
Coventry Cathedral , Michelangelo’s Pietà and Salisbury Cathedral. (Google
images). Over the next few weeks the class will explore a variety of ways in
which Christians worship God.
 Consider the inside of your local church—a visit could be planned. How does
the church building help Christians to worship? Identify all the places where
there is evidence of worship—the building, the tapestries, the kneelers, the
hymns, stained glass windows, candles, music.
 Children could design their own worship space.
Step 2: Investigation AT1 (3 lessons)
Lesson 1
WALT : to investigate how music can enhance worship
 Play a selection of Christian music in different styles (traditional choral,
hymns, Taizé, modern worship songs…), Andrew Johnson -Pie Jesu and
Oh happy day –gospel songs provide a good contrast of styles and content.
 How does the music express what Christians believe about Jesus and help
them to respond to God in worship? How does the music encourage
reflection on the words and beliefs? Introduce the idea of plain chant.
Plainchant, also called plainsong, is a form of medieval church music that
involves chanting; it emerged around 100 A.D. Plainchant doesn't use any
instrumental accompaniment; instead, it uses words that are sung. It was
the only type of music allowed in Christian churches early on. In Christian
tradition, it was believed that music should make a listener receptive to
spiritual thoughts and reflections. This was why the melody was kept pure
and unaccompanied.
 In groups children could compose a plain chant extolling the virtues of God
or Jesus and perform it.
Lesson 2
WALT: to understand different forms of worship
 Discuss the idea that some people like peace and quiet when they think about
God and some prefer more active worship. Talk to the class about the Taizé
community – or ask them to research it. (Their website gives a good history
and includes video clips www.Taizé.fr).


Contrast this to the gospel church
http://www.gospeltube.com/watch/?v=92M9BMNU
Other suggestions, you could look at a different tradition, such as icons in the
Greek Orthodox church, traditional Cathedral worship, a modern Vineyard
church etc, if you prefer. Support the children in finding the commonalities
between the two forms-- the joy, togetherness, belief
Lesson 3
WALT : to investigate literature in worship
 Children could be introduced to the Books of Hours— A book of hours is an
illuminated, Christian devotional book that was popular among the Christians
of Northern Europe during the Middle Ages. (Google images) Sometimes
beautifully decorated, they were, amongst other thing, a selection of religious
texts to be read during and after church services by the owner, a kind of
spiritual reinforcement.
 John Betjeman’s poem Christmas (attached) could be examined as a contrast
between secular and Christian views of Christmas or the death and return to
life of Aslan in CS Lewis’ Narnia examined. Reviewing modern versions of
The Lord’s prayer or the 23rd Psalm are other options (attached) as are the
York mystery plays or a child friendly version of A Pilgrims Progress. (A
Pilgrim's Progress (Classic Stories) by Geraldine McCaughrean Paperback
£3.74)
 What do the children think is the purpose of these writings? Are they
successful? They focus on the use of language to express beliefs in an
accessible way to everyone of their time and to teach or guide. Children could
write their own versions of a school prayer or the Lord’s prayer if it has not
been reviewed.
Step 3: Evaluation AT 2 (1 lesson)
WALT : to consider the effectiveness of different art forms
 The children should return to Lesson 1 inside their local church. Can they link
what they have investigated to the examples found in their church. What
impact do you think each item has on the atmosphere and quality of worship?
Can they assign greater importance to any one art form in their own worship?
Can they say why?
Step 4 Expression AT 2 (1 lesson)
WALT : to express what inspires me
 Review with the class what they have learned about the things that inspire
Christians and different ways in which these can be expressed. Talk with
them about the things that inspire or influence them and how they might
communicate this to others.
 Using IT, art, writing, dance or other medium children can create something
which shows what inspires them, possibly make a “stained glass window”
from black sugar paper & tissue paper/ powerpoint of inspirational
ideas/people./research and present on the life of an inspirational person/take
some religious music and create a dance to complement it/create a one act
play about an incident in the life of Jesus.
Evidence in books:
See Text
Step 1
Engagement
Skills:
Skills and Attitudes focus in this enquiry
Step 2
Step 3
Investigation
Evaluation
Skills:
Skills:
Step 4
Expression
Skills:
Suggest meanings
Sort ideas:
Make links
Reflect on impact
Attitudes:
Attitudes:
Attitudes:
Attitudes:
Understand
Analyse
Apply
Empathy
AT1 Levelled Learning Outcomes
AT2 Levelled Outcomes
Level 2 Retell stories, identify
religious material & ask questions
Pupils
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 Describe religion, make links
to their own experience
Pupils:
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
Pupils
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
Pupils
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
Level 4 Show understanding of
religion, apply ideas to
themselves & others
Pupils
use developing religious
vocabulary to describe and show
understanding of
sources, practices, beliefs, ideas,
feelings and experiences.
make links between them, and
describe some similarities and
differences both within and
between religions.
Pupils
raise and suggest answers
to questions and issues raised by
religion and belief.
apply their ideas relating to their
study of religion and
belief to their own and other
people‟s lives.
describe what inspires and
influences themselves and
others, in relation to religion and
belief
describe the impact of religion
on people‟s lives.
suggest meanings for a range of
forms of religious expression.
Resources:
See text and Attached
Teacher Reflection:
WWW
EBI
Christmas by John Betjeman
The bells of waiting Advent ring,
The Tortoise stove is lit again
And lamp-oil light across the night
Has caught the streaks of winter rain
In many a stained-glass window sheen
From Crimson Lake to Hookers Green.
The holly in the windy hedge
And round the Manor House the yew
Will soon be stripped to deck the ledge,
The altar, font and arch and pew,
So that the villagers can say
'The church looks nice' on Christmas Day.
Provincial Public Houses blaze,
Corporation tramcars clang,
On lighted tenements I gaze,
Where paper decorations hang,
And bunting in the red Town Hall
Says 'Merry Christmas to you all'.
And London shops on Christmas Eve
Are strung with silver bells and flowers
As hurrying clerks the City leave
To pigeon-haunted classic towers,
And marbled clouds go scudding by
The many-steepled London sky.
And girls in slacks remember Dad,
And oafish louts remember Mum,
And sleepless children's hearts are glad.
And Christmas-morning bells say 'Come!'
Even to shining ones who dwell
Safe in the Dorchester Hotel.
And is it true,
This most tremendous tale of all,
Seen in a stained-glass window's hue,
A Baby in an ox's stall ?
The Maker of the stars and sea
Become a Child on earth for me ?
And is it true ? For if it is,
No loving fingers tying strings
Around those tissued fripperies,
The sweet and silly Christmas things,
Bath salts and inexpensive scent
And hideous tie so kindly meant,
No love that in a family dwells,
No carolling in frosty air,
Nor all the steeple-shaking bells
Can with this single Truth compare That God was man in Palestine
And lives today in Bread and Wine.
The Lord's Prayer
The Message
Our Father in heaven,
Reveal who you are.
Set the world right;
Do what's best— as above, so below.
Keep us alive with three square meals.
Keep us forgiven with you and forgiving others.
Keep us safe from ourselves and the Devil.
You're in charge!
You can do anything you want!
You're ablaze in beauty!
Yes. Yes. Yes.
The Good Shepherd
23 You, LORD, are my shepherd.
I will never be in need.
2
You let me rest in fields
of green grass.
You lead me to streams
of peaceful water,
3
and you refresh my life.
You are true to your name,
and you lead me
along the right paths.
4
I may walk through valleys
as dark as death,
but I won’t be afraid.
You are with me,
and your shepherd’s rod[a]
makes me feel safe.
5
You treat me to a feast,
while my enemies watch.
You honor me as your guest,
and you fill my cup
until it overflows.
6
Your kindness and love
will always be with me
each day of my life,
and I will live forever
in your house, LORD.
a. 23.4 shepherd’s rod: The Hebrew text mentions two objects carried by the
shepherd: a club to defend against wild animals and a long pole to guide and
control the sheep.
Author: J Campbell