Carfield RE Scheme of Work – Agreed Syllabus for RE in Sheffield 2014-19
Rationale:
RE at Carfield is delivered in a flexible and creative curriculum. It is delivered through a sequence of dedicated lessons or a
project blocked over themed weeks. This is decision is made by the teachers. Below is a brief over view of the
Programmes of Study in each year group per term. The Agreed Syllabus suggests that for the purpose of continuity and
progression, the units are delivered in the suggested order below.
Creative opportunites through play, role play, design and technology are strongly recommended in addition to an
emphasis on P4C and discussion.
Year Group Overview
Statutory
Autumn 1
Requirements
Why do you love me so
Nursery
36 HOURS PER YEAR
Reception
36 HOURS PER YEAR
Y1 – 2 religions
36 HOURS PER YEAR
much?
Belonging –
families/communities
Harvest
Festival/Sukkot/Hannukah
Why do you love me so
much?
Belonging –
families/communities
Harvest
Festival/Sukkot/Hannukah
Belonging ( F- RE Syllabus)
Groups we belong to with
introduction to
Christianity and Islam.
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Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Colours/Autumn
Celebrations – Eid/Diwali
Christmas
Winter/Shelter
Homes
Wise Man House
Upon The Sand
Chinese New Year
Pancake day
Holi Festival
Mother’s Day
Easter Traditions
Castles/Dragons
Link to Places of
Worship –
Churches/Mosques
Can We Explore
it?
Journeys and
Pilgrimages to
special places.
Colours/Autumn
Celebrations – Eid/Diwali
Christmas
Winter/Shelter
Homes
Wise Man House
Upon The Sand
Chinese New Year
Pancake day
Holi Festival
Mother’s Day
Easter Traditions
Castles/Dragons
Link to Places of
Worship –
Churches/Mosques
Can We Explore
it?
Journeys and
Pilgrimages to
special places.
Light and Dark ( A – RE
Syllabus)
Seasonal celebrations
Believing ( G – RE
Syllabus)
How and why do
people pray?
Christianity
Celebrations
( A – RE Syllabus)
Eid and Easter
Stories of Jesus
( C – RE syllabus)
and helping people.
Easter Story revised
Stories of Jesus
continued
Y2 -2 religions
36 HOURS PER YEAR
Y3 – 3 religions
45 HOURS PER YEAR
Block of work or
weekly
Y4-3 religions
45 HOURS PER YEAR
Block of work or
weekly
Y5 - 3 religions
45 HOURS PER YEAR
Block of work or
weekly
Y6 -3 religions
45 HOURS PER YEAR
Block of work or
weekly
Myself ( B- RE Syllabus)
3 moral stories
Christianity, Islam,
Humanist. How do we
know people follow
religions.
Celebrations ( A – RE
syllabus)
Revision and extension of
above.
Beliefs and Questions
Christianity
Continue
Inspirational People:
Hindu, Christian,
Buddhist
Continue
Worship and Scared
Places
Continue
Places of Worship in
Sheffield
Teachings, wisdom and
authority
Sacred texts and what
they teach.
Jewish, Buddhist, Muslim
and Christian.
2 Carfield Revised RE Syllabus 2014 - 19
Continue
Islam and Judaism
similarities
Communication.
Beginning to learn
about Islam
( F- RE syllabus)
What is it like to be
a Muslim in
Sheffield and
compare to
Christianity and
own life.
Religion and
Family
Judaism and Islam
Symbols and
Religious
Expression:
Muslims and
Christians
Beliefs and
Questions:
Two beliefs each
from:
Muslim, Hindu,
Buddhism
Religion, family
and community.
What religions are
represented in
Carfield and
Sheffield?
Leaders
( E- RE Syllabus)
Who was Jesus
and his disciples?
Leaders in Islam/
Judaism/Humanist
(E – RE Syllabus)
Friendship
Symbols
( D – RE Syllabus)
Visit to Mosque/
Church/ Synagogue
if possible
Symbols
( D – RE Syllabus)
Visit to Mosque/
Church
Why are these
places important to
believers?
Life as a Journey
Christian, Hindu
and Muslim
Look at symbols
and similarities
and differences.
Continue
Continue
Inspirational People
from Long Ago:
Moses, Buddha,
Jesus
Continue
Continue
Religion and the
Individual:
Christians
Continue
Continue
Beliefs in Action:
Global charities
across the world.
Continue
Continue
Jewish, Christian
and Muslim.
EYFS Examples Non Statutory
RE Syllabus 2014/Staffshare/EYFS- Who Celebrates What and Why?
Key questions
LEARNING
TEACHING AND LEARNING
OBJECTIVES
LEARNING OUTCOMES
Points to note
How do we
learn in RE?
Children will
have the
chance to play
based on
some learning
about
celebrations
and festivals
How do people make an occasion special? Learn in play
Children can talk and play in relation to
times of celebration,
lego figures that encourage them to enact some of the special
occasions or special stories that they learn about. A story of Jesus, for
example, or a Muslim story about a mosque.
They can show in play how they link up
simple features of festivity and
celebration.
The free flow play
ideas in the teaching
section here come
directly from DfE
guidance on EYFS,
applied to
celebrations
Can we play at
celebrations?
ers can use a wide range of play strategies, including guided
play, Godly Play, and free flow play.
-flow play children:
-hand experiences from their own lives (celebrations at home
or in school for example);
play in order to keep control (they might
decide what is celebrated and how);
play props (e.g. using artefacts and craft materials or lego figures);
– they cannot be made to play;
as they wallow in their play.
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What
special
times do
we
celebrate
?
Children will:
Find out what
special times are
celebrated and talk about how
celebrations happen.
Looking at reminders of special days
depicting different occasions e.g. birthday, wedding,
christening, Christmas, Mother’s Day. A ‘Celebrations Box’ A
‘spent’ firework.
he pupils to choose an item and
describe it. Who would you give the card and gifts to? Can they
guess when we send each card or which wrapping paper we
would use? Run a ‘lets make cards’ and ‘let’s play post boxes’
activity. Children give cards to each other.
containing ‘feelings’ pictures or simple words – happy, full of
fun, joyful, glad, together, excited: when do we feel these
emotions? Can they choose pairs of things from the celebration
box and the feelings box.
– birthday,
Christmas, Eid Divali and others – is good, but will be
developed more fully later in the unit. What experiences of
celebrations do children – have a birthday baking party, or
make a wedding cake and enact the ceremony.
Time to choose
celebrating different festivals and events: what would they
give to someone for a wedding, birthday, baby naming,
Christmas, Eid, Divali celebration?
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Children can talk about a
special celebration and how
celebration makes people feel.
Links to Early
Learning Goals:
Respond to
significant
experiences,
showing a range of
feelings when
appropriate. (PSED)
A resource like ‘Say
Hello to...’ from RE
today is a good
starting point when
children first
encounter a religion
in school.
How do you celebrate a special
occasion?
Children will:
Learn what
happens at a
celebration
What special days do we enjoy?
to bring a photo or two. Maybe mum will come and share a story.
Can they think of a special occasion they particularly enjoy
celebrating? What do they do? Where do they go? What do they
need? What clothes do they wear? Do they sing any special songs?
Do they eat special food? Can they make a picture recipe book of
some favourite foods? Mime some of the actions and join in some
of the songs together.
invitations, planning the
food, party bags, games and music. Have a pretend party sampling
the food and enjoying the games. Depending on the time of the
year select a special occasion for the pupils to take part in, for
example, use Harvest, Sukkot, Christmas, Easter, Divali, Eid Al Fitr
if the Unit is being studied at these times. (See ‘What festivals do
we celebrate?)
swap gifts – make them for each other. Hold a festival in the
classroom, and take photos to make a slide show. Choose or draw
pictures to do with clothes, food, songs, stories, gifts, families and
actions. All these things make a festival special. How about a 6part collage by the whole class?
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Children can talk about
ways in which people
celebrate and how they like
to celebrate.
Children understand
different views, cultures
and beliefs.
Links to Early
Learning Goals:
Respond to
significant
experiences,
showing a range of
feelings when
appropriate. (PSED)
Use language to
imagine and
recreate roles and
experiences. (C + L)
How do you celebrate a special
occasion?
Children will:
Learn what
happens at a
celebration
What special days do we enjoy?
to bring a photo or two. Maybe mum will come and share a story.
Can they think of a special occasion they particularly enjoy
celebrating? What do they do? Where do they go? What do they
need? What clothes do they wear? Do they sing any special songs? Do
they eat special food? Can they make a picture recipe book of some
favourite foods? Mime some of the actions and join in some of the
songs together.
invitations, planning the
food, party bags, games and music. Have a pretend party sampling
the food and enjoying the games. Depending on the time of the year
select a special occasion for the pupils to take part in, for example,
use Harvest, Sukkot, Christmas, Easter, Divali, Eid Al Fitr if the Unit
is being studied at these times. (See ‘What festivals do we
celebrate?)
gifts – make them for each other. Hold a festival in the classroom,
and take photos to make a slide show. Choose or draw pictures to do
with clothes, food, songs, stories, gifts, families and actions. All
these things make a festival special. How about a 6-part collage by
the whole class?
6 Carfield Revised RE Syllabus 2014 - 19
Children can talk about
ways in which people
celebrate and how they like
to celebrate.
Children understand
different views, cultures
and beliefs.
Links to Early
Learning Goals:
Respond to
significant
experiences,
showing a range of
feelings when
appropriate. (PSED)
Use language to
imagine and
recreate roles and
experiences. (C + L)
What happens on a
birthday?
Who joins in?
Why is a birthday
special?
Children
will: learn
that a
birthday is
a
celebration
of us as
special
people.
They learn
about
different
ways a
birthday is
enjoyed.
Enacting a birthday: how do we make a day special?
birthday going to be special? Talk with the pupils about why they
think their birthday is special. How does it make you feel? What are
your parents remembering? Draw from the pupils the ideas that it
was the day they came into the world, the day their family had a
son/ daughter, brother/sister, there is no one exactly like them.
record something special about each person. Growing up is what is
being marked – shoe sizes, height and growth change all the time,
not suddenly, but we remember we are growing at birthdays.
– use some of the
words from Psalm 139 as children look at the picture. A prayer to
God: ‘Before I was even born, you knew me. Inside my mummy’s
tummy, you could already see me. I am wonderfully made!’
in its first year to celebrate its first birthday.
special days in the story.
– ask children to compare
how they celebrate birthdays with the way Sikhs celebrate Guru
Nanak’s birthday.
Note that whilst most families will celebrate birthdays not all
cultures do so sensitivity is needed here and teachers’ deep
knowledge of children’s cultural backgrounds makes a big
difference. In Sheffield today, the Jehovah’s Witnesses are the
largest group who don’t celebrate birthdays. They don’t celebrate
because there are no good examples of Birthday Parties in the
Bible, and they teach that all days are given by God, so all days are
blessed / special not just a few special ones!
Year One Autumn 1
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Children can reflect on and show
awareness of themselves and
others as being special and
unique individuals. They might
also share in listening to a story
from a faith tradition.
Links to ELGs:
Respond to significant
experiences, showing a range of
feelings when appropriate.
(PSED)
Have a developing awareness of
their own needs, views and
feelings and be sensitive to the
needs, views and feelings of
others. (PSED)
Talking Pictures from RE Today,
or ‘Puddles the Cat’ resources
from Gill Vaisey are good ways
into this work for young
children. See resources section
F - What does it mean to belong?
Beginning to learn about Islam: What is it
like to be a Muslim in Sheffield today?
 If possible following a visit to Wolsey Road Mosque:
Alternatively – use photopacks/bbc websites/
Linking to English and computing, pupils recount a visit to a local Mosque using digital
photographs. They find out about the meanings of symbols and artefacts that they
saw there. They learn about what happens at a mosque, especially about Muslim daily
prayers (A1);
Pupils discuss reasons why some people go to mosques, synagogues or churches
often, but other people never go to holy buildings, and why some people pray every
day, but others not at all (B1);
Linking to PSHE, pupils make lists of the different groups to which they belong and
consider the ways these contribute to human happiness (B1);
Pupils express creatively (e.g. in art, poetry or calligraphy) their own ideas and
responses to questions such as: Who is a Muslim? What is a religion? Who am I? Where
do I belong? How can we all get along well? (B2)
Linking to English, pupils use key words (e.g. holy, sacred, scripture, festival,
symbol, humanist) to present ideas or write about the Muslim religion (B3);
Pupils discuss stories of co-operation from Islam and from different traditions and
sources and make a ‘Recipe for living together happily’ or a ‘Class charter for more
kindness and less fighting’ (C2);
Linking to English and PSHE pupils could play some collaborative games, and talk
about how to cooperate.
LINK Harvest festival with Muslims ZAKAT giving to charity.
List and discuss the different groups that we belong to.
Introduce Christians, Muslims, Sikhs, Hindus and link to school uniform. We show we
belong by the things we do, say and wear.
We come to school. This is because we are
Carfielders.
Resources – see sceme of
work / staffshare/RE 2014

My Muslim Faith, Rainbows
Series, Evans
Muslim, Beliefs and Cultures
Series, Franklin Watts
Web
Use local pictures:
www.muslimsinbritain.org lists
29 mosques in Sheffield.
www.ngflcymru.org.uk/vtc/ngfl/re/m_
parry_carmarthenshire/e_inde
x_mosque_young for a virtual
Mosque tour
www.islam4schools.com/infant
for a recording of the call to
prayer
Children make their own from
lego etc, paint or draw.
Day in the life of a Muslim.
Draw our school, classrooms and label the features of the school, or home etc.
Introduce the mosque with photographs or website tour.
Paper chains with drawing of each member of the class and their name.
We are all linked together.
Year One - Autumn 2
A- What is a celebration?
8 Carfield Revised RE Syllabus 2014 - 19
Revise from Reception what makes a celebration.
Discuss belonging again to different groups. Introduce stories from different
religions
Clay
Seeds
Light and Dark
Evil and Good in traditional stories
Diwali:
Revise from Reception and tell the story of Rama and Sita.
Role Play the story.
Make diva lamps and rangoli patterns with the reasons why.
Taste sweets and celebratory parties.
What is the theme?
Hannukah:
Tell the story.
Cut and stick the story in order.
Make menorah candle sticks and explain the symbolism.
What is the theme?
Good and Evil:
Charactes in comics, movies. Design a poster. Light and Dark – linking to Autumn 1
Science- electricity.
Link to Jesus and Christianity:
He is called the light of the World.
Advent Candles and their purpose.
Make a candle or decorate their own.
Describe advent and how it is celebrated in Church.
Lead in to Christmas nativity story.
Rangoli and henna pattern
examples
Menorah candle stick.
Introduce different forms of communication.
UK Maps
Europe
Year One Spring 1
B – How do and why do people pray?
9 Carfield Revised RE Syllabus 2014 - 19
Different languages and greetings represented in the class, school and Sheffield.
Maps of where our parents come from in GB, Europe the World.
Celebrate diversity of the class.
Christian Prayers shared and written/decorated
Lords Prayer shared
Praying in Islam – volunteer to demonstrate.
Class prayers – Family, Friends, Community and World prayers
Pupils learn about praying in many different ways. Pupils choose between
different examples of simple prayers: which do they think are wise? They talk
about what makes the prayers wise, and find out about how and why people
pray in different religions. They think and write creatively and thoughtfully
about prayer (A2);
Linking to English, pupils use key words (e.g. holy, sacred, scripture,
festival, symbol, Christian, Muslim, Jew) to present simple ideas about 2 or 3
different religions about which they have learned, perhaps in a collaborative
classroom display, class book or in assemblies (B3);
Pupils work in groups to use art, music and poetry to respond to ideas
about God from different religions and world views, expressing ideas of their
own and commenting on some ideas of others (C1);
Pupils look at how different people have expressed their ideas about God,
and think and talk about their own ideas about God, linking to work with
enquiry methods from Philosophy4Children (C3).
10 Carfield Revised RE Syllabus 2014 - 19
The World
Bible
Books of Prayers
Koran
Torah examples
Year One Spring 2
Who celebrates what and
why?
Pupils explore stories and celebrations of Easter and Id ul Fitr, finding out about what the
stories told at the festivals mean, e.g. through hearing and working with stories, enacting
celebrations, learning from artefacts or welcoming visitors to talk about their festivals. They
engage with the social and emotional aspects of celebrations (A1);
Pupils select examples of religious artefacts from Christianity or Islam that interest them,
raising lists of questions about them and finding out what they mean and how they are used
in festivals and for example in community life, prayer and worship (A3);
Pupils find out about what different religions and world views do to celebrate the
fruitfulness of the earth ( Revise from Autumn 1 - e.g. in Harvest Festivals, or by Muslim
Zakat charitable giving and in generosity to those in need). They respond sensitively to
questions about being generous and being thankful (B1);
Pupils notice and talk about the fact that people come from different religions. How can
we tell? How can we live together when we are all so different? (C2).
11 Carfield Revised RE Syllabus 2014 - 19
Year Two Autumn 1
Myself
( B- RE Syllabus)
3 moral stories
Christianity, Islam,
Humanist. How do we
know people follow
religions.
Children tell their own story of who they are and their family. How do they treat people in their
family?
Pupils hear three moral stories, for example from Christians, Muslims and humanists. They think
and talk about whether they are saying the same things about how we should behave to each
other (A3);
Pupils
express creatively (e.g. in art, poetry or drama) their own ideas about the questions:
Who am I? Where do I belong? How are we all connected? (B2);
Pupils
notice and talk about the fact that people come from different religions. How can we
tell? How can we live together when we are all so different? (C2);
Linking
to English, pupils ask questions about goodness, and create simple sentences that say
what happens when people are kind, thankful, fair or generous, and what happens when people
are unkind, ungrateful, unfair or mean (C3).
12 Carfield Revised RE Syllabus 2014 - 19
Stories –
Bbc.co.uk/learning
zone
Year Two Autumn 2
Celebrations
A
Who celebrates what
and why?
What celebrations have the children experienced in their lives?
Weddings
Birthdays
Christenings
Birth rituals
Investigate each from a Christian, Muslim and Hindu point of view or other religion/ lifestyle
point of view.
Dress
Guests
Symbols of rings, cake
Where celebrations take place
Why do we celebrate?
Link to prayers and are they part of a service?
Role play a service.
Contrast and compare the similarities and differences.
13 Carfield Revised RE Syllabus 2014 - 19
Bbc.co.uk
Scholastic books
Posters
Children
volunteering
artefacts and
photographs
Year Two Spring 1
Beginning to learn
about Islam
( F- RE syllabus)
What is it like to be a
Muslim in Sheffield
and compare to
Christianity and own
life.
RE Syllabus Support
Disc – detailed
planning
Detailed Planning on RE Syllabus 2014
14 Carfield Revised RE Syllabus 2014 - 19
-
attached
Bbc.co.uk
Scholastic books
Posters
Children
volunteering
artefacts and
photographs
Year Two Spring 2
E - Leaders
Revise leaders in Islam.
Introduce people who lead teams and the qualities that they will need.
Collect photographs of famous leaders through history to introduce to the children from as varied ethnicities as possible.
Who is a leader? ( From F Unit of Work on Islam)
the leader?
anyone lead the world? (They may say God – ask them how God leads the world, and if everyone says that)).
ick out the idea that a leader sets an inspiring or good example.
‘Follow the leader’ might be good if the leader is good!
The Prophet is a leader for Muslims. How and why?
early 2 billion followers who
respect him. If the world was 100 people, 19 of them would be followers of the Prophet Muhammad
talk about him, when they say his name they say ‘Peace be upon him’. And when they write his name they put
the letters ‘PBUH’ after his name.
her religious leaders.
version and some simple activities. Remember that Muslims make no pictures of the Prophet.)
ildren to think about the difference this story could make to how a Muslim
person lives their life.
dly and kind to animals. Who do the children know who
is thoughtful? Friendly? Kind to animals? Does the story also show that he was not too worried about fine
clothes? Does this show he was a good leader?
Repeat the concepts with Jesus.
Discuss similarities of the characteristics, kind, patient, teaching a way of behaving.
15 Carfield Revised RE Syllabus 2014 - 19
Bbc.co.uk
Scholastic
books
Posters
Children
volunteering
artefacts and
photographs
Year Two
D – Symbols
In what ways are
churches/mosques
and synagogues
important to
people?
Summer 1 and 2
Detailed Planning in RE Syllabus 2014 Staffshare - attached
16 Carfield Revised RE Syllabus 2014 - 19
Bbc.co.uk
Scholastic
books
Posters
Children
volunteering
artefacts and
photographs
Year Three Autumn 1 and 2
Beliefs and
questions:
How do Christian
people’s beliefs
about God, the
world and others
have an impact
on their lives?
Christianity
15 hours
Discuss celebrations that they have enjoyed or know about.
Group them in a calendar – times of the year. Ask children to offer ideas behind the festival on a learning wall
and choose one to investigate per group.
Choose festivals from the Autumn time of year – Sukkot ( Jewish) Harvest ( Christian) Advent
Discuss Christian Festivals throughout the year and cover the elements below:
Pupils:
Learn about Christian celebrations and commitments by describing some spiritual ways of celebrating
Christian festivals, including Christmas, Easter and Pentecost. They reflect thoughtfully on the reasons why
some people value such celebrations very highly, but others not at all (A1);
describe and understand links between Bible stories of creation and Christian beliefs about God as the
creator (A2);
express and communicate their understanding of the challenges of commitment for a Christian person and
a Christian community. They consider: what difference does believing in Jesus make to Christians? (B2);
discuss a range of ideas about some ‘big questions’, e.g. what do Christians believe about God? What
different views do we know about the beginnings of life on Earth? Did God make us all, or are we an accident?
Or are there other explanations for humanity? They develop ideas about different ways science and religion
handle questions of origin and where we come from.
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Year Three Spring 1 and 2
Religion, family
and community:
Prayer
How do religious
families and
communities live
out their faith?
Religions:
Jewish and Muslim
Pupils:
pursue an enquiry into Jewish and Islamic prayer, finding out about and exploring beliefs about
worship, prayer, God and human life for Jewish and Muslim people (A3);
find out about the meanings of symbols, words and actions used in prayer and worship such as bowing
down, using ritual and symbol, praying alone and in groups (A3);
find out about similarities and differences in Jewish and Muslim prayer and understand how the
practices of prayer for Jewish and Muslim people can bring the community together (B2);
investigate the meaning of prayer in these communities, considering questions about who prays and
why some people believe God answers their prayers. They consider the values expressed in prayers for
themselves, connecting ideas from different religions (B2).
15 hours
18 Carfield Revised RE Syllabus 2014 - 19
Detailed Planning
on
RE Scheme 2014
S drive
- Attached
Year Three
Summer 1 and 2
The journey of life and
death:
Why do some people think
life is like a journey?
Where do we go? What do
people think about life
after death?
Christians, Hindus, Muslims
or Buddhists
Discuss and recount favourite or familiar journeys that children have enjoyed.
Draw maps and representations – show google-maps and directions.
Draw a map of children’s lives to date with signposts of significant moments – birth of
the sister/brother etc.
Bring and show guide books and how they guide people on what to see or do when in
an unfamiliar place.
Make connections to the unit below, before the programme is started.
Pupils:
find out about and describe some ways in which different religions see life as a
journey, for example by considering scriptures as ‘guide books for living’ (A1);
make connections between different features of the religions and world views they
study, discovering more about celebrations, worship, and the rituals which mark
important points in life in order to reflect thoughtfully on their ideas (A1);
compare how Christians, Muslims or Hindus celebrate a new baby’s birth, becoming
an adult, a marriage or the life of someone who has died and reflect on ideas of their
own about life’s milestones in discussions or in writing (B1);
develop their understanding of beliefs about life after death in two religions
through seeking answers to their own questions and articulating reasons for their own
ideas and responses in discussion, creative work and debate (B1)
develop understanding of links between beliefs, e.g. resurrection and heaven in
Christianity, enlightenment and Nirvana in Buddhism (C1)
19 Carfield Revised RE Syllabus 2014 - 19
Year 4 Autumn 1 and 2
Year 4: Inspirational
people in today’s world
What can we learn from
great leaders and inspiring
examples in today’s world?
15 hours
Tell the story/ Write about important people in their own lives.
Teachers share their own inspirational people and why.
Pupils:
Learning Objectives:
1. To think about why we are inspired by people and what it means.
2. To understand and use the word inspired and inspiration.
3. To know the names and stories of 3 inspirational people in history/culture.
hear well told story telling, and develop their own skills as story tellers in relation
to ‘great lives’ in religious story (A2) Research and retell the story of a chosen
inspirational person. (Can be researched at home prior to the lesson)
describe the lives of some inspirational spiritual and leaders from the modern
world (A2)
understand how key leaders can be sources of wisdom for religious believers (A2)
explore the lives of key religious leaders from contemporary life, describing the
challenges they have faced and the commitments by which they lived (B2)
apply ideas of their own by giving reasons for their views about how leaders can
provide wisdom and inspiration (C1)
Note: these leaders might be world famous examples (Gandhi, Pandurang Shastri
Athavale, Mother Teresa, Martin Luther King, the Dalai Lama), or those who serve
Sheffield Communities.
20 Carfield Revised RE Syllabus 2014 - 19
Year 4
Spring 1 and 2
Symbols and religious
expression:
How do people express
their religious and spiritual
ideas on pilgrimages?
Muslims and Christians
15 hours
Link to special places, holidays and feelings
Pupils:
find out about some interesting examples of religious pilgrimages, gathering
knowledge and developing understanding (A1)
consider why people go on pilgrimages. They use a range of exciting stimuli to
find out about pilgrimages, and make some connections between Hajj for Muslims
and pilgrimage to Lourdes, Iona or the ‘Holy Land’ for Christians, describing the
motives people have for making spiritual journeys. They might imagine planning a
pilgrimage in detail to show they can connect spiritual ideas with religious practice
(A1);
linking to English, pupils find out more about different forms of worship, prayer
and meditation in different communities, and write creatively and thoughtfully
some songs, prayers or meditations suited to particular occasions and communities
(B3);
Linking with the expressive arts curriculum, pupils create works of art or music
which express their understanding of what it means to belong to a religion or world
view, reflecting on their work on pilgrimage, symbol and religious expression. For
example, pupils might plan a pilgrimage / ‘spiritual journey’ for younger children
around the school grounds (C1).
21 Carfield Revised RE Syllabus 2014 - 19
Year 4
Summer 1 and 2
Inspirational people from
long ago:
What can we learn from
inspiring leaders who
started religions?
Moses, the Buddha, Jesus and
Muhammad.
15 hours
Pupils:
respond thoughtfully to Jewish stories about Moses as the servant of God, learning
from stories of the Exodus and the 10 Commandments about how Jewish ideas, festival
(Pesach) and stories are connected (A2);
respond thoughtfully to Christian beliefs about Jesus as God come down to earth,
learning from stories of his life, teaching and example, connecting stories about Jesus
to Christian beliefs (A2)
consider how the meanings of a parable of Jesus are expressed in poetry, video,
stained glass and drama, weighing up the effectiveness of the different media (A3)
respond thoughtfully to Muslim teaching about Prophet Muhammad[PBUH] and the
revelation of the Qur’an, learning from selected stories of his life (hadith), and making
connections between Muslim teaching and Muslim practice (e.g. in the 5 Pillars) (A2);
respond thoughtfully to stories about the birth, search and enlightenment of the
Buddha (A2)
use their thinking about stories of Moses, the Buddha, Jesus or Muhammad to
explore how Jews, Christians and Muslims today celebrate key events from their
history (e.g. in Passover, Lent or Ramadan) (B3)
discuss and present thoughtfully their own and others’ views about the ways in
which leaders in religions inspire their followers, connecting to human rights (C1)
22 Carfield Revised RE Syllabus 2014 - 19
Year 5 Autumn 1 and 2
Worship and sacred
places:
Where, how and why do
people worship?
Investigating places of
worship in Sheffield and
Yorkshire.
15 hours
Pupils:
pursue an enquiry into local places of worship and beliefs about worship. The methods of
philosophy for children can be used effectively here. The pupils relate the meanings of symbols
and actions used in worship to events and teachings from the religions they study (A3);
consider: what happens in holy buildings? Linking to History and design technology pupils
consider how the architecture, furniture and use of churches, mosques, synagogues, mandirs,
viharas / Buddhist centres or gurdwaras expresses the community’s way of life, values and
beliefs (B1);
discuss and present thoughtfully their own and others’ views on challenging questions about
different kinds of religious belonging in Sheffield and Yorkshire today, presenting what they
have found out about worship clearly and thoughtfully in a variety of ways including for example
design and modeling, photo album descriptions and recounts, Q&A, poetry or art (C1).
23 Carfield Revised RE Syllabus 2014 - 19
Year 5 Spring 1 and 2
Religion and the
individual:
What is expected of a
person in following a
religion or belief?
Christians
15 hours
Easter and
Conflict/Forgiveness
Pupils:
learn about devotion and commitment in Christianity. They consider why Christians
celebrate Jesus’ birth: what is the meaning of Easter ? They compare the texts in the Christian
gospels that tell the stories of Easter, exploring how they are remembered and celebrated in a
range of Christmas festivities (A2);
use their detailed understanding of religious practice such as remembering Jesus with bread
and wine in Christian worship and trying to follow the teaching of Jesus about forgiveness and
loving your enemies to describe the significance of being part of the Christian religion (B1);
discuss and apply their own ideas about ethical questions and human rights issues: what is
fair and unfair? Why do people fight and cause pain? How do we know what is good? Can people
learn to be more generous? They learn from examples of Christian practice and consider the
challenges of trying to live a good life (C3).
24 Carfield Revised RE Syllabus 2014 - 19
Year 5 Summer 1 and 2
Beliefs and questions:
How do people’s beliefs
about God, the world and
others have impact on
their lives?
Two from Muslims, Hindus
and Buddhists
15 hours
Pupils:
explore and respond thoughtfully to the spiritual paths of Muslims, Hindus or Buddhists,
using a range of sources of wisdom (A2)
describe the impact of examples of religious teaching. A Hindu example might be the
impact of Hindu teaching about harmlessness (ahimsa) on questions about what we eat and how
we treat animals. A Muslim example might be the impact of daily prayer and Zakat (alms giving)
on how Muslim individuals and communities live. A Buddhist example might be about the
practice of harmlessness (A3)
express their own ideas about religious issues and questions, giving reasons for their
thoughts (A3)
discuss and debate reasons why different people have different ideas about whether God is
real and what God is like, recognising the right to freedom of religion and belief for all eople.
25 Carfield Revised RE Syllabus 2014 - 19
Year 6
Teachings, wisdom and
authority:
What do sacred texts and
other sources say about
God, the world and human
life? What can we learn by
reflecting on words of
wisdom from religions and
worldviews
Jewish, Buddhist, Muslim,
Christian
15 hours
Autumn 1 and 2
Link to favourite books, sayings, poems etc
Pupils:
respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise
from them in different religions (A2)
linking to English, pupils consider why some texts from the Torah (e.g. the Shema), the
Bible (e.g. 1 Corinthians 13) and the Qur’an (e.g. The 1st Surah, the Opening) are seen as sources
of wisdom in different communities. They respond thoughtfully to the ideas found in the texts
with ideas of their own (A2)
linking to Citizenship Education and the methods of philosophy for children, pupils consider,
for example, the Ten Commandments (Jewish) and the Five Precepts (Buddhist), expressing
thoughtful ideas about what is right and wrong in the light of their learning (C3)
26 Carfield Revised RE Syllabus 2014 - 19
Detailed
planning in RE
Syllabus 2014 on
S drive
Year 6
Religion, family and
community:
What contributions do
religions make to local life
in Sheffield? How can we
make Sheffield a city of
tolerance and respect?
All the religions and beliefs of
Sheffield
Spring 1 and 2
Pupils:
investigate aspects of community life such as weekly worship, charitable giving or beliefs
about caring for others, showing their understanding and expressing ideas of their own (A2)
linking to the expressive arts, pupils develop their own imaginative and creative ways of
expressing some of their own commitments such as working hard at sport or music, caring for
animals, loving the family or serving God (B2)
list and describe similarities and differences between the ways different communities show
that they belong (C1)
linking to Mathematics and Geography, pupils use local and national census statistics to
develop accurate understanding of the religious plurality of their locality and of Britain today
(C2)
discuss and apply ideas from different religious codes for living (e.g. Commandments,
Precepts or Rules), to compile a charter of their own moral values and respect for all.
15 hours
27 Carfield Revised RE Syllabus 2014 - 19
Year 6 Summer 1 and 2
Beliefs in action in the
world:
How do religions and
beliefs respond to global
issues of human rights,
fairness, social justice and
the importance of the
environment?
Jewish, Christian, Muslim
15 hours
Pupils:
discover and explore what Jewish people, Humanists and Christians teach about how we can
all live together for the wellbeing of each other (C1)
apply their ideas about justice and fairness to the work of three development charities such
as Christian Aid, Islamic Relief and Oxfam (C3)
write persuasively about the reasons why members of different religions and beliefs try to
help people who are vulnerable (e.g victims of natural disasters, people who live with
disabilities or people affected by war) (C3)
Pupils:
discover and explore what Jewish people, Humanists and Christians teach about how we can
all live together for the wellbeing of each other (C1)
apply their ideas about justice and fairness to the work of three development charities such
as Christian Aid, Islamic Relief and Oxfam (C3)
write persuasively about the reasons why members of different religions and beliefs try to
help people who are vulnerable (e.g victims of natural disasters, people who live with
disabilities or people affected by war) (C3)
28 Carfield Revised RE Syllabus 2014 - 19