RE SCHEME OF WORK
KEY STAGE 2
Mid-term planning
Year 6: Unit 3
Term: Spring 1
Do clothes express beliefs?
Year:
Key Concepts: Islam; Modest dress code
Learning Objective: to explore how clothing rules can
express belief and give people a sense of identity
Attainment Target Focus:
 AT1 Knowledge about religion – Believing;
Behaving; Belonging
 AT2 Learning from religion - Making sense of who
we are
Syllabus Questions addressed:
 Does living out parents’ religious beliefs/traditions
take away someone’s freedom or add to his/her
sense of identity?
 Do religious people lead better lives?
Assessment Criteria: (L4 & L5)
Pupils can:
 Describe an understanding of concepts, beliefs and sources, making some comparisons between religions
(L4), showing an understanding of similarities and differences between religions and suggest reasons (L5)
 Describe and show understanding of feeling and experiences and the impact of religion on people’s lives
(L4), explain the impact of beliefs on individuals and communities and how sources are used to provide
answers to ethical questions (L5)
 Suggest meanings for religious forms and practices (L4), recognising diversity within and between religions
(L5)
 Raise and suggest answers to questions of identity and belonging (L4), ask and suggest answers to questions
of identity and belonging (L5)
 Raise and suggest answers to questions of meaning, purpose and truth (L4); ask and suggest answers to
questions of meaning, purpose and truth (L5)
 Raise and suggest answers to questions of values and commitments (L4); ask and suggest answers to
questions of values and commitments (L5)
Engage:
 Start with a human bar chart on clothes. Give the children five statements about clothing and they have to
strongly agree, agree, not sure, disagree, strongly disagree and stand by the number that corresponds to
their answer. It is often a good idea to get them to answer on the sheet, and then pass the sheets around
several times so that no one knows who has given which answer.
 Show children pictures of a variety of people dressed in a variety of ways. Do we judge people based on what
they are wearing? What judgements do we make? Are they justified? Hold a debate at this point and see
what conclusions they come to – make sure there are things like Goths, mods, rockers, bikers etc rather than
simply uniform items.
KS2 Year 6-Unit 3 - Islam
September 2014
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Enquire & Explore: (AT1)
 Pupils working at this level could set up an investigation and explore the dress code of Sikhs, Muslims,
Hindus, Christians or Jews as they want, with guidance of course. What is the dress code that they discover?
What do the items tell us? Does the dress code apply to men and women? What does this tell us?
 Look for links to beliefs that dictate the code for what people wear. Look for variety within faith groups and
for differences and similarities between faith groups. Is there anything that they have in common?
Evaluate: (AT2 Impersonal)
 Do these clothing rules/codes help children to feel part of their community? Do they restrict them? Does the
fact that they can or can’t wear certain items limit their freedom? Does it help them to behave better? Does
it make them think about their faith more? Listen to interviews with young believers or if possible invite in a
young person who adheres to a dress code to talk about how it makes them feel.
Reflect & Communicate: (AT2 Personal)
 How do the children choose what to wear? Do they have a free hand or do parents tell them what to wear?
Do they think about the messages that their clothes send to others? Is it right to judge people by what they
wear? Is it possible that some people are making a deliberate statement? Is it just important to be correctly
dressed for a particular event or circumstance? (Eg wedding, interview, sport, rain or heat?).
 Hold a second debate, now that they have some facts. Have they changed their minds? Do they think it
matters what people wear? Maybe design a dress code for a particular belief – if they find that there is no
dress code for Christians they could work out what it could be and why.
Evaluation:
 What went well?
 Even better if:
Some suggested resources:
 RE Today publications: More than 101 Great ideas for RE – human bar chart activity
 BBC clips on line – 5 Ks of Sikhism
 BBC website about Muslim dress code – graphic of various headdresses
 www.reonline.org.uk – 5 Ks or Sikhism
 http://www.wikihow.com/Dress-Modestly-As-a-Muslim-Girl - cut and paste needed perhaps!
 http://simple.wikipedia.org/wiki/Islam_and_clothing
 http://islam.ru/en/content/story/dress-code-muslim-women
KS2 Year 6-Unit 3 - Islam
September 2014
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RE SCHEME OF WORK
CLASS RECORD SHEET
Assessment opportunities & activities
Year 6: Unit 3
Term: Spring 1
Do clothes express beliefs?
Year:
Higher ability - Pupils working at Level 5 will be able to use a developing religious
vocabulary to:

Explain the impact of dress codes on the lives of believers

Explain the links between beliefs and certain dress codes, showing why
different religions have different dress codes

Design a new dress code for a faith explaining the reasons for their choice

Explain the influences that they follow in their choice of dress and reflect
on the impact of their choices on themselves and others

Consider whether clothes express beliefs and the way that this might lead
to stereotyping of people who follow a dress code with particular reference to
at least two faiths

Plan and hold a debate into the issues that they have uncovered around the
topic of clothing
Core - most children will be able to:
Pupils working at Level 4 will be able to use a developing religious vocabulary to

Describe and link up Muslim beliefs with Muslim behaviour, especially with
regard to clothing, showing understanding of the symbols used

Annotate a picture of a Muslim, showing understanding of what it means to
belong to Islam by describing how it feels to wear the hijab etc

Suggest some answers to questions about why people choose to wear
certain items styles of clothing and the impact that has on the people around
them

Refer to religious beliefs when they describe their own values in choice of
clothing, making a comparison where necessary

Create a statement of personal belief in response to the main question,
referring to Islamic or Christian belief as well as their own ideas
Some children will not have made so much progress.
Pupils working at Level 3 will be able to use religious words and phrases to:

Make links between Muslim beliefs and Muslim clothing, focusing
particularly on women’s dress codes

Annotate a picture of a Muslim (or other faith group member) showing the
impact of the dress code of the life of the believer

Ask questions and investigate answers about why people choose to follow
certain dress codes

Suggest the reasons for their own dress code choices. Suggest the impact
their choices have on the people around them

Answer the key question referring to Islamic and Christian teaching

Design a “dress code” for a faith group, relating the items chosen to the
KS2 Year 6-Unit 3 - Islam
September 2014
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main beliefs
KS2 Year 6-Unit 3 - Islam
September 2014
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