Examples of Midterm Plans for Primary Schools
Introduction
The following are a series of midterm plans developed for training over the past few
years. The format is fairly standard but should imply that there is only this way of
planning for RE. The plans are based on the Cornwall Agreed Syllabus for RE and
are there to help schools think about their own planning. The religions covered are
those in the Agreed Syllabus but it should be noted that these examples do not make
a coherent scheme of work for a school in themselves.
Here are three possible KS1 half-term’s work which might help pupils focus
Hinduism. The first is relating belief to festivals in Hinduism.
Week/
Sessions
Objective: to get pupils to reflect on the meaning
1
of religious festivals for believers
Resources
Pupils
experience/Christmas
cards
Activity: Get pupils to discuss Christmas and
why people celebrate it. Make a class list which
gives reasons why people celebrate Christmas.
Ask pupils to tell the Christmas story – get them
to discuss what Christians think God did which is
celebrated at Christmas.
Assessment activity: that pupils can distinguish
between Christmas cards which relate to the
religious significance of Christmas and those
which don’t.
Outcome: That pupils know and understand that
many festivals have a religious origin and a
special meaning for believers.
2
Objective: to know and understand religious
festivals for Hindus.
Activity: explain that they are going to be
learning about a festival called Divali which is
special for Hindus.
Books for children on
Hinduism that have
the festival of Divali in
them for pupils to
look at.
Recipes for food.
Identify for pupils when Divali will be this year so
they are able to know when it will or has
happened (see the Shap Calendar)
Look at customs associated with the festival as
celebrated in the UK: the making of Diva lamps,
the making of special sweets, the having of a
special meal including several vegetable dishes,
rice and rotis with side dishes of chutneys and
A list of things they
might want to
contribute to the
activities
raita. The giving of prashad, The making of
Rangoi patterns with coloured rice or powder.
Plan with pupils activities for the coming weeks
on the making of Diva lamps, Rangoli patterns,
sweets and a celebration meal
3
Outcome: they know that Divali is a special time
for Hindus, that they have a plan for what they
are going to do in the next lessons.
Objective: to understand that Divali is a festival
of lights
Air drying clay
Activity: To make Diva lamps with air drying clay
Discuss what will be needed, the process, how to
design a Diva lamp
Pupils make the lamps and then leave to dry
before painting at a later stage.
Explain the significance of the Diva lamp for
Hindus
4/5
Outcome: that each pupils has a Diva lamp and
understands something of its significance in a
Hindu context.
Objective: to appreciate the value of celebrating
Coloured rice/powder
for Rangoli patterns
Activity: Class is split into three groups:
Group one: to prepare vegetables for a meal and
do some cooking towards that meal in a style
common to Hindu families.
Groups two: to make traditional Indian sweets
Groups three: to design and make Rangoli
patterns
Each group should be able to explain what they
have done and why to the other two groups.
Light Diva lamps
Eat the meal – if possible invite parents to share
the meal as an end of day activity with any
younger siblings.
Outcome: that pupils have experienced a meal
with others as a celebration of class life in a way
that Hindus might for Divali.
Vegetables and other
ingredients for food
Ghee for lighting Diva
lamp
6
That pupils can appreciate the value of
celebrating and that this can be seen by their
involvement
Objective: that pupils understand why Hindus
celebrate in the way that they do at Divali time
The story of Rama
and Sita
Activity: tell the story of Rama and Sita in a brief
fashion
Explain that the story is about Rama who is really
the god Vishnu. That Vishnu comes to earth at
times to show people how to live. Rama is a
model of love and faithfulness. That Divali is a
celebration of their return home
The class makes a list of things that happen in
the story.
7
Outcome: that the class have an understanding
of the main elements of the story and how it links
to the festival
Objective: that pupils can identify why Hindus
celebrate Divali in a particular way in light of the
story.
Previous work, pupils
Activity: Pupils to match what they did in the
previous activities with parts of the story they
heard in the last lesson.
Pupils discuss in simple terms about what they
did in the activities and how it relates to a
particular part of the story.
Through questioning pupils identify the idea that
Hindus are celebrating an event which is about
God’s interaction with the world in the same way
that Christians are with Christmas
Outcome: pupils understand some of the
significance for Hindus in the festival of Divali
Here the focus is on Special books
Week/
Session
Objective: pupils know which books are special to
1
Hindus
Activity: Pupils discuss which books they know are
the important to Christians from previous work.
Pupils learn that Hindus have special books. They
have lots of them and they are divided into Sruti
and Smriti – define terms.
Resources
Teacher resource
sheet
In the Sruti the main books are very ancient and are
called Vedas. These are used in worship.
In the Smriti one important book is the Ramayana.
Pupils to learn the names of the books as set out
above.
Ask pupils to recall work already done on the story
of Rama and Sita (if applicable)
Outcome: That pupils know that Hindus have
special books and the names of some of those
books
2
Objective: to know there is a book called the
Mahabharata and that it is the longest epic poem in
the world. It contains the Bhagavad-Gita which is a
special book on its own for Hindus. To know a story
from the Mahabharata
Activity: to learn a story from the Mahabharata
called The Enlightened Butcher (see below)
Discuss what the story is about and what message
it is giving.
Ask pupils to discuss what they understand the
term ‘duty’ to mean.
Get them to write out what they think their duties
are at home and at school
3
Outcome:
Pupils will know that one special book for Hindus is
called the Mahabharata and that it contains
important stories for Hindus
Objective: to understand that some books are used
for guidance by believers
Activity: to recap the story of the Enlightened
Butcher and where it comes from.
Recap what they think the story is about and to
review what they said about duty.
Get pupils to imagine what this story might mean to
a Hindu child living in Britain and especially the idea
that parents are gods – discuss how that would
affect your relationship with your parents if you
believed this
http://www.indolink.com/
Kidz/mythology.html
4
Outcome: pupils know and understand the story
and how it could be used for guidance in difficult
situation
Objective: that pupils understand that many stories
are told because they contain important messages.
Activity: Pupils compare two stories that they
know: Goldilocks and Jack and the Bean Stalk
Get them to tell the stories in their own words and
then to try to work out the meanings of the stories
Get them to record their opinions
5
Outcome: that pupils know that common stories
often have complex meanings and messages
Objective: that pupils can use their own creative
abilities to produce stories which have meaning
Activity: in groups pupils develop a story that can
be told to the class in about five minutes.
The stories should have a message that other
children can understand and may be around
themes such as:
Loyalty/respect/love/being safe/taking
chances/being kind
Pupils to prepare to tell these to the class in the
next lesson – it useful to remind pupils that most
stories we have were told and passed on by word
of mouth and not written. They can use toys to help
develop the story if it helps
6
Outcome: pupils are able to tell a group story with
a meaning
Objective: pupils to tell their stories in groups and
to discern the meaning in the stories of others
Activity: pupils tell their stories to each other. Each
group has to work out the meaning of the story of
each other story – see how good they are in
interpreting meaning
Conclusions to be recorded and evidence to be
gathered of what they feel they have learned in RE
during the last half-term
7
Outcome: that pupils recognise their own learning
and can identify it to others
Objective: pupils to record their learning from the
last half term and reflect on their performance
Traditional stories
Activity: pupils to identify the books that are
important to Hindus, name one book and identify a
story from it. They recap the meaning of the story of
the Enlightened Butcher
Pupils then reflect on the work they did in producing
a story with a meaning and the effort that they put
into their work, both in developing the story and
performing it for others
Their reflections should be recorded and kept for
monitoring and evaluating of RE
Outcome: that pupils have a clear idea of how well
they did in the last half-term in RE
This focuses on Creation as part of Special World
Week/
session
1
Resources
Objective: pupils know and understand reasons
for caring for the world
Paper
Activity: Pupils to make lists in table groups on
why we should care for the world in which we live.
Explore some of the reasons given and make (a)
class poster(s) which gives clear messages that
we should care for our world and why.
2
Outcome: a poster containing their views as a
result of discussion
Objective: to know and understand that some
people have special stories which help them to
care for their world
Copy of a Hindu
creation story
Activity: To listen to a Hindu story of creation and
to discuss the events of the story and its possible
meaning.
Emphasise to pupils that Hindus do not
necessarily believe things happened this way but
this is a story which helps them to understand the
world we live in.
Pupils to note down key features of the story
3
Outcome: that pupils know and understand that
Hindus have a special story which helps them
understand the world
Objective: to retell the story in the form of a
collage
Activity: recap the story using their notes from
last week
Materials for a
collage
Organise the class in such a way as to produce a
story board. This will allow different groups to work
on the story and to choose the materials to make
the collage
Start making the collage
4
Outcome: the production of the collage is
underway
Objective: to retell the story in the form of a
collage
Materials for collage
Activity: to complete the collage and to retell the
story as now presented
5
Outcome: to know a Hindu creation story
Objective: to link the Hindu story of creation
studied to care for the environment
Pupils
Activity: recap the story and ask the question: if
you believed the world was created from the body
of the god Brahma how would that affect the way
you treated the world?
Discuss this question in groups
Then discuss the idea in the story that Brahma
gave feelings to all that was created. How would
the belief that all things have feelings affect the
way you would treat them
Discuss this question in groups
Let pupils know that many Hindus would not hurt
or eat an animal because it would hurt their
feelings
6
Outcome: that pupils have made a clear link
between the story for Hindus and how Hindus
might treat the world
Objective: that pupils use their knowledge and
understanding and communicate this to others
Activity: pupils to prepare an act of collective
worship where they can tell others:
 reasons for caring for the world
 a Hindu story of creation and how that
story might help Hindus care for the world
 sing a hymn/song which talks about caring
for the world
Outcome: to have an act of collective worship
prepared
Pupils
7
Objective: to perform an act of collective worship
and reflect on their learning
Pupils
Activity: perform the act of collective worship
In class to reflect on what they learned, how they
contributed to the act of collective worship (they
don’t all have to participate in the same way!)
Outcome: their learning is celebrated and
reinforced
The following are all for KS2 and the first plans relate to Sikhism and then Judaism.
Sikhism
Exploring me and us: areas of learning:
AL1 Increased knowledge and understanding of religious beliefs (AT1)
AL3 More awareness and understanding of others and ourselves (AT2)
Week Activity
Outcome
1
Get pupils to discuss things that they believe about:
Increased selfawareness of
 Themselves
own beliefs.
 Their families
 Their friends
Pupils produce a series of statements about themselves,
families and friends in the form of a pie-chart.
2
3
These are kept for the next lesson
Using the previous weeks sheets get pupils to reflect on
their learning and then get pupils to extend learning by:
 Discussing what different sorts of belief they have
and what they mean by the word ‘truth’
 Get pupils to explore different meanings of the
word ‘true’ and the concept ‘truth’ by constructing
sentences which include those words
Pupils should have the ability to work with others on this
task and to share it with the class. Work should be kept to
inform further discussions and work
Review the previous weeks learning.
Introduce the concept of ‘belief’ by referring back to week
one and then get pupils to put the concept ‘belief’ together
with the concept ‘truth’.
Get pupils to think about things they believe to be true and
ask them what sort of evidence they would use to
convince somebody else. Pupils to demonstrate to their
group/class how they would respond to this task.
Then get pupils to consider two ways of understanding
experience. E.g. I believe that my teacher cares for me
because they are so concerned about my work they keep
Increased selfawareness of
own beliefs
Increased selfawareness of
own beliefs
me in at lunchtime to do extra work for my SATs, or: I
believe my teacher is worried about their job because they
keep me in to do extra SATs work so they don’t get
sacked if the results are poor this year.
Ask pupils to work out a way of finding out the truth of a
belief. Pupils to write-up their ideas.
4
Emphasise: most belief about most things is based on
experience.
Introduce the concept of religious belief: a belief that helps
a person to understand their experience and put their
experience into a wider/universal context.
Increased
understanding
of religious
beliefs.
Get them to identify religious beliefs that they know about
and to write some down.
Get pupils to consider how people came about these
beliefs – what experiences might they have had to make
them believe that these beliefs are true.
5
Pupils to write about their ideas.
Read the story: Three days in the river (p6 of the booklet)
Focus on the experience. Why did Nanak believe that God
was talking to him? What inspired him to believe his
words?
Increased
knowledge and
understanding
of religious
beliefs
Pupils to write out the Mool Mantra as an expression of
Sikh belief and to learn it.
Pupils then to write about the context the mantra was first
said in and then to work out what other bits of information
they would need to understand why he said what he said.
Get pupils to write out a series of questions they would like
answering.
6
Get pupils to review their learning so far.
Get pupils to share their questions about what they would
need to know about Nanakji in order to understand his
experience.
The teacher can either:
1. supply historical information about Nanak and his
times – such as the interplay between Hinduism
and Islam at the time, the development of the
Bhakti movement in India and the importance of
religious experience; or,
2. get pupils to discover this information from
sources, such as internet or text books.
Increased
knowledge and
understanding
of religious
beliefs
7
Pupils to write about the life and times of Nanak and how
that helped shaped his beliefs and his experience.
To complete the previous week’s work as an extended
piece of writing following the following structure:
1. the Mool Mantra and which religion it belongs to
2. where this statement was first said and what
experience of which person informed this belief
3. what they know about the historical/religious
context of this person
4. a reflection on how they might believe things
because of their experiences
Increased
knowledge and
understanding
of religious
beliefs
Increased selfawareness of
others and own
beliefs
Exploring me and us: areas of learning:
AL2 Identify some religious practices and know that some are characteristic of
more than one religion (AT1)
AL4 Respond sensitively to aspects of experience and feelings, including religious
aspects (AT2)
Week
1
Activities
Watch a recording of a news programme which shows
suffering or disaster.
Get pupils to look at ways they are affected by what they
have seen. Pupils should be given an opportunity to
explore the emotions they have experienced.
Get pupils to think about why the people who made the
news programme presented that information in the way
they did. What sort of response did they hope to get?
Outcome
Respond
sensitively to
aspects of
experience and
feelings,
including
religious
aspects
Develop the idea that we respond morally where we have
some emotional attachment, e.g. we send money to
places where there is need because we can empathise
with the suffering of others.
2/3
Get pupils to think about ways they have seen some
charities try to raise money/support
Look at the work of one charity such as Christian Aid or
CAFOD
The process is to get pupils to understand the
reasons why people get involved with this charity
4
Pupils to present some of their knowledge on what this
charity does and why (its religious motivation)
Introduce Sikhs/Sikhism as a religious tradition, say that
Sikhs like Christians, believe that service to others is
important.
Introduce the concept of Sewa – Service, explain that
service can mean a wide variety of things in different
contexts.
Identify some
religious
practices and
know that
some are
characteristic
of more than
one religion
Identify some
religious
practices and
know that
some are
characteristic
of more than
one religion
Explore the religious origins of this concept in Sikhism and
how each Sikh must perform Sewa in order to be a Sikh
5
Pupils to write down what they have learned.
Get pupils to list ways that they could serve their school
and their community. Get them to identify an area of
concern they have about their school or community
When they have agreed on an area of concern then to
develop a project that could help/improve the situation.
Plan the project as a class and then work out ways they
would know that they have been successful
Identify some
religious
practices and
know that
some are
characteristic
of more than
one religion
Some of the work for weeks 6/7 can start during this
session.
6/7
During these lessons a variety of things can go on, such
as:
1. evaluating the project so far
2. doing part of or the whole of the project
3. writing letters to people of influence
An important conclusion to this work is to ensure pupils
know that Christians and Sikhs believe that service is an
important part of their respective religions and that we are
driven to action/service about things we care about.
Pupils should know that Christians and Sikhs believe
service is important because they are inspired by their
religious tradition/sources. It is useful for them to reflect on
their sources of inspiration.
Identify some
religious
practices and
know that
some are
characteristic
of more than
one religion
Respond
sensitively to
aspects of
experience and
feelings,
including
religious
aspects
Exploring people: areas of learning
AL1 Knowledge and understanding of key figures (AT1)
AL3 An understanding of what the religions studied expect of religious leaders and
their relationship to their followers (AT1)
AL6 Awareness and understanding of the continuing affect such people have on
the beliefs and ideas of others and ourselves (AT2)
Week
1
2
Activities
Introduce the figure of Guru Gobind Rai by telling the story
of how he became Guru Gobind Singh
Outcome
Knowledge and
understanding
of key figures
Pupils to write a 75 word news report on the events seen
at Anandpur.
Review the story from the previous week and introduce the Knowledge and
story of the giving of the Guru Granth Sahib.
understanding
of key figures
From the two stories pupils write a character profile of
3
Guru Gobind Singh exploring his qualities – what insight
do these stories give the pupils into the type of person he
was?
Pupils are asked why they feel that people both at the time
of Guru Gobind Singh and now would want to follow him
and try to be like him.
What is there in the story of Guru Gobind Singh that pupils
might find inspiring?
Pupils to explore the qualities that they would expect of a
leader and how that might change in different
circumstances
4
The class to develop a leadership qualities chart for
different circumstances to put up on the class wall.
Introduce the concept of Granthi – someone who has the
skill and confidence of the community to read from the
Guru Granth Sahib – review the story of the giving of the
Guru Granth Sahib
From the work studied write an advert, setting out the
qualities of the person required, for the position of a
Granthi in a British Gurdwara.
The person would need to have the required skills and
also be a member of the Khalsa – at this stage the teacher
would remind pupils of the duties of Khalsa members as
set out in the story I need a head
Awareness and
understanding
of the
continuing
affect such
people have on
the beliefs and
ideas of others
and ourselves
An
understanding
of what the
religions
studied expect
of religious
leaders and
their
relationship to
their followers
They should also use some of the qualities from the lists
they have developed – taking due account of the
circumstances this person might find themselves in.
5/6
7
Looking at the story pupils of the duties of Khalsa
members as set out in the story I need a head the class to
develop and perform a play based on the story. The
narrative would have to contain the following:
1. something which highlighted the qualities of the
Guru, and,
2. indications of why people might want to follow him
Perform the play to the school
In lesson reflect on their learning and write down five
things they have learned about Guru Gobind Singh, five
things about themselves and five things about leadership
Knowledge and
understanding
of key figures
Awareness and
understanding
of the
continuing
affect such
people have on
the beliefs and
ideas of others
and ourselves
Exploring places and buildings: areas of learning
AL1 Knowledge and understanding of the special nature of religious buildings
(AT1)
AL2 Knowledge of codes of behaviour expected in special places (AT1)
AL3 Knowledge and understanding of the contents of religious buildings and how
they express beliefs held by the religious community (AT1)
AL6 Knowledge and understanding of the historical background to the foundation
of religious buildings and places (AT1)
Week
1
Activities
Get some pupils to find out about specific Gurdwaras on
the internet or from other sources.
From what they find they should identify the following:



which Gurdwara they have looked at and
something of its history
what is inside this Gurdwara
what is outside this Gurdwara
and make notes
Get other pupils to find general information about
Gurdwaras
Outcome
Knowledge and
understanding
of the historical
background to
the foundation
of religious
buildings and
places
Knowledge and
understanding
of the special
nature of
religious
buildings
These pupils should be able to identify the following:




2
3
4
why Gurdwaras came about
who uses them
something about their function
what they would contain
and make notes
From the information gathered working in pairs who looked
at different tasks in the previous week start to prepare a
leaflet on visiting a Gurdwara – produce two pages of a
guide, one giving general information about Gurdwaras
and the other about a specific Gurdwara that really exists
The pairs then to investigate the different features of the
Gurdwara and then to make notes on them
Write more of the guide which indicates what might be
found outside a Gurdwara and what is inside one – with
illustrations.
Explore the decorum expected in a Gurdwara. Add two
things to the guide:


the behaviour expected in a gurdwara
what that structure of the Gurdwara and behaviour
expected indicates about the belief of the
Knowledge and
understanding
of the special
nature of
religious
buildings
Knowledge and
understanding
of the special
nature of
religious
buildings
Knowledge of
codes of
behaviour
expected in
special places
Knowledge and
community who uses this building
Pupils should be given an opportunity to discuss key
issues relating to the Gurdwara – such as the equality of
all people, including men and women/rich and poor etc
Complete the production of the guide
5
To focus on one aspect of the Gurdwara – the Langar
Discuss the place and importance of the Langar in the
Gurdwara and in the Sikh tradition. Emphasise the
importance sewa in relation to the Langar
Get pupils to plan a Langar based in their class,
They would need to consider the foods to be provided –
inclusive foods – who would be involved in
advertising/inviting, cooking, serving and clearing up
6
By the end of the lesson they should have a clear plan to
have a Langar in their classroom during the next week
Produce posters to advertise the Langar - the posters
would need to contextualise the Langar as a Sikh tradition
and something about what the class is seeking to achieve
and the Langar is seeking to achieve
To produce a meal for others to share where the class
does the serving.
7
At the end of the experience pupils to write down a diary
entry to show how they contributed to the event and what
they learned about themselves from it
Pupils to reflect on their work over the past half-term, to
ask the question:
How well have I done in RE
How could I improve what I have done in RE
Get pupils to write down what they feel that they have
learned and share it with one other person.
understanding
of the contents
of religious
buildings and
how they
express beliefs
held by the
religious
community
Knowledge and
understanding
of the contents
of religious
buildings and
how they
express beliefs
held by the
religious
community
Knowledge and
understanding
of the contents
of religious
buildings and
how they
express beliefs
held by the
religious
community
Knowledge and
understanding
of the special
nature of
religious
buildings
Exploring festivals and times: areas of learning
AL1 Knowledge and understanding of religious festivals and how they reflect key
beliefs (AT1)
AL2 Knowledge and understanding of religious journeys and how they reflect both
historical and present faith (AT1)
AL4 Develop and awareness of the value of special times for all of us (AT2)
Week
1
Activities
Introduce the topic of Sikh festivals – explore the Sikh
calendar setting out what happens during a year.
Compare this calendar with that generally found in British
society – draw a calendar which has two columns
identifying when Sikh festivals might occur relative to the
Christian calendar (use the Shap Calendar sent to all
schools for this purpose)
2
Mention that next week they are going to be looking at the
festival of Baisakhi
Explore the festival of Baisakhi and the events it
commemorates at Anandpur.
Look at what Sikhs do to celebrate this date – special
events such as inducting people into the Khalsa
Identify which key beliefs and elements of the Sikh religion
this celebration expresses
3/4
Pupils to make notes about the festival for future use.
To explore the recent events at Anandpur to
commemorate the birth of the Khalsa at Baisakhi in 1699
To do this look at the internet site:
http://www.sikhnet.com/AnandpurSahib/
using the site look at the impact of the pilgrimage and
festival on the person/persons who took part.
All pupils should make notes on what they have found.
It is useful to split the class into groups that would find
different pieces of information to put together as a class
book of the events related on the site
5
Put together the information in the following way:
1.
2.
3.
4.
an introduction to the festival of Baisakhi
a section on why Baisakhi 1999 was extra-special
sections which reflect the website information
how going on such a journey represents the faith of
current Sikhs and a reflection on the affect of the
journey on the person who set up the website
Outcome
Knowledge and
understanding
of religious
festivals and
how they
reflect key
beliefs
Knowledge and
understanding
of religious
festivals and
how they
reflect key
beliefs
Knowledge and
understanding
of religious
festivals and
how they
reflect key
beliefs
Knowledge and
understanding
of religious
journeys and
how they
reflect both
historical and
present faith
Knowledge and
understanding
of religious
festivals and
how they
reflect key
beliefs
Knowledge and
All put together as a class booklet for display
6
Pupils to explore the concept of journeys and how special
they can be.
Task: get pupils to discuss – if they were going to go to
somewhere significant where might that be and why?
understanding
of religious
journeys and
how they
reflect both
historical and
present faith
Develop and
awareness of
the value of
special times
for all of us
In groups get them to write down their ideas, which might
include journeys they’ve already done.
Get them to distinguish between holidays and visits to
members of their families and visits to places of special
significance for them as a group or an individual – such as
Obby Oss Day in Padstow or Flora Day in Helston – or to
places of historical significance – such as Pendennis
Castle – or to a place of outstanding beauty – such as
Porth Curnow.
Get pupils to write a letter to a friend inviting them to a
special place. The letter would include:




7
Where it is
What would be there
How they would get there
What they would hope to get out of the visit
The last lesson should be an opportunity to share learning.
Start this by sharing the previous weeks work with a group
or the class, depending on logistics.
Pupils ought to consolidate their learning by writing down
what they have learned about:
1. Sikhs
2. themselves
3. human nature
during the past half term.
Develop and
awareness of
the value of
special times
for all of us
Course booklet reference page 14 – 16
Exploring festivals and times: areas of learning
AL3 Knowledge and understanding of moments that are special to individuals and
groups, such as rights of passage (AT1)
AL4 Develop and awareness of the value of special times for all of us (AT2)
Week
1
Activities
Introduce the topic of growing-up, look at the ways we
change and what it means to grow up and become
responsible
Introduce the topic of becoming a member of the Khalsa
Explain that Sikhs of different ages may want to become
more committed to being Sikhs, explore what commitment
means.
2
Pupils to make notes on discussions held
Pupils to explore what happens to somebody when they
become a member of the Khalsa, what preparations they
might make, what it would be like during the ceremony and
what it would mean for their life from that moment onwards
Pupils will need to make notes on what they have
learned/discovered
3
Pupils to consolidate previous learning by writing a diary
entry over three days:
Day 1: what is going to happen – how prepared am I –
what am I feeling now
Day 2: what happened – how did I feel – was it the right
thing to do
Outcome
Knowledge and
understanding
of moments
that are special
to individuals
and groups,
such as rights
of passage
Knowledge and
understanding
of moments
that are special
to individuals
and groups,
such as rights
of passage
Knowledge and
understanding
of moments
that are special
to individuals
and groups,
such as rights
of passage
Day 3: where do I go from here – am I still excited – am I
worried – what are my responsibilities
4
Diary entries to be completed by the end of the lesson –
with appropriate differentiation for pupils with individual
needs
Pupils to look at Confirmation in the Anglican Tradition,
look at what happens and what it means to be confirmed
http://www.cofe.anglican.org/lifechanges/index.html
Make notes about:
1. what happens during a confirmation, and,
2. what confirmation means in the Anglican tradition
Focus on the importance of commitment and ensure all
have notes on that issue
Knowledge and
understanding
of moments
that are special
to individuals
and groups,
such as rights
of passage
5
Compare a confirmation with becoming a member of the
Khalsa
Ensure pupils see similarities as well as differences – this
will include some of what they might know about baptism
and communion in the Christian tradition
Ask the question: how important is it to celebrate growing
up and becoming committed to something of value?
6
Get pupils to do a chart which compares and contrasts
confirmation and becoming a member of the Khalsa
Encourage pupils to think about how they would like to
celebrate growing up
Get pupils to design a ceremony for growing up that
includes symbolic acts and things which would help young
people to reflect on the significance of growing up
7
This might be a ceremony developed for Y6 pupils going
onto Y7 in the summer as part of a farewell assembly
Continue the work of the previous week and share these
with the class,
Get pupils to explain how symbols can be used to express
ideas that important to celebrate.
Knowledge and
understanding
of moments
that are special
to individuals
and groups,
such as rights
of passage
Develop and
awareness of
the value of
special times
for all of us
Develop and
awareness of
the value of
special times
for all of us
Where possible choose a ceremony to celebrate/mark the
graduation of Y6 pupils to secondary Education
Judaism
Exploring Me and Us
AL1
AL3
Week
1
Increased knowledge and understanding of religious beliefs (AT1)
More awareness and understanding of others and ourselves (AT2)
Activities
Pupils to discuss what they eat in an average
week – what dishes they have.
Pupils to identify where the different type of
meals originate from and to identify how
different families in the same area might have
very different experiences of food
2
Pupils to write-up their discussions/findings or
present in a form that contributes to the NNS
Introduce the idea of the Jewish people as
the next topic in their RE
Emphasise that it is not possible to talk about
Jews as if they all believed the same thing or
shared the same culture.
Outcomes
That pupils understand
that they can all belong to
the school/area where
they live but have many
differences in what they
eat/do
That pupils understand
that not all Jews are alike /
to experience Jewish food
On a map of the world identify two areas:
Eastern Europe (Germany/Poland) and
Spain/Portugal and identify one as the place
where Ashkenazi Jews came from and the
other Sephardic Jews – state that British
Jews come from these two areas and have
been here since the 17th century
Pupils to investigate two dishes from the two
main divisions in the Jewish people and cook
them
3
Explore the concept of difference in belief in
one religious tradition – Judaism
Teacher explores different attitudes to women
in society and in Judaism particularly
Explore the roles that women have in their
society and ways in which those roles might
have changed.
That pupils understand
that Jews can be still
considered Jews and yet
believe different things
and have different
practices
Pupils to write about the
role of women in different
Jewish movements
Introduce the idea that in Orthodox Judaism
women have a particular role in the family
and men in the synagogue and that in
Progressive Judaism this would be different.
4
Explore what different movements say about
women and their role
Pupils to discuss their own beliefs about what
it means to be British/Cornish
Explore issues of identity – who they feel they
are, how do they know, where they belong
5/6
Develop tolerance as a concept and a virtue
Explore the question: if Jews are all so
different what makes them Jews?
Key answers would include:
Shared history,
Key focal points: G-d, Torah, Israel
Key practices: Shabbat and festivals
BUT they may have different opinions and
ways of doing things
Split class into 3 groups to explore G-d, Torah
and Israel to find out what different
movements believe about these key areas
Present finding to the whole class
That pupils know they
belong whilst having some
profoundly different views
Produce a poem about
who they are, and how
they know
That there are key points
in Jewish belief and
practice but Jews disagree
on them
7
Assessment opportunty
Assess the work done by
pupils
Present class findings on a wall display with
reflections about learning
Looking at Authority in Jewish life with a focus on Exploring Books
Week
Activities
Outcome
1
Explore with pupils what sources of authority
Pupils have a clear
they have in their lives
understanding of the rules
of the school and the
importance of family and
the law in making
decisions.
2
Looking at authority for Jews in their life
Have a list of
 Read Leviticus 19 at the heart of the
commandments from
Torah
Leviticus 19
 Pick out different sorts of
commandments to be followed
3
Looking at the Books of the Prophets for
Have heard and made
guidance:
some notes on Jonah
 Read the book of Jonah
 Ask the question – does this book
have the same sort of authority that
Leviticus does?
 Note the difference in Jonah
4
Prepare a drama about the book of Jonah
Pupils to have a part to
play in the production of
‘Jonah gets his chips’
5
Practice and perform Jonah to the whole
Pupils participate
school or to the KS.
6
Pupils to reflect on the story of Jonah as a
Pupils to produce a written
source of authority for Jews
piece of work trying to
show the importance of
Jonah as a guide book for
the Jews
7
Discussion about authority in their own lives – Pupils to have a clearer
to re-explore the concept of authority and see understanding and
if their understanding has widened since the
knowledge of authority in
half-term began.
their own lives.
Exploring Me and Us with a focus on belief
Week
1
2
Activities
Exploring beliefs
 Do a class survey on what people
believe
 Compare beliefs held by pupils
according to fixed categories
Exploring Jewish beliefs
 Looking at the 13 principles of faith set
out by Maimonides
 Compare these beliefs with the class
Outcomes
Write up the class’s
opinions and enter the
information on to a spread
sheet to generate bar
charts
Produce a display with the
13 principles of faith held
by many Jews
beliefs.
See if any share the beliefs of
Maimonides
What different types of belief are there:
 Belief in family and friends
 Belief in teachers
 Belief in text books etc…
Watch part of walking with beasts
 Is this what happened or is this belief?
 Does the programme maker promote
this as fact or as theory?

3
4
5
6
7
How do the beliefs of Jews compare with those
of Christians?
 Using a copy of the Apostles Creed find
the similarities and the differences
Invite in a person of faith to talk about how it
affects their life on a day to day basis
On the basis of notes pupils to discuss the
previous weeks visit
 Pupils write about their own beliefs in
the light of their learning
Exploring Festivals and Times
Week Activity
1
Exploring special days for us
 do you have a special day every week?
 what do you do on that day?
 does it involve all your family?
 is it a day of rest?
2
Exploring a special day for Jews – Shabbat
 read the story of creation in Genesis 1:1
– 2:4
 read the 10 commandments
 what do you consider rest?
3
Exploring rest for Jews
 learning about the 39 melachot for
Orthodox Jews and how they are
applied in an Orthodox family
4
Celebrating Shabbat
 How Jews rejoice on Shabbat: getting
ready, special meals
 Looking at the issue of Kosher food and
the prohibition on cooking on Shabbat
As a result of discussion
write down how many
ways a person might
believe.
Write a letter to the
programme maker of
Walking with Beasts and
comment on issues of fact,
theory, truth and
speculation
Write a short passage on
the similarities and
differences between Jews
and Christians
Pupils to write notes
Pupils have a clear
understanding that belief
forms a part of
everybody’s life but not
always the same beliefs or
to the same extent.
Outcome
Pupils have notes on the
pattern of their week
Pupils have notes that
include the commandment
to rest for Jews from
Genesis and Exodus.
Pupils have a clear
understanding of what
they mean by rest.
Pupils to have a list of the
39 melachot with
examples of things they
may or may not consider
rest.
Illustrate the melachot on
class picture.
Start to plan for a Shabbat
meal
Learn a Shabbat song
5
6
7
Celebrate a Shabbat evening meal or day time
meal with the class.
 Keep meal as kosher as possible
 Sing songs
 Everybody clears-up
Write up the previous week’s experience
Answer the question: is it good for society to
rest as a society?
Grape juice, Challah etc.
A reflective piece of work
of 100 words describing
what happened and how
they felt about it
Class discussion using the
previous weeks work.
Exploring People
Week
1
2
3
4
Activities
Pupils explore who is key for them as individuals
 Highlight: family, friends, teachers and
others.
 Discuss who they look to for inspiration
The story of Rabbi Akiva
 Pupils to have a clear understanding of
when he lived, some details of his life and
death
Learn the story about Akiva when everything
went wrong but turned out for the best.
 Do they think this story is likely?
 What would Jews take from this story?
 Are there recent events for Jews which
might make them want to tell this story to
their children
Rabbi Nachman of Bratslav: a short sketch of his
life and an exploration on the story: Never Lose
Hope
http://www.breslov.org/kids/stories/nlh.htm
5
6
7
Is it important to have people to look up to and to
follow people who have ‘wisdom’?
 Pupils to discuss what characteristics
they would like in a leader.
 Explore their experience of leadership
and of being led.
Pupils to imagine they have been put in a
position of leading others and caring for them
 Pupils to identify their positive qualities
which would help them
 Pupils to identify what in their characters
might impede them from being leaders
Pupils to reflect on the sorts of leadership shown
by Rabbis Akiva and Nachman and whether their
sort of leadership is still needed today.
Outcomes
To have a clear view of
who is important for
them and why
Pupils can write a pen
picture of Rabbi Akiva
Pupils to write up the
story with illustrations or
as a cartoon strip,
comment on how Jews
would understand the
story.
Does the story make
sense in light of the way
Rabbi Akiva died?
Pupils to discuss the
story in light of what they
know about the turbulent
times Rabbi Nachman
lived in and to write up
their thoughts
Design a ‘leader’s
charter’ to be put up in
the class
Pupils to write out a
manifesto about how
they could lead the
country, including all
their positive attributes.
Pupils to write reflective
piece in the topic.
Exploring the World – with a focus on farming and animal welfare
Week
1
2
3
4
5
6
7
Activites
Pupils to explore issues about looking after the
world.
 Pupils to produce a manifesto for the
class on saving the world starting in the
class, moving to the school and out into
the locality
Exploring Jews looking at the environment:
Read the story of creation in Genesis 2:4 – 25
 What is the relationship between the
Human and the animals
 Do humans have a job to do in the
garden?
Look at Psalm 104
 Explore the genre
 Pick out the main messages
 Look at how the author has tried to
picture the wonder of the world
Find out about Jewish attitudes to the
environment, especially the looking after of
animals
Write a guide for a Jewish child who is going to
own a pet or move onto a farm
 Ensure it has parts of Genesis in it,
Psalm 104 and any sections from
Jewish law
Complete and present guides to the whole
class.
Discuss if they feel that they have become
more environmentally friendly and committed.
Outcomes
A clear manifesto for
change as they see it
Make notes on the story
Write a poem about nature
and why we should look
after it.
Make notes from research
or teacher’s presentation
Pupil know about and
understand a Jewish view
of the environment
Pupil know about and
understand a Jewish view
of the environment
Understand better their
own responsibilities to the
environment
Review the manifesto to see if it needs
changing and change if appropriate.
Exploring Places and Buildings
Week Activities
1
Research the word synagogue
 From resources available look for
synagogues
 Identify different types and discuss
similarities and differences
2
Find out about Orthodox Synagogues
 Look at Aron Kodesh, Bimah, Ner
Tamid, Ezrat Nashim etc
 Pupils to be able to describe their
function.
3
Exploring a Progressive Synagogue
 Note similarities and differences
Outcomes
Pupils have some notes
on synagogues
Pupils to be able to draw a
floor plan of an orthodox
synagogue identifying
important features
Pupils to be able to draw a
floor plan of a progressive
synagogue identifying
important features
4
5
Exploring why synagogues are different
 Why is the Bimah a different way
around in a progressive synagogue
 Why is the position of women in so
different in the two types of synagogue
 Ask the question: does it make sense
for women not to take a lead in services
and be separated from men in the
synagogue of the 21st century?
Pupils to discuss
similarities and differences
especially the position of
women
Pupils to explore issues of gender
 Is it ever right to separate boys and
girls?
 Set out thoughts on a large piece of
paper and put down reasons for yes
and reasons for no.
Discuss gender issues.
Pupils to make notes of
their discussions
To produce a class piece
of work on the relationship
between boys and girls in
society

6
7
Are there times just for boy and just for
girls?
Pupils to discuss:
Many Orthodox Jews believe men and women
should be separated in prayer and in social life
can we still respect people who have such a
different view about life than us?
Pupils to reflect on the special places they have
and who they would and would not invite and
why. Does the way different Jewish groups
organise their synagogues challenge the way
we think.
Discussion with a team for
and against done in the
style of a traditional
debate.
A reflective piece of writing
on the topic.
Notes
The following are examples of schemes of work developed for one primary school
which include examples of teaching Christianity.
Year 3 Spring Term part 1.
Week
The Christian Year
1
What have we just been celebrating in Britain?
Get them to reflect upon and write about why they think it is
important to have celebrations
2
What were Christians celebrating at Christmas?
Key questions: who was Jesus for Christians?
Why was his birth important?
Read the Gospel of John 1: 1-14
3
Key questions: what sort of literature is this? (Poetry) Look at
poetic language, metaphors and similes, etc.
What is its message? (Jesus is the Son of God and the Word
of God)
Therefore the celebration of Christmas is the celebration of
God’s Word becoming human and leading people from
darkness to light. Hence it comes at the darkest part of the
year.
Church activities around Christmas such as lighting candles
etc. Look at a book of Christmas customs which reflect that
Jesus is the light of the world or the Word made flesh such as:
Mince pies etc.
Crib indicates Jesus not welcome in the world Jn 1:10
4
5
6
7
Question: what is the major festival of the Christian Year?
The answer given will most probably be Christmas BUT the
teacher emphasises that the most important festival is Easter
Mention the season of Lent in passing
Look at a Stations of the Cross pick out the 14 picture and find
where they come in the Gospel tradtion.
Design some Stations of the Cross for the school, you might
want to put their faces into the pictures, as often happened in
Medieval practice.
Pupils to work in twos or threes to design 14 stations in all.
Continue previous work
The story of Easter: read Luke Ch 24 for the story of the
Resurrection of Jesus.
Discuss the concept of Jesus defeating death.
Outcomes
A reflective piece of
writing of up to 25
words. (AL4)
AL1
Pupils understand
that Jesus is God
who has taken the
form of a person for
many Christians and
have identified key
words in the
passage. Key
words/phrases to be
written out by pupils
for later display.
To be able to identify
Christian customs
which reflect belief.
Draw some of the
customs for a
display with words
from previous lesson
to be attached to
them.
To know about the
Stations of the Cross
as a meditative
exercise for some
Christians during
Lent.
Start to design and
realise the Stations
of the Cross.
Complete the
Stations of the Cross
Write a poem as
somebody who was
there when Jesus
went to his death
now hearing the
news that he is alive.
Year 3 Autumn Term Part 2
Week The world – the local environment
1
Read the story of Genesis 1:1-2:4
2
According to Christian who does the world belong to and
what is the role of people in the world? (Focus for the
latter on the 6th day of creation)
Discussion, how should we treat our world?
Class to find examples of how they could help the
environment by doing practical things in the classroom.
3
4
5
6
7
Look at different pollutants: noise, visual, waste, etc.
Do an audit of the school grounds: where can they
discover that they could improve their environment
around school. How could they create a better
environment, this would include stopping vandalism.
Outcomes
Pupils write a 25
word summary
of the story they
have heard.
Produce a class
code for making
the classroom a
better
environment.
To prepare an
assembly which
looks at how
pupil might make
the school a
better
environment.
To write notes
on what the
speaker
contributes.
Invite in an officer of Restormel Borough Council (contact
Graham Martin 01726 223300) to talk about the
problems caused by visitors to Newquay and how they
try to balance promoting a tourist attraction with the
needs of local residents. Bathing water quality as a focus.
Prepare, using ICT, a leaflet for visitors to Newquay on
Production of a
how they should treat the local environment.
leaflet that will
be completed
next week.
Reread the story of Genesis 1:1-2:4
Produce the
leaflet using
quotes from the
Genesis story.
Review of previous work and a celebration of
achievement presenting leaflets to a local dignitary such
as the Mayor.
Year 4 Spring 1
Week
1
Daily living for Sikhs and Christians
Describe a typical day for a pupil:
2
Pupils try to describe what they think is the typical day
for a religious person.
3
Living as a religious Sikh:
Key points: bathing, prayer, service to others,
meditating on the Guru Granth Sahib.
Resource: Sikhism by Sue Penny, among others
4
5
Living as a religious Christian:
Identify key aspects of a Christians life:
Prayer, reading the Bible, serving others. Prepare
questions for a visitor.
Invite in a local Christian who will describe their day and
highlight what makes that a specifically Christian day
Outcomes
Each pupil to
produce a day
plan showing
what they do
from waking up
to going to
sleep.
Produce a
similar plan
Then ask the
question: how
do we know?
Produce a day
plan for a Sikh
and compare it
with their own
and with the one
they developed
for a religious
person.
Prepare
questions
Make notes
6
Produce a piece of work about how being a Christian
would effect the daily life of a person
Start piece of
work
7
Work to be completed which also notes similarities with
the life of a Sikh (emphasise prayer, reading of a holy
book and service to others)
Complete piece
of work.
Year 4 Spring 2
Week
1
Guru Nanak
What do we expect of people who are important to
us?
Outcomes
Discuss what they
expect of their
teachers.
What do we expect a teacher to be like?
2
3
Show the animated faiths ‘Life of Guru Nanak’
programme.
Discuss the life as presented in the video.
With reference to the book that accompanies the
video focus on the story of Nanak being lost in the
river.
4
Producing a collage that tells the story as a group.
5
From the story what qualities do you think Nanak has
that would make people want to follow him?
6
What qualities do you have that might make people
want to follow you?
7
Present the story of Guru Nanak to an assembly
which highlights the qualities he had and gets others
to think about the qualities they have.
Design a charter for
teachers to follow.
Make some notes
Start to produce a
collage of the story
of Nanak and the
river.
Complete the
collage.
Produce reflective
writing of 35 words
as a result of the
discussions.
Put them with the
collage.
Produce a list with
examples from your
life. Qualify their
qualities with
anecdotes.
Produce and
perform an
assembly.
Year 5 Spring Term 1
Week
Exploring Synagogues
1
Do an internet search for the word ‘synagogue’.
Outcomes
Identify a
synagogue
Each pupil to identify a synagogue on the net and to
print off something about that synagogue or to save
it on their site.
2
3
Teacher could focus on Exeter Synagogue and their
virtual tour. (Good for picture of synagogue furniture
etc)
Produce a profile of the synagogue they identified
including:
Is it Orthodox or Progressive?
Where is it? etc
Identifying the content of a synagogue:
The Torah Scrolls, Aron Kodesh, Ner Tamid, Bimah,
seating (different for Orthodox and Progressive
Synagogues)
4
5
6
7
Invite in Harvey Kurzfield (Newquay
Junior/chairman of the Cornwall Jewish Community)
to talk about being in a synagogue and how a
person should behave there.
To include the concept of a synagogue as a House
of Study, House of Community and House of Prayer
Produce a guide for a visitor to a synagogue to
include:
What sort of synagogue
What it would contain
How to behave
Finish work started
Produce a reflective piece of work on why some
people want to go to religious buildings to pray,
study and meet others.
Produce a profile
Produce a ground
plan for a
synagogue –
different pupils will
have different plans
as some will be
orthodox and some
progressive.
Make notes
Start guide
Complete guide
Produce reflective
prose or poetry.
Year 5 Spring Term 2
Week The New Testament
1
Introducing the New Testament
2
3
4
5
6
7
Go through and write down the books in the following
categories:
Outcomes
Pupils to have a list
of NT books
according to
structure
Gospels
Acts
Letters of Paul
Other Letter
Revelation
Pupils to choose one passage from the NT and
describe it, teacher should feel free to highlight
different genres:
Pupils can highlight
the different genres
used in the NT
Gospel: narrative, poetry, prose, hymns, parable
History
Letters etc
Focus on Luke Chapter 15, read the three parables
about losing and finding.
Identify what the message might be for readers.
The lost son – look at this parable again, analyse the
characters, their decisions and actions.
Identify what the parable might be trying to achieve
and the different things it could be about.
In groups of three dramatise the parable trying to
show their interpretation of the story. Drama to last
no more than 4 minutes.
Present dramas to the whole class
Note how different how the characters are portrayed
and how that might effect the meaning of what was
seen.
Key question: why is talking in parables more useful
as a way of giving a message than direct speaking.
To make some
notes on key points
in the parables for
next week
Know the parable of
the lost son
Start to produce a
drama
Complete dramas
Video if
possible/photograph
for evidence
Produce a 35 word
piece of writing on
own opinion.
Year 6 Term 2 part 1
Week Sikhs and Creation
1
Look at one of the Hindu stories of Creation
Especially around the story of the waking of Vishnu
and Brama
Identify what this story might be telling believers.
2
Look at hymn of creation from the Adi Granth
Compare it with the Hindu story from which it has its
origins.
3
4
5
6
7
On a photocopy of the Hymns from the Adi Granth
write a commentary about what it might mean and
how it links to the Hindu story. Identify key themes
Look at themes of Service in Sikhism and try to
predict a Sikh response to environmental issues.
Produce a guide for Sikhs based on the resources
available.
Choose an environmental issue for the class that is
considered a global issue.
Investigate that issue and how it affects them and
how they might affect it.
Produce a poster campaign about the issue studies
that must include quotes about Sikh attitudes to the
environment and can include parts of the hymns
studied.
Do a presentation to the class about their work
before producing a class display of the work
produced.
Produce a summary of what they have learned
during the half-term with a focus on what they feel
they have achieved and how well they have
achieved in RE.
Outcomes
That pupils know the
story
To be able to
compare the
traditions.
Have written basic
commentary.
Production of a guide.
Make notes
Produce posters
Presentation
Reflective diary entry.
Year 6 Term 2 part 2
Week
Worship for Sikhs and Christians
1
Why do people worship?
2
3
4
5
6
7
Class discussion on the roll of worship in the lives of
believers.
How do Christians worship:
Look at a Christian prayer book. Explore a selection
of prayers try to work out what they are saying
about Christian beliefs about God.
Celebrating Holy Communion – look at the service
of Holy Communion, drawing on the experience of
pupils if appropriate. Note structure:
Confession
Readings
Preaching
Offering
Eucharist
Communion
Dismissal
Invite in local clergy to talk about how they celebrate
the Eucharist, what it means for them and why
using bread and wine is so important.
Produce a piece of writing on the importance of
Eucharist for some Christians, showing that they
know the key elements.
Explore the symbol of the Khanda for Sikhs
What does this symbol tell you about Sikh believe
and life.
If you had your own special sign what would it be
and what would it tell others about you.
Outcomes
Produce a list of
reasons with some
explanation.
Write out a prayer
with a commentary.
Pupils to know key
elements
Pupils to make
notes
Produce written
piece
Draw and comment
on the Khanda
Prepare signs for a
display.
This final section is an in depth study format for Year 6 pupils
The study of a religion in depth
A project for Year 6 pupil
Introduction
During the next term you will be expected to study a religion in depth. In order to be
able to do this you will have lessons where you are taught by your teacher, lessons
where you will be expected to research a variety of media and lessons where you are
writing up your research. The project is centred on a series of themes and tasks and
will require some homework time as well as time in class. This booklet is here to help
you produce your project. It is a place to make notes, sketches and do rough work
before you produce your final pieces of work and will form part of your overall
assessment with your completed project.
Name………………………………………
Class……………………………………….
The religion to be studied is ………………………………………
You will find the following website useful: www.theresite.org.uk/ so bookmark
it on your home page.
Other useful resources are:
Exploring Me and Us
Identify some religious practices and know that some are characteristic of more than
one religion. Can identify a practice found in at least two of the religions studied and
write about the practice from the perspectives of a child in those religions (AT1).
On this page write down some notes about what it means to be a dedicated follower
of the religion you are studying. Then compare this with another religion you know
about. Identify where you feel there are strong similarities.
(Example: they are studying Sikhism and are focusing on the following –
The importance of the Khalsa, the wearing of the 5Ks
Daily rules for living: Helping others, saying daily prayers; giving thanks; the role of
fasting
Sikh family traditions: Sewa (service); vand chhakna (sharing)
They may be focusing on becoming a member of the Khalsa and be writing a diary
for a Sikh boy or girl who is going to be initiated/has been initiated.
At the same time they compare this with becoming a confirmed member of the
Church of England and celebrating their first Holy Communion. Again they might do a
parallel diary for a person becoming confirmed. Or becoming Bar/Bat Mitzvah in
Judaism.)
Respond sensitively to aspects of experience and feeling, including religious aspects.
Can write poetically about the experience of mystery relating to the world in which
they live and/or the people they encounter (AT2)
(Example: write a poem about becoming the member of the Khalsa, or becoming a
Bar/Bat Mitzvah, or being confirmed, which shows the emotions of the person before,
during and after the event – three stanzas in Iambic Pentameter)
Exploring People
An understanding of what the religions studied expect of religious leaders and their
relationship to their followers. Can express through a variety of media (AT1)
(Example: can identify what is expected of a member of the Khalsa in their day-today life. This could also include what is expected of a Granthi. Likewise this could
focus on the Dayan, Rabbi, Chazzan etc in Judaism or Clergy in Christianity. Make
notes here for a short drama which will explore the role of religious leaders.)
Exploration of the experiences of significant religious figures and how those
experiences might offer them answers to their own questions about the meaning of
life and answers to moral questions. Can produce an analysis of a key moment in a
person’s life and show how that might inform a situation in their life (AT2)
(Example: stories of great religious figures in the religions studied. Use these stories
as a tool for self-analysis asking questions such as:
Nanak and the river;
Moses at the burning bush;
Jesus in the garden of Gethsemane.
What would I have done in that situation?
Would I have done something else? If so what would it be?
What have been significant moments in my life? What important things have they
taught me about my self and/or others?)
Exploration of issues of right and wrong and come to own solutions. Can discuss
moral issues and argue a moral position giving reasons for their views (AT2)
(Example: prepare for a debate on the topic: religious leaders are wise people and
you should follow what they teach and live by their example. Note here arguments for
and against. Leave some space to report on how the debate went, your contribution
and whether you agreed with the conclusion.)
Exploring Books and Stories
Knowledge of religious stories and parables. Can retell/dramatise/draw. (AT1)
Suggest meanings in religious symbols, language and stories and make links to the
ideas and beliefs which underpin them. Can identify the essential ideas in stories and
show their links to core religious ideas. (AT1)
(Example: choose three stories from the religion being studied. Identify:
1. where these stories come from;
2. why they are important to the followers of the religion being studied;
3. what key belief(s) these stories link to in the religion being studied.
E.g. in Judaism look at the story of the creation of the world in Genesis 1:1 – 2:3a;
the giving of the 10 commandments in Exodus 19 and 20 and the story of Jonah
linking them to the following ideas:
a. one God as creator of the world and our responsibility to care for it;
b. God reveals God’s self and gives commandments to be followed;
c. God seeks repentance so the world can be a perfect place, that Israel is a
messenger of this repentance and at times does not want that role.
In Christianity they could look at stories from the New Testament especially Acts and
some parts of the letters of Paul. For Sikhism there are lots of stories of the Gurus to
be explored as well as their teachings.)
Appreciation of the value of religious books for guidance. Can discuss sensibly (AT2)
(From the stories studied explore how they might help a person to make an important
decision in their life.)
Exploring Places and Buildings
Knowledge of codes of behaviour expected in special places. Can write a guide book
to explain appropriate behaviour in a place of worship (AT1)
(Example: produce a guidebook for a first time visitor to a
Gurdwara/Synagogue/Church.)
Show an understanding of belonging to a religious community and how a building
might express such belonging. Can identify specific features of a building that might
show a person’s status in a religious community (AT1)
(Example: imagine you are going to leave home, what would you miss about your
place of worship if you were a religious person – mention both the physical aspects
of the building and also the special people you know who are there. Do this as a
piece of imaginative writing based on a picture of your chosen place of worship:
Gurdwara for Sikhism; Synagogue for Judaism; Church/chapel for Christianity.)
Knowledge and understanding of the ways in which symbols express a summary of
religious experience. Can identify a major experience in their life and design a
symbol to express it (AT2)
(Example: choose a major symbol of the religion studied and what it signifies for that
religious tradition. Create a symbol for a major event in their life that expresses
something of their beliefs and feelings – such as a ‘leaving school/moving-on’
symbol.)
Your project will need to have a conclusion that clearly states what you have learned
about others and yourself during this terms work. Make some notes on this page and
prepare a conclusion in rough.