RELIGIOUS STUDIES DEPARTMENT
Content
Year
6
What Pupils will learn:
Time
SUMMARY
OF
SCHEME
knowledge,OF
skillsWORK
and understanding
Allocat
ed
AUTUMN TERM 1
Topic:
Moral maze
1. Jonah’s dilemma
At the end of this unit most children will:
1 Lesson
per
content

Be able to describe the sources
and beliefs that help believers of
particular religions solve some
moral dilemmas.

Be able to describe the
particular sources, ideas and
beliefs that help them personally
solve some moral dilemmas.
2. Actions and beliefs
3. Religious dress
4. Moral choices
5. Solving a dilemma
Some children will have made less progress
and will:

Be able to show how being a
religious believer might affect a
decision about a moral dilemma.

Be able to suggest the values and
commitments that help them
personally solve particular
moral dilemmas.
Some children will have progressed further
and will:

Be able to explain the challenges
presented by moral dilemmas
and explain how specific sources
and beliefs support the solving
of moral issues.

Be able to describe the
particular sources, ideas and
beliefs that help them solve some
moral dilemmas and explain
how the decisions made affect
their lives and those of people
around them.
Method
of
Assessm
ent
Resources & Unit
Vocabulary
Year 6 RS
is End of
Term
Exams
IWB Note book for each
lesson.
Worksheets
Flip charts and desplays.
Good News Bible
Video and computer
resources.
Unit
vocabulary
Dilemma, drugs,
equal, five Ks,
Guru Gobind
Singh, headscarf,
influences,
kippah, Mughal,
peer pressure,
prophet, religious
symbol, respect,
skullcap, sources
of authority,
stealing, topi,
topknot, tracker
story
AUTUMN TERM 2
TOPIC:
What happens when we die?
At the end of this unit most children will:

1. Questions and answers
2. Body and soul
3. Reincarnation
Some children will have made less progress
and will:

4. Judgement
5. The Christian funeral
6. The Adhan
7. A non-religious response
Be able to give some alternative
answers to the question: ‘What
happens when we die?’,
distinguishing between religious
and non-religious responses.
Be able to express some
understanding of the different
answers by using appropriate
vocabulary such as ‘judgement’
and ‘reincarnation’.
Some children will have progressed further
and will:

Be able to associate the answers
to this question with the faith
that gives it. They will also be
able to explain the effect of an
answer on a believer’s actions.
Unit
vocabulary
Adhan,
bereavement,
death, eternal life,
eulogy, funeral,
judgement,
karma, legacy,
physical,
reincarnation,
soul, spirit,
spiritual, submit,
thanksgiving
SPRING TERM 1
TOPIC:
At the end of this unit most children will:

Be able to use religious
vocabulary to describe some key
Buddhist sources, beliefs and
ideas.

Be able to raise difficult and
ultimate questions and suggest
their own and others’ answers to
them.
Buddhism
1. Looking for answers
2. Four Noble signs and Truths
3. The middle way

4. Sacred scriptures
5. Guidelines for life
6. Devotion
7. Branches of Buddhism
Be able to compare and describe
some similarities and differences
between worship in Buddhism
and another religion.
Some children will have made less progress
and will:

8. Mandalas
Be able to explain how living the
Noble Eightfold Path could
affect the lifestyle of a Buddhist.
Some children will have progressed further
and will:

Be able to begin to explain
Buddhist ideas of impermanence
and their own response to those
ideas.
Unit
vocabulary
Abstaining, ascetic, Bodhi
tree, Buddha, Buddhism,
Buddhist, devotion,
Dhamma, Dhammapada,
dissatisfaction, Dukkha,
enlightenment, Five
Precepts, Four Noble
Truths, honour,
impermanence, incense,
Jataka tales, kindness,
laity, luxury, meditation,
Metta Sutta, middle way,
monastery, monk, Noble
Eightfold Path, nun,
ordained, palm leaves,
puja, reverence, Sangha,
shrine, Siddattha
Gotama, suffering,
temple, Tipitaka,
ultimate questions,
understanding, vihara,
wisdom
SPRING TERM 2
TOPIC:
At the end of this unit most children will:

Be able to explain the beliefs
that some humanists hold and
compare them to those held by
Christians.

Be able to explain the things that
influence and inspire them to
hold their own beliefs.

Be able to describe the
similarities and differences in
moral and ethical beliefs
between humanists and some
religious believers.
Humanism
1. Humanist beliefs
2. The Golden Rule
3. The moral of the story
4. A friend in need
5. Welcoming a baby
6. Rules for life
Some children will have made less progress
and will:

Be able to describe some of the
key beliefs of humanism.

Be able to explain how their own
values affect the way they
behave.
Some children will have progressed further
and will:

Be able to explain why a person
might make a commitment to
being a humanist.

Be able to explain how being a
humanist might be a challenge.
Unit
vocabulary
Aspirations,
belief, celebrant,
discussion,
disobey, divine
revelation,
Golden Rule,
gossip,
humanism,
humanist,
humanitarian,
moral, moral
story, natural
disaster, neutral,
obey, promises,
Red Crescent,
Red Cross,
reflection,
supporting adult,
value
SUMMER TERM 1
Topic:
At the end of this unit most children will:

Race and diversity
1. Discrimination

Be able to explain their own
ideas about race and diversity
and what influences them in
their ideas.

Be able to describe some
similarities and differences
between worship in different
religions and explain the
implications of that in the design
of a multi-faith centre.
2. Racism
3. Rosa Parks
Be able to explain what sources
of authority within different
religions say about race, and
how this might influence
believers to act.
4. Martin Luther King
5. & 6. A multi-faith centre
Some children will have made less progress
and will:

Be able to explain their own
attitudes to people with different
coloured skin or a different
religion to them.
Some children will have progressed further
and will:

Be able to explain how the
differences and similarities
between worship in different
faiths is based on distinctive
beliefs.
Unit
vocabulary
Brotherhood,
Christian,
Christianity, civil
rights,
community,
creed, culture,
discrimination,
diversity, equal
rights, Guru
Nanak, harmony,
Hindu, image,
injustice, Islam,
Judaism, multifaith, Muslim,
oppression,
prejudice, race,
racism, religion,
righteous,
segregation,
Sikhism, speech,
stereotype,
tolerance,
university,
worship
SUMMER TERM 2
Topic:
Inspirational people
1. What a hero!
At the end of this unit most children will:

Be able to explain the effect that
following a religion had on the lives of
the inspirational people studied.

Be able to explain the specific beliefs
and teaching that motivate people to
behave in particular ways.
2. Anne Frank
3. Maxillien Kolbe
4. Mahatma Gandhi
Some children will have made less progress
and will:

Be able to explain some of the values
shown by the inspirational people.

Be able to share some of their own
values in relation to the actions of the
people studied.
5. Oscar Romero
6. Mother Teresa
Some children will have progressed further
and will:

Be able to identify some of the things
that influence and inspire them
personally to behave in particular
ways.
Unit
vocabulary
Ahimsa,
campaign,
Catholic,
characteristic,
concentration
camp, council,
discrimination,
editor,
fundraising,
governors,
Hinduism,
Holocaust,
injustice,
inspiration,
inspirational, Jew,
Nazi, nonviolence, nun,
petition, poverty,
racism,
repression,
torture, vocation