LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION
KEY STAGE TWO (Years 3, 4, 5 & 6) Overview of Medium Term Planned Units
Please note that these eleven planned units are not the only support for the whole syllabus. Eight further units are suggested in the long term scheme of work,
and are supported by the non-statutory scheme of work which QCA have provided to schools. Schools are also free to devise their own units. Many schools will
use around twenty units across Key Stage Two as a whole.
Refer to Key
Stage 1 Unit
Unit
No.
Unit Title
 1
1, 3, 7, 9
5D
 2
Christian Beliefs and
Lifestyle
Hindu Beliefs and Lifestyle
2, 9
4A
 3
Muslim Beliefs and Lifestyle
2, 9
5B
 4
Jewish Beliefs and Lifestyle
2, 4, 5, 6, 8, 9
1E
 5
Sikh Beliefs and Lifestyle
2, 9
 6
Buddhist Beliefs and
Lifestyle
Christian Journeys
2, 9
Beautiful World?
Wonderful God?
Symbols in Worship – at
The Cathedral and / or The
Mosque
Christmas and Divali: What
can we learn from the
celebrations?
Religion in the
Neighbourhood
6, 9
7
8
9
10
11
 Unit 1 – Required
 plus 2 units from 2, 3, 4, 5, 6 - Required
1
Refer to
QCA Units
(2000)
4B
Religions
Key Concepts
15hours
(1 term)
15hours
(1 term)
15 hours
(1 term)
15 hours
(1 term)
15 hours
(1 term)
15 hours
(1 term)
8-15 hours
(½ - 1 term)
Christianity
8-15 hours
(½ - 1 term)
8-15 hours
(½ - 1 term)
Christianity and
at least one other
Christianity
Islam
Religious Beliefs
& Lifestyle
Religious Beliefs
& Lifestyle
Religious Beliefs
& Lifestyle
Religious Beliefs
& Lifestyle
Religious Beliefs
& Lifestyle
Religious Beliefs
& Lifestyle
Religious Beliefs
& Lifestyle
Celebration
The Sacred
Suggested
Time
Hinduism
Islam
Judaism
Sikhism
Buddhism
Christianity
1, 3, 7, 9
3A, 5B, 6B,
6E
The Sacred
1, 2, 6, 7
3B, 4B, 1C
8-15 hours
(½-1 term)
Christianity
Hinduism
Celebration
7, 8
4D, 6A
8-15 hours
(½-1 term)
Christianity and
one other
Religious Beliefs
& Lifestyle
LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION
KEY STAGE 2 (Years 3 – 6)
Scheme of work planning sheet
Unit
Theme:
(Suggested time
Intended teaching
outcomes & learning
outcomes
)
Religions
Content
(Refer to Key Stage 1 Units
Key questions
& QCA Units
Assessment
Opportunities
Learning About
Religions & Exploring
Human Experience
Key Concepts
Suggested Resources
Learning From Religions
& Responding to Human
Experience
Skills to be taught
Pupils will be enabled to:
Attitudes to be
developed
Unit 1
Theme: Christian Beliefs & Lifestyles
)
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 1, 3, 7 & 9.
Intended teaching outcomes &
learning outcomes
Religions
Content
Key questions
Assessment
Opportunities
Learning About
Religions & Exploring Human
Experience
Christianity
-
A1
Acquire and develop knowledge and
understanding of Christianity and the
other principal religions represented
in Great Britain and their associated
beliefs, experiences and practices
Religious Beliefs &
Lifestyle
WORSHIP
What is worship? What do children know already?
Children to write a description of the school’s acts of
collective worship.
Children to plan an act of worship in groups/as a class.
Look at the various elements of worship in school and
compare with an act of worship in a Christian church.
Explore how and why Christians pray and worship together
on their special weekday – Sunday and for festival day
worship.
Look at and discuss the range of artefacts used in Christian
worship e.g. Bible, the minister’s clothing, crosses, candles,
communion items, music, incense.
Explore the reasons why churches are special places for
Christians.
Contrast an everyday act of worship (in school and/or in
church) with a special act of worship eg Festivals:- Harvest,
Christmas, Easter – Ceremonies: baptism, marriage,
funerals (if appropriate).
PRAYER
Study Jesus’ teaching and example of prayer and consider
the meaning of the Lord’s prayer.
Considering what pupils would pray about if they had to
produce a prayer for the dedication of a new church.
IDEAS OF GOD
Explore children’s ideas of God, extend to other children
and adults in school, (use discretion).
Over a period of time recall/record where they see or hear
the word God eg. Cenotaph, church notice board, words of
hymns, TV or radio programmes, National Anthem,
newspapers, books.
From our findings discuss how God is thought of by
different groups of people in society
THE TRINITY
Learn about the Christian belief about one loving God
involved with the world, and belief in the Trinity:
God the Father – ie. a loving parent and
creator of the world, life giving.
God the Son – ie. Jesus showing through human words and
actions what God is like.
God the Holy Spirit – ie. The power of God
Working through people (in history:Disciples, Florence Nightingale, Mother
Theresa, St. Hugh and today:- charity
Workers, local priest, bishop, Christian
Celebrities).
Children can discuss and write about their own beliefs
about God.
Children to study symbols of the Trinity and Christian
This work can be
assessed by:
 Pupils choose a
story Jesus told or an
event from his life
which teaches
Christians how they
should live their lives,
and retell it, explaining
what the story teaches
Christians, and how
Christians might be
able to put the
teaching into practice.
(AT1, level 2)
 Pupils write an
explanation of what
Christianity teaches
about how Christians
should behave
towards others. Pupils
can explain where the
teaching comes from,
and provide examples
of the behaviour being
put into practice in the
lives of Christians.
(AT1, level 3).
 Pupils can state
their own ideas about
God plus some
different beliefs about
God – for example,
those of peers or of
various faiths –
including Christian
beliefs, and explain
how they think the
different beliefs are
reflected in different
practices. (AT2, level
3).
A2
Acquire and develop knowledge and
understanding of some of the
influences of life experiences, beliefs,
values and faith traditions upon
individuals, communities, societies
and cultures.
Learning From Religions &
Responding to Human Experience
B1:1
Developing awareness of some of
the fundamental questions of life
raised by human experiences, and of
how religious teachings can relate to
them.
B1:2
Responding to such questions with
reference to the teachings and
practices of religions, and to their
own understanding and experience.
B1:3
Reflecting on their own beliefs,
values, perceptions and experiences
in the light of their study of religion.
B2
Develop positive attitudes of respect
toward other people who hold views
and beliefs that are different from
their own.
Pupils will be enabled to:
Key Concepts
Suggested
Resources
Resources teachers
might use include:
 Copies of the
Bible.
 Symbols of the
Trinity or sketches
showing symbols,
plus artefacts such
as lapel badges,
brooches and other
jewellery depicting
Celtic designs
showing three parts
in one whole.
 Christian creeds.
 School and class
rules.
 Story books or
video stories
retelling and
illustrating selected
Bible stories.
 Information about
Christian charities.
 Stories of the lives
of famous
Christians.
 Church
information boards,
newsletters and
magazines.
 Christian artefacts
used in services and
aids for prayer.
 The Lord’s prayer.
 A copy of the
Christian marriage
-
-
-
-
-
What do you think
about when you hear
the word God?
Why do you think it is
important for our
school to have a daily
act of collective
worship?
Can you name the
various elements of a
Christian service?
(e.g. hymns / songs,
use of music, Bible
readings, message,
prayer, silence,
reflections, use of
light).
Choose a festival /
ceremony, can you
describe some of the
special things that
happened at it?
What do Christians
mean by the word
‘TRINITY’?
Why do Christians
believe that God is a
loving father?
How did Jesus deliver
God’s message?
What can Christians
do today to be more
like Jesus?
How do Christians
know what is right and
wrong?
Where can Christians
learn about the
Christian rules and
values?
Do you think Jesus
was a good teacher?
Why/why not?
Who is your local
church leader? What
do they do?
How does your local
church get involved in
the community?
 Consider their own beliefs about
God and understand Christian belief
and teaching about God.
 Know and understand what
Christians believe Jesus taught
about God’s intended way of life,
and consider Jesus’ teachings in the
light of their own rules for living.
 Appreciate why Christians take
part in charitable deeds, and know
something of the kinds of actions
Christians are involved with.
 Know and understand why
Christians worship together and
ways in which they serve the
community.
service, showing the
promises made by
couples.
creeds.
RULES AND VALUES
Develop understanding of some Christian rules and values (eg.
10 commandments (Exodus 20) and the teachings and actions
of Jesus) – (Sermon on the Mount Matthew 5-7).
Explore values presented in the beatitudes (sayings of
Jesus in Matthew 5/Luke 6) and what each beatitude
means to Christians putting them into practice today.
Consider class and home rules and pupils own rules for
living in a) school, b) in the family, c) in society.
Putting God’s rules into practice – study of parable from
Jesus about how Christians should try to live their lives,
such as the lost son (Luke 10) or the unforgiving servant
(Matthew 18). What can be learned from Jesus’ teaching?
-
-
How does your local
church’s involvement
in the community life
benefit the people it
serves?
What else do you
think the church
should provide for the
community?
Skills to be taught
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Evaluation
Attitudes to be
developed
Commitment
Fairness
Respect
Enquiry
Unit 2
Theme: Hindu Beliefs & Lifestyle
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9.
Intended teaching
outcomes & learning
outcomes
Learning About
Religions & Exploring
Human Experience
A1
Acquire and develop
knowledge and
understanding of
Christianity and the
other principal religions
represented in Great
Britain and their
associated beliefs,
experiences and
practices
A2
Acquire and develop
knowledge and
understanding of some
of the influences of life
experiences, beliefs,
values and faith
traditions upon
individuals,
communities, societies
and cultures.
Learning From
Religions &
Responding to Human
Experience
B1:2
Responding to core
questions with
reference to the
teachings and
practices of religions,
and to their own
understanding and
experience.
B2
Develop positive
attitudes of respect
towards other people
Content
Key questions
Assessment
Opportunities
Hinduism
Begin by exploring children’s existing knowledge of Hinduism
-
Key Concepts
Brahman & Hindu gods and goddesses
Explain to the children that the Hindus believe there is one supreme, great power or
‘universal spirit’ and this is ‘Brahman’, who does not take any human form or
characteristics.
This work can be
assessed through
tasks such as
these:
Religious Beliefs &
Lifestyle
Suggested
Resources
 Salt and water (to
illustrate concept of
‘Brahman’)
 Artefacts
including some
murtis (images of
gods and
goddesses).
 Books of names
and meanings.
 Items to make up
a model Hindu
shrine – Puja tray,
flowers, murtis, food,
water,
decorations/garlands
, cloth, incense.
 Pictures, books
and video clips of a
Mandir (Hindu
temple).
 Diva lamp.
 Prayer beads.
-
The concept of ‘Brahman’ is illustrated to Hindus by salt being dissolved into water. Salt is
present but unseen in every drop of the water, as Brahman is present in everything in the
universe.
-
Learn that the sacred symbol used to represent Brahman is called Aum. Hindu
prayers begin with this sound.
-
Hindus believe that this power can be best understood through the worship of Hindu gods
and goddesses.
There are 3 deities which Hindus believe help them to best understand aspects of
Brahman
Brahma – the creator god
Vishnu – the preserver and maintainer of life
Shiva – the destroyer – god of life, death and rebirth
Together they are know as ‘Trimurti’
-
-
-
Learn about some of the other gods and goddesses that form part of Hindu worship
e.g. Krishna, Ganesha, Lakshmi, Kali, Hanuman.
Note
Hindu gods and goddesses can take many forms and names to display different aspects of
the divine. Teachers will want to avoid the dangers of confusion. For example Shakti , Kali,
Parvati, Durga are all to be understood as aspects of divine feminine energy. This could be
illustrated by children giving themselves different names/titles depending on the situation
they are in eg. the carer, friend, quarreller, peacemaker, entertainer etc.
They can illustrate their characteristics in pictorial form or through drama.
Hindu Worship
Learn that Hindu worship of gods/goddesses is called ‘puja’ and this can take place in
the home or the Hindu temple (Mandir).
Explain and describe a Hindu shrine and if possible set up a model Hindu shrine in the
classroom using some artefacts: a Murti – (image of god/goddess), puja tray, simple
gifts eg. flowers, food, water, decorations for the shrine.
Describe how Hindus prepare for worship in the temple (Mandir).
Describe and discuss an act of worship in the Mandir. Teach about the use of hymns
(bhajans), prayers and offerings to the deities, arti (welcoming ceremony using lamps
and incense).
-
-
-
-
What is your
understanding
of ‘Brahman’ to
Hindus?
What is the
Trimurti?
Why do you
think some
Hindu
gods/goddesse
s have many
different
names?
Why do you
think some
Hindu
gods/goddesse
s have animal
characteristics?
What is a
shrine?
Why would a
Hindu have a
shrine in their
home?
What are the
components of
a Puja tray and
how are they
used in Hindu
worship?
What do
Hindu’s do
before they go
into the Mandir
and why?
What do
Hindu’s believe
are their
duties?
What do you
think your
duties are in
life?
Why is it
important to
always do your
Pupils write about
what Hindus
believe about
Brahman. Pupils
write about Hindu
gods and
goddesses and
how worship helps
Hindus to
understand
aspects of
Brahman. (AT1,
level 3).
Pupils share ideas
about what their
duties are at
home, at school
and in life
generally and
relate these duties
to the Hindu belief
in ‘dharma’. (AT2,
level 3).
Pupils make up a
newspaper
interview with a
Hindu in which
sensitive
questions are
posed and
appropriate
answers provided
from a fictitious
Hindu. The
interview is about
what my faith
means to me and
includes aspects
of the Hindu’s
beliefs and
practices which
have been
who hold views and
beliefs that are
different from their
own.
Pupils will be
enabled to:
 Consider their own
beliefs about God’s
character and
understand Hindu
belief and teaching
about Brahman and
Hindu gods and
goddesses.
 Know and
understand how
Hindus worship their
gods and goddesses
and that this worship
can take place in the
home and in the
temple and that
certain times of the
year are special for
Hindus.
 Appreciate Hindu
teachings about
dharma (duty) through
family life.
 Understand that
Hindus regard life as
a journey..
Festivals
Learn that certain times of year are special for Hindus ie. ‘Durga Puja’ or ‘Navaratri’
the nine nights festival (autumn term), Divali the festival of light (autumn term), Holi
the spring festival of colours (spring term), Janmashtami, Krishna’s birthday (summer
term / August)
Learn how and why Hindus celebrate these festivals.
Ceremonies
Choose a special occasion for Hindus and explore some of the ways in which Hindus
celebrate them ie. birth and naming ceremonies, marriage, funerals (if appropriate).
Compare with their own experiences of similar ceremonies.
Lifestyle
Learn that many Hindus regard life as a journey of 4 stages. The ultimate goal is to be
united in Brahman. Hindus believe the real self is reincarnated after death to another
life as part of a continual cycle.
Investigate the word ‘duty’ and let children define duty in their own words.
Discuss Hindu ideas of duty (dharma), to always do your best. Such duties include
honesty, kindness to animals and people, thoughtfulness, worship.
Discuss these duties in the light of their perceptions of their own duties at home, at
school and in life generally.
Mahatma Gandhi
Find out about the life of Gandhi and how he showed the teachings of Hinduism in his
life.
Food
Investigate why some Hindus are vegetarian, and how this relates to the idea of
harmlessness (ahimsa).
Why the cow is a special or sacred animal in Hindu traditions.
Why some Hindus fast.
Learning from Hinduism
What can be learned from Hindu belief and lifestyle? How does it relate to pupils’ own
ways of life?
How are pupils developing their own understanding of beliefs and religion?
How does belonging to a Hindu family influence life? What groups do pupils belong to,
and what are their roles?
-
-
best in your
jobs?
What do
Hindu’s say is
good or right?
Why was
Gandhi called
Mahatma?
Why do
Hindu’s believe
it is wrong to
hurt or kill an
animal? Do you
agree?
Why is the cow
a sacred
animal to some
Hindu’s?
covered in this
unit of work.
(AT2, level 4)
Skills to be
taught
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Attitudes to be
developed
Commitment
Fairness
Respect
Unit 3
Theme: Muslim Beliefs & Lifestyle
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9.
Intended teaching
outcomes & learning
outcomes
Learning About
Religions & Exploring
Human Experience
Religions
Content
Key questions
Assessment
Opportunities
Islam
Begin by exploring children’s existing knowledge of Islam:-
-
Key Concepts
A1
Acquire and develop
knowledge and
understanding of Christianity
and the other principal
religions represented in
Great Britain and their
associated beliefs,
experiences and practices
Religious Beliefs &
Lifestyle
-
This work can be assessed
through tasks such as
these:
 Pupils write about what
Muslims believe about
God, and describe some
of Allah’s characteristics.
Pupils explain what kind
of art appears in pictures,
prayer mats and in
mosque design, and can
explain the link between
what Muslims believe
about God and how art is
used in Islam. (AT1, level
3).
 Pupils share ideas
about what their rules for
behaviour are, and where
they get them from.
Pupils can relate their
experiences of how to live
their lives with Muslim
belief in the importance of
the Qur’an in determining
behaviour. (AT2, level 3).
 Pupils write about why
Muslims perform Hajj and
what Hajj entails,
explaining the processes,
and can empathise with
how going on Hajj makes
a difference to a Muslim’s
life. Pupils know that
different experiences have
meaning in a Christian’s
life, and can write about
the significance of any
experience of their choice
in a Christian’s life. (AT1,
level 4).
 Pupils make up a
newspaper interview with
a Muslim, in which
sensitive questions are
posed and appropriate
answers provided from a
A2
Acquire and develop
knowledge and
understanding of some of
the influences of life
experiences, beliefs, values
and faith traditions upon
individuals, communities,
societies and cultures.
Learning From Religions &
Responding to Human
Experience
B1:2
Responding to core
questions with reference to
the teachings and practices
of religions, and to their own
understanding and
experience.
B2
Develop positive attitudes of
respect towards other
people who hold views and
beliefs that are different
from their own.
Pupils will be enabled to:
 Consider their own
Suggested
Resources
 Books of babies’
names and
meanings.
 Poster or list of
99 names of Allah
and their
meanings.
 Qur’an, Qur’an
stand and bowl of
water with soap
and towel.
 Story of
revelation of
Qur’an to
Muhammad
(pbuh).
 Examples of
Islamic art and
patterns, including
names of Allah and
Muhammad (pbuh)
in Arabic.
 Books with
information about
the 5 pillars of
Islam.
 School rules
and/or rules for
living from other
faith(s).
 Prayer mat and
compass.
 Books with
information about
times of Muslim
prayer and Muslim
Research meaning and reasons for choice of pupils’ names.
Introduce concept of the Muslim word for God: ‘Allah’.
Inform children that Muslims know and use 99 names for ‘Allah’. Consider
some of their meanings eg. Compassionate, merciful, almighty, holy, allknowing, the judge.
Belief: Shahadah – First Pillar of Islam
Teach children about the ‘Shahadah’ which is fundamental to the Islamic
religion and is their declaration of faith:- “There is no God except Allah,
Muhammad is the prophet of Allah” (The 1 st pillar of the 5 pillars of Islam).
‘Peace be upon him’ (pbuh)
Inform children of the importance of the words ‘peace be upon him’ which is
said or written after every mention of Muhammad (pbuh) or any of the Islamic
prophets out of respect and reverence.
Teach children about the Islamic greeting ‘As-Salamu-Alaykum’ (Peace be
upon you). Compare this with other greetings. Islam has peace at its heart.
Learn about the 5 most important components of Muslim worship, the 5
pillars of Islam. Compare the codes of conduct relevant to pupils today in
family, school and society.
Prophet Muhammad (pbuh)
Explain what Muslims believe about prophets ie. there were others before
Muhammad (pbuh), who was the final prophet sent by Allah.
Learn how Muhammad (pbuh) was chosen by Allah to be his final
messenger.
Tell the story of Bilal, a freed black slave appointed by the Prophet to become
the first Muezzin, giving the call to prayer.
Prayer: ‘Salah’ – Second Pillar of Islam
Learn about Muslims preparation for prayer (wudu-ablution), positions,
frequency of praying, prayer mats and patterns and orientation to Makkah.
Look at and discuss a range of artefacts used in Islamic worship eg. Qur’an,
prayer mat, compass.
Learn about the importance of Friday prayers.
Learn about Friday Prayers at a Mosque.
Give the children an overview of the role of the Islamic ‘Imam’ (key figure,
leader of prayer).
Learn about the minaret, the tower at a mosque from which the prayer call is
made.
Consider the role of prayer for pupils and those they know. What can they
learn from Islamic prayer? To whom, how and why do many people pray?
Why do others not pray?
For what reasons do pupils think Muslims pray?
-
-
-
-
-
-
-
What do you
already know
about Islam?
What is the
Muslim word
for God?
How do
Muslims
describe Allah
and why?
Who was
Muhammad
(pbuh)?
What is a
prophet?
How did
Muhammad
(pbuh) receive
and pass on
Allah’s
message?
How was
Muhammad
(pbuh) chosen
by Allah?
What is a
pillar? What
does a pillar
do? Why do
Muslims call
their rules and
values pillars?
How do
Muslims pray?
What makes
Friday a
special day for
Muslims?
What is a
mosque?
What is an
Imam?
What is the
most important
book to
Muslims?
How should we
beliefs about God’s
character and understand
Muslim belief and teaching
about Allah.
 Know and understand
Muslim belief about the
Qur’an, how it should be
treated, and the importance
of its teaching. Know about
the significance of the
Prophet Muhammad
(pbuh).
 Know and understand
what the 5 pillars of Islam
are, and the significance
they hold for Muslims.
Understand that Muslims
practicing the 5 pillars of
Islam do so out of
obedience of Allah.
 Appreciate what Islam
teaches about following
Allah through family life.
prayer positions.
 Books, posters
or video with
information about
mosques.
 Story of the two
Muslim brothers.
 Books/posters
about Hajj and
Makkah.
 Books, posters
or video about
Muslim home life,
food laws, birth
and naming
ceremonies and
dress.
The Holy Qur’an
Introduce a Qur’an and its stand and demonstrate the respect given to it.
Learn of the value Muslims place on the Qur’an and its contents.
Look at some short passages or prayers from the Qur’an and discuss why the
children think it’s so important to Muslims. These could be used for literacy
activities.
Almsgiving: ‘Zakah’ – Third Pillar of Islam
Research Muslim charity or almsgiving – Zakah, and the ways in which
Muslims help and care for the world wide Muslim community (Ummah).
Discuss why and how is Zakah performed and who benefits.
Fasting: ‘Sawm’ – Fourth Pillar of Islam
Study Muslim obedience to Allah by abstention and fasting during Ramadan.
Learn about the celebration of Id-ul-Fitr.
Pilgrimage to Makkah: ‘Hajj’- Fifth Pillar of Islam
Investigate why Muslims place such value on the Hajj.
Learn about what happens during the Hajj including the festival of Id-ul-Adha.
Learn about their preparation for the Hajj.
Learn about how clothing at Hajj symbolises equality for all humans before
Allah.
Learning from Islam
What can be learned from Muslim belief and lifestyle? How does it relate to
pupils’ own ways of life?
How are pupils developing their own understanding of beliefs and religion?
How does belonging to a Muslim family influence life? What groups do pupils
belong to, and what are their roles?
-
-
-
-
treat such
special books?
What is
Zakah?
What ways do
you or your
family help
others in your
community?
When do
Muslims fast
and why?
How do
Muslims
celebrate the
end of
Ramadan?
Why do
Muslims visit
Makkah?
How do
Muslims
prepare for the
Hajj?
What happens
during the
Hajj? How does
it feel?
fictitious Muslim. The
interview is about ‘What
my faith means to me’,
and includes aspects of
the Muslims belief and
practice which have been
covered in this unit of
work. (AT2, level 4).
Skills to be taught
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Attitudes to be
developed
Commitment
Fairness
Respect
Unit 4
Theme: Jewish Beliefs & Lifestyle
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2, 4 5, 6, 8 & 9.
Intended teaching
outcomes &
learning outcomes
Learning About
Religions & Exploring
Human Experience
Religions
Content
Key questions
Assessment
Opportunities
Judaism
Begin by exploring chidren’s existing knowledge of Judaism.
-
God
Teach pupils about Jewish belief in one good God, who created the world
and cares for it and all people.
Tell pupils creation stories from Genesis 1 and 2.
Discuss, then pupils work in pairs to list the attributes and character of God
according to Jewish belief.
-
Pupils study the Shema (ancient Jewish prayer incorporating the words of
Deuteronomy 6.4-9, 11.13-21 beginning ‘Hear O Israel: The Lord our God,
the Lord is one’) in English, and learn about the significance and use of the
Mezuzah (cylindrical box placed on doorposts to hold the Shema) and the
tefillin (box containing Shema tied on forehead or left arm near the heart by
Jewish men).
-
This work can be
assessed through
tasks such as these:
 Pupils choose a
story that they have
heard about one of
the Jewish
forefathers and retell
it, explaining what
the story teaches
Jews about their
religion and how
they can learn from
it. (AT1, level 2).
 Pupils write an
explanation of what
Judaism teaches
about how Jews
should behave
towards each other.
Pupils can explain
where the teaching
comes from and
provide examples of
the behaviour being
put into practice in
the lives of Jews.
(AT1, level 3).
 Pupils can explain
what happens at
Yom Kippur and how
it helps Jews
relationships with
others and with God.
(AT2, level 2)
 Pupils share
ideas about what
their rules for
behaviour are and
where they get them
from. Pupils can
relate their
experiences of how
to live their lives with
Jewish belief in the
importance of the
Torah in determining
Key Concepts
A1
Acquire and develop
knowledge and
understanding of
Christianity and the
other principal
religions represented
in Great Britain and
their associated
beliefs, experiences
and practices
A2
Acquire and develop
knowledge and
understanding of
some of the
influences of life
experiences, beliefs,
values and faith
traditions upon
individuals,
communities,
societies and
cultures.
Learning From
Religions &
Responding to
Human Experience
B1:3
Reflecting on their
own beliefs, values,
perceptions and
experiences in the
light of their study of
religion.
B2
Develop positive
attitudes of respect
towards other people
Religious Beliefs &
Lifestyle
Suggested
Resources
 A Bible.
 Copy of the 10
Commandments.
 Photographs,
posters, video of
interior and
services in a
synagogue.
 Miniature Torah
scroll.
 Items and
artefacts to create
a Shabbat table.
 Photographs
and pictures of
Jewish life.
 Stories of
Shabbat and
Synagogue.
-
-
Study the first four of the Ten Commandments and discuss what they
mean and consider their significance to Jews. In pairs, pupils discuss and
list what these commandments teach Jews about God. Pupils then write
about and illustrate how a Jew might put two of the first four
commandments into practice in their lives.
Teach pupils about Yom Kippur, the Day of Atonement, when Jews repent
of their sins and judge their behaviour, and make amends with those they
need to. Pupils write about things they repent of, or regret thinking, saying
and doing, then tear up their work into a communal pot. Share with a
partner then discuss with the whole class how this felt afterwards. Pupils
write about how and why they think Yom Kippur helps Jews relationships
with others and with God.
-
-
The Torah
Look at photographs, posters, video and books showing a synagogue
interior and services in the synagogue, and learn about where, how – and
reasons why – the Torah scroll is kept in the synagogue. Teach pupils
about the significance of the Torah scroll being paraded and read from in
synagogue services. If possible, look closely at a miniature Torah scroll
artefact in class. Pupils choose a time when the Torah scroll is stored,
paraded or read from in the synagogue, and paint a picture depicting it.
Talk about the role and work of the scribe and the significance of the Torah
to Jews, and pupils write about what they think the Torah means to Jews.
-
Tell pupils about the laws and rules in the Torah, and study the 5 th to 10th
of the Ten Commandments. Discuss what pupils think each of the
commandments mean, and why pupils think those commandments were
given to the Jews by God. Pupils work in groups of 3 or 4 and choose one
of the commandments and produce two dramas illustrating how, in one
chosen situation, the commandment could (1) have been broken and how
-
-
-
What do Jews believe about
God?
What does the Bible teach Jews
about the creation of the world?
What does the Shema teach
Jews about God?
What is a Mezuzah and why do
many Jews have them in their
homes?
What do you have in your house
that reminds you of people,
things or God? In what ways do
they remind you?
What are tefillin, and how and
why do some Jews use them?
What are the first four of the Ten
Commandments, and what do
they teach Jews about how they
should behave towards God?
Do you have rules that you live
your life by? What are they and
why do you have them? Which
rules do you find hardest and
easiest to keep?
What happens at Yom Kippur,
and why?
What does it feel like when you
repent of things you have done
wrong and start afresh with
relationships with others?
What is the Sefer Torah (the
Torah Scroll) and how is it
made?
Where is the Torah kept and how
is it looked after?
What is the Torah dressed with?
Why do Jews use a yad when
reading from the Torah in the
synagogue?
How is the Torah used in
worship?
What does the Torah mean to
Jews?
Do you have any special
favourite or holy books that you
look after? Why are they special
to you, what do they mean to
who hold views and
beliefs that are
different from their
own.
(2) it could have been kept.
Pupils consider some of the laws regarding behaviour towards others in
Leviticus 19:11-18, in particular the rule in verse 18, ‘love your neighbour
as yourself’. Pupils create a poster to illustrate how Jews should keep
both this rule and one of the other rules of their choice.
-
Pupils will be
enabled to:
 Consider their
own beliefs about
God’s character and
understand Jewish
belief in one good
God.
 Know and
understand Jewish
belief about the
Torah, how it should
be treated and the
importance of its
teachings and know
about the
significance of some
of the Jewish
forefathers.
 Realise the
significance of the
10 Commandments
to Jews and how
they put these into
practice.
 Appreciate what
Judaism teaches
about following their
faith through family
life.
Explore with pupils stories from the Torah, such as stories about the lives
of the families of Abraham, Isaac, Jacob and Joseph. Tell pupils stories
from the life of Moses, including the story of God giving the Torah at Mount
Sinai.
Tell pupils about the Tenakh (Jewish bible), and what it consists of.
Choose some stories from it to tell pupils, such as stories from the lives of
the prophets Elijah and Isaiah.
-
The Jewish home: Shabbat and Kashrut
Teach pupils about Shabbat (Holy day – Sabbath) and how Jewish families
prepare for it. Lay a Shabbat table in the classroom, and talk through the
rituals of the Friday night meal, and their significance for Jews. Teach
pupils about the rules for Shabbat and the focus being on quality family
time. Discuss important family times, pupils experience, and what
happens to them to make them special. Teach pupils about the Havdalah
ceremony (blessing to mark the end of Sabbath) and how the spice box
reminds Jews of the sweetness of Shabbat throughout the coming week.
Pupils write a description of the Havdalah ceremony (the end of Shabbat)
giving the meaning of the rituals, and explain what they have learned about
the importance of Shabbat and the family in Judaism.
Teach pupils about Kashrut (Jewish food laws) and Kosher food, involving
what can and cannot be eaten, and what can and cannot be mixed. Teach
pupils about how a Kosher kitchen is kept. Pupils make a menu for a
Jewish family party, keeping Kashrut laws.
-
Learning from Judaism
What can be learned from Jewish belief and lifestyle? How does it
relate to pupils’ own ways of life?
How are pupils developing their own understanding of beliefs and
religion?
How does belonging to a Jewish family influence life? What groups do
pupils belong to, and what are their roles?
-
you, and why? How do you care
for them?
What are the 5th to 10th of the
Ten commandments, and why do
you think God gave them to the
Jews?
In what ways do you think it is
important to have rules in
communities?
What rules do you have in school
or groups you belong to, and why
do you think the rules exist?
What other rules do Jews have
to keep other than the Ten
Commandments?
What does the Torah tell you
about the lives of the patriarchs
and matriarchs?
What do Jews believe happened
to Moses on Mount Sinai, and
why is it important?
What is the Tenakh and what do
you know about it?
What do the Jewish stories about
Elijah and Isaiah mean?
What is Shabbat and what does
it mean to Jews to celebrate it?
What happens at the Friday night
Shabbat meal, and why?
What special family times do you
enjoy, and what makes them
special? How do you prepare for
them?
What rules are associated with
Shabbat?
What happens on Saturday
evening?
What food laws do Jews keep to,
and why?
behaviour. (AT2,
level 3).
Skills to be taught
Investigation
Application
Reflection
Expression
Interpretation
Synthesis
Attitudes to be
developed
Commitment
Fairness
Respect
Self-understanding
Unit 5
Theme: Sikh Beliefs & Lifestyle
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9)
Intended teaching
outcomes & learning
outcomes
Religions
Content
Key questions
Learning About
Religions & Exploring
Human Experience
Sikhism
Begin by exploring pupils’ existing knowledge of Sikhism
-
Key Concepts
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices
A2
Acquire and develop
knowledge and
understanding of some of
the influences of life
experiences, beliefs,
values and faith traditions
upon individuals,
communities, societies
and cultures.
Learning From Religions &
Responding to Human
Experience
B1:3
Reflecting on their own
beliefs, values,
perceptions and
experiences in the light of
their study of religion.
B2
Develop positive attitudes
of respect towards other
people who hold views
and beliefs that are
different from their own.
Religious Beliefs &
Lifestyle
Suggested
Resources
 Ik Onkar symbol
(‘there is only one
God’)
 Copy of the
Mool Mantar.
 Pictures,
images of Guru
Nanak and other
Gurus.
 Photographs/
video of the
gurdwara.
 Some translated
extracts of texts
from the Guru
Granth Sahib.
 The 5Ks (Kesh
– uncut hair,
Kangha – comb,
Kara – wrist band,
Kachera – short
trousers, Kirpan –
sword)
God
Explore pupils’ ideas of what God is like.
Explain to pupils the Sikh belief in one God, who has no image or human form,
and is the creator and sustainer of the world.
Sikhs believe God is Truth.
Show pupils the Ik Onkar symbol and explain its meaning.
Study a copy of the Mool Mantar (First hymn composed by Guru Nanak), the
Sikh basic statement of belief, and what it teaches Sikhs about the description
of God.
Pupils consider and develop a basic statement of their own beliefs.
The Gurus
Teach pupils about Guru Nanak (founder of Sikhism), the first Guru, finding
out about his upbringing, and hearing some stories from his early life. Tell the
story of his call, when he disappeared for 3 days whilst bathing. Discuss what
pupils think happened to him.
Tell pupils about his journey and his teaching about God.
-
-
Pupils learn about stories of some of the other Gurus, for example:
 Guru Arjan (the fifth guru) who compiled the Adi Granth (holy book), built
the Golden Temple, and was the first Sikh martyr.
 Guru Har Gobind (the sixth Guru) who is remembered at the Sikh festival
of Divali for helping to have prisoners released.
 Guru Tegh Bahadur (the ninth Guru) who was martyred for the principle of
religious tolerance.
Talk about martyrdom and ask pupils to consider what causes they think are
worth living or dying for, and why.
Pupils learn about Guru Gobind Singh (the tenth Guru), and how he founded
the Khalsa, the ‘community of the pure’ to which all initiated Sikhs belong at
Baisakhi. An annual festival to mark this founding is celebrated.
The Guru Granth Sahib and the Gurdwara
Use photographs and/or video to introduce pupils to the Gurdwara (Guru’s
house – Sikh place of worship). Learn about the Guru Granth Sahib (the
scriptures of of Sikhism, the ‘living Guru’) and how it is looked after and
treated in the Gurdwara, when it is read. Find out about how worship is
carried out in the Gurdwara, involving hymns and prayers and reading from
the Guru Granth Sahib.
Discuss what books and words are special to pupils, why, and what
specifically they have learnt from them.
Sikh values and lifestyle
Teach pupils about Sikh values of sharing (vand chhakna) and service (sewa)
to others, represented by the langar (kitchen attached to the Gurdwara,
-
-
What does the Mool
Mantar teach Sikhs about
God?
How do Sikhs explain
their ideas about God?
Who was Guru Nanak?
Why is Guru Nanak
important to Sikhs?
What was Guru Nanak’s
early life like?
What happened to Guru
Nanak that caused him to
start teaching people
about God?
What did Guru Nanak do
and what did he teach
people about God?
Who were the Gurus who
followed Guru Nanak?
Why are the Gurus
important to Sikhs?
What kinds of examples
did the Gurus set for
Sikhs?
Why is Guru Gobind
Singh important to Sikhs
and what did he do?
What is the Khalsa?
What would you have
done if you were there at
Baisakhi?
Is there anything you think
is worth living for or dying
for? What is it?
What is the Guru Granth
Sahib?
How is the Guru Granth
Sahib treated? What do
you think it means to
Sikhs?
How do Sikhs worship in
the Gurdwara?
What happens in the
langar, and why?
What Sikh values does
the langar represent?
Assessment
Opportunities
This work can be
assessed through
tasks such as these:
 Pupils choose
and retell one of the
stories they have
heard about the
Gurus explaining
what the story
teaches Sikhs about
their religion and
what they can learn
from it. (AT1, level
2).
 Pupils can explain
what the 5Ks are,
why some Sikh
children wear them
and why they are
important to them.
(AT2, level 2).
 Pupils write an
explanation of what
Sikhism teaches
about how Sikhs
should behave
towards each other.
Pupils can explain
where the teaching
comes from and
provide examples of
the behaviour being
put into practice in
the lives of Sikhs.
(AT1, level 3).
 Pupils can explain
how the values Sikhs
hold manifest in their
lifestyles. Discuss
what is prohibited in
the life of a Sikh and
discuss what
prohibitions they
themselves should
have in their own
Pupils will be enabled
to:
serving free food to anyone who comes). Consider its importance for Sikhs.
What does it mean to eat together?
 Consider their own
beliefs about God’s
character and understand
Sikh belief and the
teachings of the Gurus.
 Know and understand
Sikh belief about symbols
of identity and what they
represent.
 Appreciate what
Sikhism teaches about
following God and the
effect this has on their
lifestyles and values.
 Know and understand
the importance of the
Guru Granth Sahib to
Sikhs.
Explore other Sikh values such as earning one’s living by honest means (Kirat
karna), acceptance of God’s will (hukam) and equality of gender, race and
creed. Explore what values pupils have, why they hold them, and how they
manifest them in their own lifestyles.
Teach pupils about Sikh prohibitions in lifestyle
Not eating meat that has been ritually slaughtered; most Sikhs are
vegetarians.
Not using tobacco, alcohol or harmful drugs.
Discuss what prohibitions pupils think they themselves should have in their
own lifestyles, and why.
Sikh symbols and identity
Pupils learn about symbols which indicate Sikh belief, and investigate their
meaning:
Ik Onkar, there is only one God;
Khanda, the Sikh symbol
Introduce pupils to the 5Ks worn by Khalsa Sikhs – Kesh (uncut hair), kangha
(comb), kara (a steel wrist band), Kachera (short trousers), kirpan (sword)
Explore what each represents and why it is worn.
Pupils share what symbols they wear and use, and what symbols they are
aware of in the community. What do these symbols represent? Why are they
important? How could they be respected?
Pupils design symbols of their own identity or belonging and explain
meanings.
Learning from Sikhism
What can be learned from Sikh belief and lifestyle? How does it relate to
pupils’ own ways of life?
How are pupils developing their own understanding of beliefs and
religion?
How does belonging to a Sikh family influence life? What groups do pupils
belong to, and what are their roles?
-
-
-
-
What other values do
Sikhs hold and how do
they show their beliefs
through how they live their
lives?
What are your values and
how do you show what
matters to you through
how you lead your life?
Why are most Sikhs
vegetarian?
Why do you think Sikhs
are not allowed to use
tobacco, alcohol or
harmful drugs?
What symbols are used or
worn by Sikhs and what
do they represent?
What is the relevance and
meaning of the Ik Onkar
and Khanda symbols?
What are the 5Ks, and
why do some Sikhs wear
them?
What symbols do you
wear or use and what do
they represent?
What symbol can you
invent to show your
identity or your allegiance
to a particular group
which you belong to?
lifestyles and why.
(AT2, level 3).
Skills to be taught
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Evaluation
Attitudes to be
developed
Commitment
Fairness
Respect
Self understanding
Unit 6
Theme: Buddhist Beliefs & Lifestyle
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9
Intended teaching
outcomes & learning
outcomes
Learning About
Religions & Exploring
Human Experience
Religions
Content
Key questions
Assessment
Opportunities
Buddhism
Begin by exploring the pupils’ existing knowledge of Buddhism
-
The Buddha
Tell pupils stories of Siddattha Gotama (Indian prince who later became
known as the Buddha) including some of the following:
 His birth
 His upbringing as a prince
 The story of the four sights and his renunciation of a luxurious prince’s
palace life
 His years in the forest learning meditation
 The Buddha’s enlightenment
 His teaching of the Middle Way
 His death
Pupils write a description of what they think Siddattha’s first week might
have been like, having decided to leave the palace and his riches and
power behind, as he heads off in the hope of finding answers to the
problems of suffering and the unsatisfactoriness of life.
-
This work can be
assessed through tasks
such as these:
 Pupils write about
what Buddhists
believe about the
Buddha and why they
do not worship him as
a God. Pupils can
recount some of the
Buddha’s teachings
and provide examples
of the resulting
behaviour being put
into practice in the
lives of Buddhists.
(AT1, level 3).
 Pupils can explain
how the values
Buddhists hold
manifest in their
lifestyles and relate
this to the Five Moral
Precepts. Discuss
what they themselves
think they should be
committed to and
refrain from and why.
(AT2, level 3).
 Pupils write about
the Buddhist belief in
the Noble Eightfold
Path and how this
helps Buddhists to
overcome difficulties in
their lives. Pupils can
understand that
Buddhists use the
teachings and
example of the
Buddha as a source
for strength and
meaning in their lives
(AT1, level 4).
 Pupils make up a
newspaper interview
with a Buddhist, in
Key Concepts
A1
Acquire and develop
knowledge and
understanding of
Christianity and the
other principal religions
represented in Great
Britain and their
associated beliefs,
experiences and
practices
A2
Acquire and develop
knowledge and
understanding of some
of the influences of life
experiences, beliefs,
values and faith
traditions upon
individuals,
communities, societies
and cultures.
Learning From
Religions &
Responding to Human
Experience
B1:1
Developing awareness
of some of the
fundamental questions
of life raised by human
experiences, and of
how religious
teachings can relate to
them.
B1:2
Responding to such
questions with
reference to the
Religious Beliefs &
Lifestyle
Suggested Resources
 Newspapers – for
examples of suffering.
 Photographs/
pictures of monks, and
nuns from the Buddhist
community, and of lay
Buddhists.
 Photographs or video
of the Buddhist Vihara
(temple).
 Different photographs
or images of Buddha.
 Artefacts associated
with Buddhist meditation
eg. An eight spoked
wheel.
Teach pupils that the Buddha is not a God to be worshipped, and that
Buddhism has no belief in God. Consider different images of the Buddha
and the symbols of teaching they use.
The Buddha’s teaching (Dhamma)
Explore the Buddha’s teaching of Five Precepts, by which Buddhists
refrain from: Harming or killing any living things
 Taking what is not given to them
 Being over-indulgent
 Using wrong speech
 Taking drugs or drink
Pupils write about and illustrate examples of Buddhists keeping each of the
Five Precepts. Pupils debate in pairs the reasons for having moral codes,
and make up their own ideal code of five moral precepts.
Teach pupils about the Four Noble Truths, in which the Buddha taught:
 Life involves suffering
 Suffering comes from selfish desire and greed, and makes life
unsatisfactory
 Suffering can be stopped by getting rid of selfish desire and greed
 The way to get rid of selfish desire is to follow the Middle Way, keeping
to the Noble Eightfold Path.
Collect newspapers for pupils to work in pairs to find examples of suffering.
Pupils record their research in a table, recording, in brief, the suffering, and
suggesting alongside reasons why they think the suffering has occurred.
In a third column, pupils suggest ways in which the particular suffering
could have been avoided from occurring in the first place, and a fourth
-
-
-
-
-
Who was Siddattha
Gotama?
What was foretold at his
birth?
What did he discover on
his trips out from the
palace?
How did the sights he
saw change him?
Why do you think
people suffer?
What is life like when
everyone is selfish and
greedy?
What did Prince
Siddattha decide to do
with his life, and why?
What do you think it
would be like to give up
everything you have?
What do you think you
would have done if you
were Prince Siddattha?
If you were born into a
royal family, what kind
of person do you think
you would be, and what
would you do with that
power?
Why do you think
Siddattha went to the
forest to learn
meditation?
What do you think
happened when the
Buddha received
enlightenment?
What do Buddhists
believe about the
Buddha?
Why do you think the
Buddha taught the Five
Moral Precepts to his
followers?
Do you think having
moral rules to live by is
a good or bad idea, and
teachings and
practices of religions,
and to their own
understanding and
experience.
B1:3
Reflecting on their own
beliefs, values,
perceptions and
experiences in the light
of their study of
religion.
B2
Develop positive
attitudes of respect
towards other people
who hold views and
beliefs that are
different from their
own.
Pupils will be
enabled to:
 Consider their own
beliefs about God’s
character and
understand Buddhist
beliefs and the
teachings of Buddha
(dhamma).
 Know about the
enlightenment of the
Buddha and the effect
this had on his life.
 Understand that
Buddhists turn to the
3 treasures for help
and refuge – the
Buddha, the Buddha’s
teachings (the
Dhamma) and the
Buddist community
(the Sangha).
column suggesting ways in which the suffering could be alleviated. Pupils
share and discuss their work.
Pupils study the Noble Eightfold Path, which the Buddha taught as the way
out of suffering. It consists of:
 Right understanding
 Right thought
 Right speech
 Right action
 Right livelihood
 Right effort
 Right mindfulness
 Right concentration
Pupils choose two of the eight teachings they most agree with, and write
about why they think they would be effective ways out of suffering, giving
practical examples to illustrate their opinions.
The use of an eight spoked wheel could help to illustrate the Noble
Eightfold Path.
-
-
-
Buddhist Stories
Tell pupils stories from the life of the Buddha (known as Jataka tales) or
stories he taught which illustrate his teaching. Pupils explore the moral
message to the stories, or the Buddhist values they exemplify.
Pupils work in small groups of 3-4 to choose their own value or moral
message they would like to get across to others, and create a story which
illustrates the message, which they can dramatise for the rest of the class.
The class guesses and discusses what they think the moral behind the
drama is.
-
The Buddhist Community (Sangha)
Teach pupils about the Three jewels, and that Buddhists turn to the Three
Treasures for help and refuge:
 The Buddha
 The Buddha’s teaching (the Dhamma)
 The Buddhist community (the Sangha)
Discuss who and what pupils turn to when they want help and refuge. Do
they turn to different people for different kinds of help? In what way?
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Explain that the Buddhist community is made up of ordained monks, nuns
and priests and also of lay people, all of whom try to follow the example led
by the Buddha of how to live their lives, and to follow the Buddha’s
teaching.
Discuss with pupils what teaching or example is worthy of following, and
what ideals they try to follow themselves. Where have these come from?
In what ways is it easy, and in what ways is it hard to live a good life?
Talk about the Buddhist Vihara (temple), and if possible, look at
photographs, books or video about the Vihara. Teach pupils that there will
be an image of the Buddha at the Vihara which is not worshipped but
communicates tranquility and compassion, and sets an example to
Buddhists, who often meditate in the shrine room.
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why?
If you had to make up
five moral rules for
everyone to keep, what
would they be, and
why?
What do Buddhists
believe are the Four
Noble Truths?
What do you think about
the Four Noble Truths?
What is the Noble
Eightfold Path and why
do you think it helps
Buddhists out of
suffering?
Which elements of the
Noble Eightfold Path do
you most agree or
disagree with, and why?
What values do
Buddhists have?
What stories did the
Buddha tell or are told
about his life to illustrate
moral messages or
Buddhist values?
What do you think are
important values or
morals to teach others?
What did the Buddha
teach his followers?
What do you think about
the Buddha’s teaching?
Where do you turn to for
help and refuge?
What group or
community do you
belong to, and how does
it support or help you?
Why do you think
meditating in the Vihara
helps Buddhists?
which sensitive
questions are posed
and appropriate
answers provided from
a fictitious Buddhist.
The interview is about
‘What my faith means
to me’ and includes
aspects of Buddhist
understanding and
lifestyle which have
been covered in this
unit of work. (AT2,
level 4).
Skills to be taught
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Discernment
Synthesis
Evaluation
Attitudes to be
developed
Commitment
Fairness
Respect
Self understanding
Enquiry
Learning from Buddhism
What can be learned from the Buddhist way of life and teaching? How
does it relate to pupils’ own ways of life?
How are pupils developing their own understanding of beliefs and
religion?
How does belonging to a Buddhist family or community influence life?
What groups do pupils belong to, and what are their roles?
Unit 7
Theme: Christian Journeys
Suggested time: 8 -15 hours - ½ -1 term. Refer to Key Stage 1 Unit 1.
Intended teaching
outcomes & learning
outcomes
Religions
Content
Learning About
Religions & Exploring Human
Experience
Christianity
-
Key Concepts
A2
Acquire and develop knowledge
and understanding of some of
the influences of life
experiences, beliefs, values and
faith traditions upon individuals,
communities, societies and
cultures.
Learning From Religions &
Responding to Human
Experience
B1:1
Developing awareness of some
of the fundamental questions of
life raised by human
experiences, and of how
religious teachings can relate to
them.
B1:3
Reflecting on their own beliefs,
values, perceptions and
experiences in the light of their
study of religion.
B2
Develop positive attitudes of
respect towards other people
who hold views and beliefs that
are different from their own.
Pupils will be enabled to:
 Consider their own feelings
about making journeys and
understand the beliefs and
values of others who have
made journeys.
 Appreciate why many
Christian missions take people
Religious Beliefs &
Lifestyle
Celebration
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Brainstorm ideas about the meaning of the word journey,
suggest purposes for journeys.
Discuss journeys children have made, reasons for making
them, mode of transport and associated feelings.
Planning a journey:- essentials ie. map, food, provision for
shelter etc.
Comparison of a New Testament journey eg. Mary’s journey to
Bethlehem, Jesus going to Jerusalem as a boy with a similar
journey made in the 21st century.
Key questions
Assessment
Opportunities
-
This work can be assessed
through tasks such as
these:
 Pupils choose a story
of a journey made by a
Christian and retell it
identifying why the person
made the journey and
what motivated him/her to
undertake the mission.
They could make a ‘life
map’ for the person
chosen. (AT1, level 2).
 Pupils explain the aims
of one particular charity
and understand how their
support makes a
difference to the lives of
the recipients of their
work. Pupils give reasons
why there are some
people in the world who
rely on the support of
charities and volunteers.
(AT2, level 2).
 Pupils write an
explanation of what Paul
wrote in his letters about
how Christians should
behave towards others.
Pupils can explain where
the teaching comes from
and provide examples of
the types of behaviour
Christians would display
as a result of reading
Paul’s letters (then and
now). (AT1, level 3).
 Pupils create an
information leaflet about a
hypothetical charity they
are forming showing that
they have identified the
recipients and their needs
and the cause of the need
and how they will
undertake the giving of
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Suggested Resources
 Maps.
 Pictures,
photographs of
different types of
transport.
 Photographs of the
children at different
ages.
 Story books
illustrating selected
stories of Saints,
Missionaries,
pilgrimages, church
leaders and Bible
stories about journeys.
 Artefacts or pictures
and photographs of
items needed for a
journey.
 Information on
different charities.
 Pictures of Saints,
statues.
 Bible.
Depending on the term in which this unit is delivered:Christmas journeys
Journey of Mary and Joseph to Bethlehem, journey of the magi /
wise men via Herod, the escape to Egypt of Mary, Joseph and
Jesus (Matthew chapters 1+ 2).
Easter journeys
Jesus’ Journey to Jerusalem (leading up to Palm Sunday), route to
the cross (Luke chapters 19 and 23)
Journeys of St. Paul from New Testament
Conversion of Saul – journeys of Paul, reasons why Paul travelled
so far to tell people about Jesus (his mission), plot Paul’s journeys
on a map, discuss the reasons why he wrote so many letters
(stories selected from The Acts of the Apostles chapters 13-22).
Consider some key texts from St Paul’s writing, to see what might
be learned from them, eg I Corinthians 13, Galatians 5 verse 22,
Romans 8 verses 35-39.
Journeys of Saints
St Christopher – the Patron Saint of Travellers
St Francis of Asissi
Journeys of Patron Saints eg St Patrick, St David
Journeys of Missionaries
Discuss the meaning of the word missionary:Story of Gladys Aylward, discuss why she made her journey to
China and what motivated her to make the journey
Journeys made by Mother Teresa from her home in
Yugoslavia, to being a nun in Ireland, to teaching in India and
working with the poor in Calcutta. The work of the Missionaries
of Charity.
Journeys of Modern Day Missionaries
Work of Christian charities eg. Christian Aid’s work to
strengthen the poor that all may share in the feast of life, to
tackle issues of poverty and inequality.
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What is a journey?
What has been the
best journey they have
made and why?
How have journeys
changed over the
years?
What could have
happened on the
journeys in Jesus’
story, to a) Bethlehem,
b) Egypt, c)
Jerusalem?
Where would you find
examples of Paul’s
letters?
Why did Paul write
letters?
Why were Paul’s
letters so important to
the people who
received them?
Where did the Saint
you have chosen
journey to? What was
the purpose of their
journey?
What is a mission?
Have you ever had a
mission? Does
everyone have a
mission in life?
How did Gladys
Aylward’s faith inspire
her?
Do you think Mother
Teresa felt her work
was worth it? Why?
What inspired her?
Have you ever helped
a charity? And why?
What charities has our
school supported over
the past few years?
How did our support
help other people?
What is a pilgrimage
away from their homes.
 Consider their own life as a
journey and what skills and
qualities are needed to take
them on their journey in the
future.
Investigate Christian charities supported by local church.
Personal mission of Mary Jones – story of Mary Jones and her
bible. The work of the Bible Society.
Talk with someone whose Christian mission has taken them
away from home.
Christian Pilgrimages
Pilgrim Fathers, the Society of Friends
Pilgrimages to the Holy Land to see the sacred sights.
Routes of pilgrimages to sacred sights around the world.
Pilgrimages made by Christians to Lourdes in France and/or
Walsingham in Norfolk, Iona in Scotland.
Journeys of Church Leaders
Investigate journeys made through life of local church leader ie.
place of birth, training, first appointment, other positions they’ve
had to present date.
Prominent Christian leaders’ journeys through life eg The Pope,
Archbishop Desmond Tutu.
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The Journey of Life
Look back on children’s life and their journey from birth to present
day. Compile a record of this journey ie. chart, photographs,
pictures. Identify the things they have valued and that were worth
aiming for. Journey through life in the future. Discuss what skills
and qualities they will need to help them travel through adolescence
to adulthood. Discuss children’s hopes and aspirations for the
future. What ‘maps’ guide us in life? What are the wrong turnings,
and what are the right paths? How do we know?
What can pupils learn from the Christian journeys they have been
studying?
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and why do Christians
make them?
If you were to make a
pilgrimage where
would it be to and
why?
How is your life like a
journey?
If you were to pack a
bag to help you on
your journey through
life what would you put
in it ie. skills and
qualities as well as
material objects?
What can you learn
from the Christian
journeys you have
studied?
aid. Consider how their
charity is different from or
similar to a chosen
Christian charity. (AT2,
level 3).
Skills to be taught
Investigation
Reflection
Expression
Empathy
Analysis
Evaluation
Attitudes to be
developed
Commitment
Fairness
Respect
Self understanding
Enquiry
Unit 8
Theme: Beautiful World, Wonderful God
Suggested time: 8 -15 hours - ½ - 1 term. Refer to Key Stage 1 Unit 6 & 9 & Foundation Stage Units 7 & 9)
Intended teaching outcomes
& learning outcomes
Religions
Content
Key questions
Assessment
Opportunities
Learning About
Religions & Exploring Human
Experience
Christianity & at least
one other
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-
Key Concepts
-
 Pupils retell the
story of Adam & Eve
explaining what the
story teaches about
God and his
intentions for
mankind. (AT1,
level 2).
 Observe pupils
responses (in
discussion) to the
aims of an
environmental
organisation eg.
Greenpeace, RSPB
and also to the
teachings of a
religion about care of
the world. (AT2,
level 2).
 Pupils write about
the reasons why
Christians hold a
Harvest festival and
what this entails.
They compare this
with a festival from
another religion
celebrating the
natural world. Pupils
should demonstrate
an awareness of the
importance to people
of faith of giving
thanks to God.
(AT1, level 4).
 Pupils interview a
partner (in role of an
environmental
campaigner) for a
TV or radio
programme on the
subject of their
mission. Sensitive
questioning should
draw out reasons for
their beliefs and
A2
Acquire and develop knowledge
and understanding of some of the
influences of life experiences,
beliefs, values and faith traditions
upon individuals, communities,
societies and cultures.
Learning From Religions &
Responding to Human Experience
B1:1
Developing awareness of some of
the fundamental questions of life
raised by human experiences, and
of how religious teachings can
relate to them.
B1:2
Responding to such questions with
reference to the teachings and
practices of religions and to their
own understanding and experience.
B1:3
Reflecting on their own beliefs,
values, perceptions and
experiences in the light of their
study of religion.
B2
Develop positive attitudes of
respect towards other people who
hold views and beliefs that are
different from their own.
Pupils will be enabled to:
 Begin to appreciate the beauty
of the natural world and make their
own responses to it.
 Understand the responsibilities
they have in caring for our world.
The sacred
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Suggested
Resources
 A collection of
natural objects.
 Possible visit to a
place of natural
beauty.
 Materials about
the beauty of the
animal world.
 Photographs,
posters, videos of
natural wonders.
 Suitable versions
of Christian creation
stories.
 Story of the
Garden of Eden.
 Pictures and
information about
extinct and
endangered plants
and wildlife.
 Information
leaflets / promotion
materials from a
range of
environmental
organisations.
 Pictures, poems
and music depicting
the awe and wonder
of the natural world.
 The Countryside
Code.
 Books, pictures,
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Start with natural objects from the local environment or a
visit to a local natural environment – discuss what is
beautiful and how it came to be there.
Talk about why some things are beautiful to some people.
Give reasons why not all people find the same things
attractive.
Give opportunities for the children to explore the wider
world outside of their immediate experience eg. natural
wonders, volcanoes, deep sea, space, polar regions, rain
forests, favourite animals, birds and plants etc.
Explore how various groups of people throughout history
have explained how the world came to be in existence.
Examine and consider religious creation stories and the
functions they might serve.
Read the Biblical creation stories in Genesis 1 and 2
noting the order in which things were created and God’s
response to his creation.
If the children were able to create a perfect world, what
would they leave in and what would they take out?
Tell the Biblical story of the Garden of Eden, Adam and
Eve’s responsibilities to the world and their disobedience
of God’s rule (Genesis 3).
Explore ways in which we can actively care for our world,
starting with our own school grounds, moving on to the
local environment and the wider world.
Tell stories of animals and plants that are now extinct eg.
dodo, passenger pigeon.
Discuss the present situation with endangered species –
plants and animals.
Write a letter to next generation about an animal or plant
which could become extinct in the future.
Learn about the work of environmental organisations eg.
Greenpeace, Friends of the Earth, Animal Rights
organisations, Worldwide Fund for Nature, RSPCA,
RSPB, Forestry Commission etc.
Discuss the concept that God is all around us and we can
sense God in nature. Who believes this? Who does not?
Consider ways in which artists, poets, musicians
throughout history have responded to the natural world
through their particular artistic talents.
Encourage children to show their own responses to an
aspect of the natural world through art, music, poetry etc.
Consider the Country Code, create their own rules to look
after their own environment.
Introduce some religious festivals focusing on giving
thanks for the natural world. These might include:
Christian – Harvest Festival
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Why do you think your
chosen object is beautiful?
Being in a beautiful
environment – how does it
make you feel?
What is the most beautiful
thing you have ever seen?
How did it make you feel?
Why do you think there are
so many different stories
about how the world was
created?
Why do you think Jews and
Christians believe God
created the world in the
order he did?
What might the story of
Adam & Eve tell us about
looking after the world?
Are there times when we do
things we shouldn’t to our
beautiful world?
Why should we look after
our world?
How can we care for our
environment?
Why is the Harvest festival
an important occasion for
Christians?
What have you learned
aboiut festivals like Sukkot
(Jewish) or Holi (Hindu)?
Why is there a need for
environmental
organisations?
Is it right that environmental
organisations put pressure
on people to change their
ways?
Are people ever justified in
breaking the law for a cause
they believe in?
Does a beautiful world
suggest a wonderful God?
What are the responsibilities
of the human race for the
beautiful world? What are
 Consider their own beliefs
about creation and understand the
Christian beliefs about the creation
of the world.
 Know and understand what the
Bible teaches about the
relationship between God and
mankind and how mankind
destroyed their privileged position
in God’s world.
videos of religious
festivals celebrating
the natural world.
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Jewish – Tu B’Shevat (celebration of trees) & Sukkot
(thanksgiving for the harvest)
Hindu – Holi (Festival of love & harvest)
Consider the ways in which different religions teach their
followers to care for the world eg. Hindu duty (Dharma),
Buddhism (Five Moral Precepts), Sikhism (Guru Nanak’s
teachings), Christian – look at the words of hymns and
read biblical texts, Romans 1 v 20, Psalm 8 and Psalm
147.
Discuss what the world would be like without any:- colour,
light, trees, flowers, water, birds etc (choose one).
Children can bring their own natural object in to discuss
why it is essential to preserve.
Write a comment on the natural world as it is now – the
importance of protecting and caring for it and in the home
– put this response away in a safe place to be opened
and read in the future when they are grown up, or display
them as '‘leaves on a tree of the future.
Consider what can be learnt from the study. How do we
express thanks for natural beauty? Does a beautiful world
suggest a wonderful God? What are the responsibilities
of the human race for the beautiful world? What are our
own responsibilities?
our responsibilities?
discover whether
this is a result of a
religious belief.
(AT2, level 4).
Skills to be taught
Reflection
Expression
Empathy
Interpretation
Discernment
Analysis
Attitudes to be
developed
Respect
Self understanding
Fairness
Enquiry
Unit 9
Theme: Symbols in Religion: worship at the Cathedral and / or the Mosque
Suggested time 8 – 15 hours - ½ - 1 term. Refer to Key Stage 1 Units 1, 3, 7 & 9 & QCA Units 3A, 5B, 6B & 6E)
Intended teaching
outcomes & learning
outcomes
Learning About
Religions & Exploring
Human Experience
Religions
Content
Key
questions
Assessment
Opportunities
Christianity
Islam
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 Pupils can
identify some
religious symbols
and metaphors
and begin to
suggest their
meanings. (AT1,
level 2).
 Pupils write
about why
Christians take
part in the
Eucharist service
and what the
symbols in the act
represent
explaining the
actions involved
and empathise
with how taking the
Eucharist can
make a difference
to a Christian’s life.
 Pupils go on to
identify a major
component in an
act of worship
undertaken by
members of
another religious
faith. (AT1, level
4).
 Observe pupils
responses to being
in a sacred place
(church/cathedral/
mosque) and their
understanding of
the importance of
symbolic artefacts
to followers of that
particular faith.
(AT2, level 2).
 Pupils can talk
about what
symbols, objects,
places are sacred
to
Key Concepts
A1
Acquire and develop
knowledge and
understanding of
Christianity and the
other principal religions
represented in Great
Britain and their
associated beliefs,
experiences and
practices.
Learning From
Religions &
Responding to Human
Experience
B1:2
Responding to core
questions with
reference to the
teachings and
practices of religions,
and to their own
understanding and
experience.
B2
Develop positive
attitudes of respect
towards other people
who hold views and
beliefs that are
different from their
own.
Pupils will be
enabled to:
 Gain an
understanding of the
importance of
Religious beliefs
& lifestyle
The sacred
Celebration
Suggested
Resources
 Collection of
everyday signs
and symbols.
 Symbols of
dove, olive
branch and
rainbow.
 Objects which
evoke memories
and stories.
 Pictures of
Christian/Islamic
signs, symbols
and patterns.
 Floor plans of
churches,
cathedrals and
mosques.
 Photographs
of churches,
chapels,
cathedrals and
mosques.
 Visit to local
Christian
buildings and / or
Lincoln Cathedral
and / or visit to
an Islamic
mosque.
 Christian /
Islamic
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-
Look at signs around the school and local area. Discuss their meaning. Why are they important?
Look at symbols used on food packages, sport and on clothes. Discuss their meanings.
Explain the difference between a sign and a symbol. The pupils can create their own symbols to
represent everyday objects.
Look at the symbols of a dove, a rainbow and an olive branch. Explore the meanings and the uses of
these symbols today. Find their origins in the story of Noah’s Ark (important in three major religions –
Christianity, Judaism and Islam).
Ask the children to think about objects they own which evoke special meanings to them.
Discuss how these objects are now symbols representing a story or memory.
Introduce the children to the following religious metaphors from the Bible – ‘God is my rock’ Psalm 18 v
2. ‘Jesus is the light of the world’ John 8:12. ‘The Lord Is My Shepherd’ Psalm 23. Discuss words that
pupils connect with these three images (ie. rock, light, shepherd). Choose those which may explain why
a religious believer might use such metaphors.
Discuss the need to have a special place of their own.
Children to investigate special places for others in their lives. Teacher to share with children their own
special place. Where is their special place? Why is it special? What does ‘sacred’ mean?
Collage, art entitled ‘My Special Place’.
Discuss religious special places using pictures and videos. Bring in artefacts which may be found in a
religious special place eg. Christian church – Bible, cross, candles – Islamic mosque – Qur’an and stand,
symbols and patterns.
Introduce the word ‘sacred’ and discuss areas in a Christian or Islamic place of worship which would be
sacred to members of the faith.
Examine and unpack the meanings of signs and symbols in places of worship. How are they to be
respected?
Show pictures of several Christian symbols eg. a cross, dove, fish, angels, candles, halo. Discuss their
meaning.
On a visit to their local parish church and/or the Cathedral look for symbols already discussed in class.
(It would be desirable to make a visit to a local community church followed by a visit to a cathedral).
Look for other symbols in the church/cathedral and discuss what they might mean paying particular
attention to the following:
Font – its use in baptism symbolising the entry into the Christian faith.
Stained glass windows – how do they represent stories from the Old and New Testament and lives of
saints? Consider use of light and colour. These were originally put into church windows to symbolise
stories for those who could not read.
Altar – look at any symbols that may be displayed on the altar eg. cross, chalice.
Statues – discuss the stories that pupils know about the person/object the stories represent eg Virgin
Mary (Birth of Jesus), Saint Peter (Keys to Heaven, denial of Jesus).
What are the functions and symbolism of the lectern, pulpit, choir stalls, Cathedra (Bishop’s seat),
tombstones, gargoyles, carvings, spires, tower.
NB. If using Lincoln Cathedral pay particular attention to the screen and the symbols used within it and
the nave (which can be likened to an upturned ship). Look at the shape and plan of the Cathedral,
compare this with the shape of the cross.
Make a list of the symbols seen in the church/cathedral. Are some symbols used more often than
others? What meanings come from the symbols?
Observe how many different ways the cross is represented in the building.
Look at the different parts of the church/cathedral and learn about the worship activities that take place in
each area. Consider which areas are best suited to stillness, quietness, reflection, prayer or praise as
part of Christian worship.
Pupils to learn about the key components of a Christian Communion (Eucharist) service and the
fundamental beliefs behind this symbolic act. Pupils can find out where in the church/cathedral this takes
place and what objects are used as part of the communion act.
It would be useful if the pupils attended an act of worship at the church/cathedral after their study of it
paying particular attention to the use of the different areas and symbols. Alternatively, they might meet a
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-
-
-
-
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Why are
symbols
important?
How is a
sign
different
from a
symbol?
What are
the three
symbols
used to
depict the
story of
Noah’s
Ark? What
do they
mean?
Why did
John refer
to Jesus as
the light of
the world?
Why did the
first
Christians
wear the
sign of the
fish?
Name three
symbols
(seen in the
church/cath
edral/
mosque)
What do
they mean?
What does
the word
‘sacred’
mean?
Why is it
important to
have a
quiet place
– in church,
at home, at
school, in a
symbols and their use
in everyday life, as an
aid to evoke
memories of events or
stories.
 Identify some
religious symbols and
some symbolic
actions in a religious
context and explain
that metaphors,
symbols, actions and
objects convey
religious meaning.
 Show how religious
beliefs can be
expressed through art
and architecture.
 Name some parts
of a religious building
and religious objects
and say why they
have value for
members of religious
communities.
photographs and
artefacts found in
religious
buildings.
 Islamic prayer
mat.
 Videos of
worship in
Christian church /
Islamic mosque.
 Lincolnshire
schools’ Lincoln
Cathedral file.
Christian visitor, and ask questions about what they have been learning.
Islamic Mosque
If possible, arrange a class visit to an Islamic Mosque.
Look at pictures, images and videos of mosques, both inside and outside. Ask the children to be
detectives looking at the pictures to identify features of the building which give clues about how it might
be used eg. shape, common features. Are there any signs or symbols? Are there any clues about how
the building has anything in common with other buildings they have seen?
Introduce the children to the fact that a mosque is a sacred place for Muslims, where they can meet
together to pray to God and study the Qur’an.
The main features of the mosque include: a washing area to enable Muslims to wash themselves
carefully as a way of preparing for prayer and showing respect for God.
A tower or minaret – this is to call Muslims to the mosque for prayer.
A main room, the prayer hall – for prayer – usually with a screened-off area for women (men and women
do not pray together). A Mihrab, or niche, to show the direction of Makkah.
Inform the children that Muslims do not use images or pictures of living things because the Qur’an
(sacred writings) forbids this. Muslims use beautiful patterns instead, sometimes based on geometric
shapes, sometimes on plant shapes and sometimes using the shapes of Arabic writing as symbols
instead of images and pictures.
Discuss the meaning of prayer. Children should be aware that Muslims must pray 5 times a day (Salah –
one of the 5 pillars of Islam). Muslims always pray facing the holy city, Makkah. In the mosque look for
the symbol in the main prayer room which shows the direction of Makkah to show Muslims the direction
to face for prayer.
Discuss some reasons for taking off shoes in a special or sacred place.
Discuss reason why Muslims use prayer mats to pray on and how some prayer mats will have a compass
attached to enable Muslims to find the direction for Makkah. Look at the patterns and symbols used on a
prayer mat.
Discuss the symbolism used by Muslims of the moon and star (Islam guides and lights the way through
life, symbolised by the moon and star).
Learning from the symbols of worship.
Make opportunities for children to reflect on what is sacred to them in the light of their learning from
Christians and Muslims.
What makes a place sacred?
What value do we give to stillness, quiet, reflection and thoughtfulness?
How do pupils show respect or love for who or what is most important to them?
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mosque?
Why do
Muslims
always face
in the same
direction for
prayer?
What value
do we give
to stillness,
quiet,
reflection
and
thoughtfuln
ess?
How do
pupils show
respect or
love for who
or what is
most
important to
them?
Christians/Muslims
and relate these to
their own
experiences of the
importance of
symbols, objects
and places which
are special to
them. Pupils
understand the
value of respect for
diversity. (AT2,
level 4).
Skills to be taught:
Investigation
Reflection
Expression
Empathy
Interpretation
Synthesis
Attitudes to be
developed
Respect
Self understanding
Unit 10
Theme: Christmas & Divali: What can we learn from the celebrations?
Suggested time 8 – 15 hours - ½ - 1 term. Refer to Key Stage 1 Units 1,2, 6 & 7
NB This unit offers an example of approaches to RE for mixed age classes.
Intended teaching
outcomes & learning
outcomes
Religions
Content
Key questions
Assessment
Opportunities
Learning About
Religions & Exploring Human
Experience
Christianity
Hinduism
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This work can be
assessed through tasks
such as these:
 Ask pupils to retell
the story of Rama and
Sita, identifying Hindu
belief about Rama and
Ravana, and explaining
what the meaning
behind the story is (that
it shows the triumph of
good over evil). (AT1,
level 2).
 Observe pupils
responses (in
discussion) of others
experiences of special
times, occasions or
events in their lives.
(AT2, level 2).
 Pupils write a
paragraph explaining
what some Hindus do to
celebrate Divali and how
it expresses Hindu
beliefs about God, and
also write a paragraph
explaining what some
Christians do to
celebrate Christmas and
how it expresses
Christian beliefs about
God. (AT1, level 5).
 Upper KS2 pupils
write a report of the
debate they had on ‘this
house believes good
triumphs over evil’,
outlining briefly the two
opposing arguments
and the result of the
debate, expressing their
own opinion on the
subject. (AT2, level 5).
Key Concepts
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and their
associated beliefs,
experiences and practices.
A2
Acquire and develop
knowledge and understanding
of some of the influences of
life experiences, beliefs,
values and faith traditions
upon individuals,
communities, societies and
cultures.
Learning From Religions &
Responding to Human
Experience
B1:2
Responding to core questions
with reference to the
teachings and practices of
religions, and to their own
understanding and
experience.
B1:3
Reflecting on their own
beliefs, values, perceptions
and experiences in the light of
their study of religion.
B2
Develop positive attitudes of
respect towards other people
who hold views and beliefs
that are different from their
Celebration
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Suggested
Resources
 Books to show
pupils, illustrating
special times of
others, eg. rites of
passage, festivals
etc.
 Hindu stories of
Rama and Sita and
the story of Lakshmi
and the pearls and
the poor
washerwoman.
 Artefacts and
photographs
belonging to pupils
which are associated
with special events
in their own lives.
 Murtis or pictures
of Rama, Sita,
Lakshman,
Hanuman, Ravana
and Lakshmi.
 Divali cards, diva
lamps and/or clay or
plasticine and a
nightlight or ghee
and cotton wool.
 Newspapers for
pupils to look
through for
examples of good
triumphing over evil
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Pupils write about their own experiences of special times, occasions,
ceremonies and important events. Discuss what makes these special
times stand out. Explore what pupils believe about these occasions
and what makes them special. Lower KS2 pupils write about what the
occasion meant to them; upper KS2 pupils write a newspaper report
describing the occasion and its meaning and symbolism. Display.
Introduce murtis or pictures of characters in the Ramayana (Hindu
poem telling the story of Rama, Sita and Ravana). Explore the
symbolism of the figures. Hear the story of Rama and Sita, emphasis
on the triumph of good over evil. Learn how the festival of Divali
celebrates the triumph of good over evil. Younger pupils choose a
character in the story and write about and illustrate a series of
snapshot occasions in the story. Older pupils choose a ‘good’ and an
‘evil’ character in the story and write about their perspective on the
events.
Show pupils a murti of Lakshmi. Discuss the story of Lakshmi and the
poor washerwoman and the string of pearls and making fresh starts at
the beginning of the year. Discuss the feelings associated with losing
and being lost, finding and being found. Older pupils write a poem
about how they think they might have felt if they were (a) the queen
losing then finding her necklace or (b) Lakshmi not being able to find
any light, then finding the poor washerwoman’s home.
Discuss the belief that good triumphs over evil. Younger pupils make
diva lamps and/or Divali cards, considering appropriate messages to
include. Older pupils work in pairs to produce a short speech
proposing or opposing the motion ‘this house believes good triumphs
over evil’. Follow up the lesson with younger pupils displaying their
divas and cards and older pupils introducing a debate about whether
or not good triumphs over evil. List and discuss ‘goodies and baddies’
in children’s film and story. Talk about pupils’ own experiences and
knowledge of national and international news items and vote on the
motion.
The story of the visit of Gabriel to Mary, the trip to Bethlehem, the birth
and the visits by shepherds and magi. Explore who Christians believe
Jesus is, the significance of his birth on earth, the meaning of the gifts
given by the magi. Younger pupils in groups act a scene from the
Christmas story, write about the experience and feelings they have of
the character they played in the drama. Older pupils learn about the
Matthew and Luke stories, look up the passages in the Bible and list in
columns what each respective author included in their version of the
first Christmas.
Explore the experience in the Christmas story of supernatural
happenings such as the involvement of angels and the appearance of
lights – visits to Mary, Joseph, Elizabeth and the shepherds and the
star of Bethlehem. Read pupils a short guided visualisation text telling
the story of the star of Bethlehem or one of the appearances of an
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What has been a
special time in
your life and why?
Where would you
find the story of
Rama and Sita?
How did the story
of Rama and Sita
end? Was it a
good or bad
ending?
Have you ever lost
anything precious,
if so how did this
make you feel?
Can you think of
any other stories
you have heard in
which good
triumphs over evil?
Make a long class
list.
Why do Hindu’s
light diva lamps at
Divali time?
How do you think a
Hindu child feels at
Divali time?
Where would you
find the stories of
the birth of Jesus?
How does light
play an important
part in the story of
the Nativity?
At Christmas which
celebrations are
directly related to
the Nativity story?
What does the
word celebration
mean?
What can we learn
from the two
festivals we have
studied for
own.
Pupils will be enabled to:
 Explain the stories behind
the Hindu celebration of
Divali and the Christian
celebration of Christmas, and
the significance and meaning
of some of the events in the
stories.
 Know and understand the
significance of these two
festivals for believers, what
the beliefs are behind the
stories and the customs of
celebration.
 Consider what they have
learnt for themselves from
the Hindu and Christian
stories, reflecting on themes
such as good and evil, light
and darkness.
 Consider what the most
important events are in their
own lives, and what they
mean to pupils themselves.
(or vice versa).
 Copies of the
Bible.
 Stories and
pictures about
Christmas involving
angels and the star
of Bethlehem.
 Used Christmas
cards to sort; a mix
of religious, secular
and ‘traditional’.
 Artefacts
associated with
celebrating
Christmas, eg
Advent calenders,
crib sets.
 Examples of
Christian Christmas
words and songs.
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angel. Discuss light as a symbol for Jesus and the use and
significance of candles in Christian celebrations of Christmas. Remind
pupils that they learned about the significance of light at Divali for
Hindus. Discuss pupils thoughts on the angels, and what they think
Christians believe about the significance of light and the role of angels
as messengers. Younger pupils use paint and collage to illustrate the
importance of light at Christmas or angels in the Christmas story.
Older pupils produce a poster using collage and writing to illustrate
light as a symbol for Jesus, or produce a poster illustrating feelings
associated with light and with darkness.
Working in mixed-age pairs, pupils brainstorm a list of the ways in
which Christians celebrate Christmas. Feedback ideas, then pupils
make two lists separating distinctively Christian celebration (eg.
making nativity cribs), from celebration which has no particular
religious place (eg. Christmas food/parties). Younger pupils then sort
Christmas cards into religious and non-religious. Are some
‘traditional’ cards harder to categorise? In pairs, older pupils write
about what they think the beliefs behind some of the customs are.
Both groups present their work to the class and discuss as a whole the
beliefs behind other customs.
Consider the question: Is Christmas for everyone, or just for the
Christians?
Recap work covered in this unit of work, checking memories for
knowledge and understanding. Ask all pupils to choose a special time
and/or place from what they have learnt about during this unit of work
on ‘Celebration’. Write about and illustrate the time and/or place
explaining what makes it stand out, and what its special significance is
for the believer, outlining what beliefs, experiences, feelings and
emotions are associated with the celebration.
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ourselves?
What are the most
important events in
the year for pupils?
Why? How are
they celebrated?
Skills to be taught
Reflection
Expression
Empathy
Interpretation
Discernment
Evaluation
Attitudes to be
developed
Fairness
Enquiry
Unit 11
Theme: Religion in the Neighbourhood
Suggested time 8 – 15 hours - ½ - 1 term. Refer to Key Stage 1 Units 7 & 8.
Intended teaching outcomes
& learning outcomes
Religions
Content
Key questions
Assessment
Opportunities
Learning About
Religions & Exploring Human
Experience
Christianity
Either Hinduism, Islam or
Judaism
-
A1
Acquire and develop knowledge
and understanding of Christianity
and the other principal religions
represented in Great Britain and
their associated beliefs,
experiences and practices.
Key Concepts
In a county like Lincolnshire, many pupils have little experience of
multicultural and multi faith Britain.
This unit is built upon a study of the local Lincolnshire
neighbourhood, compared and contrasted with a multicultural
neighbourhood, in which a religious community can be studied.
-
A2
Acquire and develop knowledge
and understanding of some of the
influences of life experiences,
beliefs, values and faith traditions
upon individuals, communities,
societies and cultures.
Teachers might use: As
well as a range of
published resources,
teachers may like to use:
Teaching might include:
Activities which help pupils to understand more about the
religious communities in their own locality, eg. learning about
Methodist, Baptist, and Roman Catholic chapels and
churches, asking questions of a visitor from a Christian
church, making a guide book or picture pack for their
village/town which includes the Christian buildings and
communities.
A study of a contrasting neighbourhood in which a religious
community flourishes eg. Hindus, Muslims or Jews in
Leicester, Bradford or Leeds. Parallel activities to those
which helped them understand their own community, and the
history and place of religion within it..
Making an on line connection with a school from the
community they are studying and contrasting and comparing
life in their community with another community, by swapping
writing about the local area.
Drawing up in small groups lists of twenty contrasts between
a ‘typical’ child from their own school and a child from a
school where most pupils belong to the religion being studied.
Make some lists of advantages and disadvantages for both
communities: asking (for example) is it easy to be
religious/Christian/Muslim in Lincoln/Leeds? What is hard
about it?
Discuss and develop “Wish lists’ for the future of the two
communities studied, or for a multi religious nation. This
could be written up in groups as a ‘recipe for harmony’.
An art and design talk, to design symbols, illustrations,
postcards or T-shirts for sale in the two religious communities
they have studied and write about why they are appropriate.
Discussion activities which help children to notice the
complex and detailed ways in which religion impacts upon the
lives of believers. Stories and artefacts are worth exploring for
their illustrative potential in this area.
Learning from diversity. What could Lincolnshire schools
learn from religious communities in Bradford, Nottingham or
Leicester about their religions, and about how to live
harmoniously in communities where people believe different
things?
Teachers might asses
this work by setting
tasks such as:
 Design and draw, in
groups, a picture pack
which shows in eight
carefully chosen
pictures what
community life is like
for members of the
two religions studied.
(AT3, level 2).
 Use the listing task
to express an
understanding of what
belonging to a religion
involves in a
community, and note
clearly what is
characteristic of each
of two religions. (AT5,
level 4).
Learning From Religions &
Responding to Human
Experience
B1:2
Responding to core questions
with reference to the teachings
and practices of religions, and to
their own understanding and
experience.
B2
Develop positive attitudes of
respect towards other people who
hold views and beliefs that are
different from their own.
Pupils will be enabled to:
 Develop their understanding
of two religions represented in
Great Britain, and their influence
upon individuals, communities
and society.
 Develop positive attitudes of
The Sacred
Religious Beliefs &
Lifestyle
Suggested Resources
 BBC Broadcasts and
videos: Watch (faith
stories on Judaism and
Islam), Pathways of Belief
(2 programmes on
Judaism with programmes
on Islam and Hinduism
from Summer 2001)
 Folens publish some
useful picture packs on
particular religions.
 Leicestershire LEA
have a CD Rom picture
pack of faith communities
in Leicester.
 The Bradford Inter
Faith Education Centre
(01274 731674) has many
useful publications about
its local faith communities.
 Resources which
enable children to gain a
better understanding of
their own local religious
communities eg. Parish
profiles, church
newsletters, magazines,
notice boards.
 A visitor from the faith
Note:
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What can we notice
about the
differences and
similarities between
people’s beliefs and
ways of life?
What different
groups do people
belong to in the UK?
What differences to
our ways of life does
religion make?
How does studying a
community different
from ours help us to
learn about our own
community?
How do people show
respect or love for
what is sacred to
them?
What are the good
things about living in
a society of different
cultures and
religions?
What kinds of
behaviour make for
the good life for all
people?
Skills to be taught
Empathy
Discernment
Attitudes to be
developed
Fairness
Respect
respect towards other people
who hold views and beliefs that
are different from their own.
community prepared to
answer questions devised
by the pupils.
Links with Geography: this unit of RE can be very effectively
linked with KS2 geography programmes of study.