Reception
and
Key Stage 1
Pupils should not just learn
about religion but also
about themselves from religion
Reception and Key Stage 1
Most pupils have a natural curiosity when they start school. They ask questions and wonder
about life; show a willingness to use their imagination and have an intuitive sense of the mystery
in the world around them. Some pupils have direct experience of religion from home, many
have none at all.
It is important that teachers take into account the pupils’ varied background and experiences
when devising a scheme of work.
At Reception and Key Stage 1 pupils should become familiar with TWO religions. That is
CHRISTIANITY plus ONE religion which schools should select from: BUDDHISM,
HINDUISM, ISLAM, JUDAISM, SIKHISM.
Throughout the Key Stage
At times aspects of each religion will need to be taught separately to introduce pupils to the
distinctive features of each religion. Where appropriate, however, content can be drawn from other
religions to illustrate a common dimension. Themes which provide worthwhile opportunities for
RE include:
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Belonging
Caring for Others
Celebrations
Colours
Feelings
Festivals of Light
Food
Growth
Hands
Homes
Journeys
 Leaders/Founders
 Myself
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Our Senses
People who help us
Pets
Rules
Seasons
Special Books
Special People
Special Times
Stories Jesus Told
The Environment
Water
Worship
SUFFICIENT CURRICULUM TIME SHOULD BE ALLOCATED TO COVER THE
PROGRAMME OF STUDY, ASSUMED TO BE NOT LESS THAN 5%.
Christianity in Reception and Key Stage 1
CONCEPT
Belief
Worship
Deity
Authority
Commitment
CONTENT
THEMES
What Christians believe about:
 God: The Natural World.
 The special status of Jesus.
 Ways of Living and Relationships.
 The Bible.
Special People
The Environment
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The Church as the Christian community.
Symbols in churches; artefacts in worship.
People with a special role-vicar, minister, priest.
Keeping Sunday as a special day.
Being still together; praise; an introduction to prayer forms and
actions-hands together, kneeling, eyes closed. Thank you prayers,
prayers for people in need.
 Important ceremonies: baptism, weddings-special words and
customs involving promises and commitment.
 Festivals which mark important events in Jesus’ life. Customs
and special food. Symbols of Christmas-star, crib. Symbols of
Easter-Easter garden, cross, paschal candle.
Special Places
Colours
Our Senses
People Who Help
Special Times
Celebrations
 Stories from the Bible, pictures, artefacts, and poems which
describe God as a loving parent or Creator. Teachers should draw
on the ability of pupils to perceive God in human terms and to
discuss God as loving, caring, kind, having authority.
 Christian beliefs about creation. God as responsible for creation
and human beings having a responsibility to care for the natural
world. How this is expressed in caring for animals and the
environment.
 Links can be made through exploring the commitment of St.
Francis of Assisi to the natural world.
 Jesus: as special to God and Christians; a way of seeing God; first
steps in understanding the concepts of revelation and incarnation.
Stories Jesus Told
Worship
Feelings
 The special nature of Jesus in the Christian tradition. Stories
about his life events: birth; death, resurrection. Stories about
Jesus as a healer and teacher.
 The Bible as a special book for Christians; how it is used in
worship and teaching and is treated with respect.
 Christian way of live based on the 2 commandments Jesus taught:
love God, love your neighbour: Christian values in relationships
with family, friends.
 Jesus’ teaching on forgiveness, caring, treating everyone with
equal value and how this is expressed through caring for others,
e.g. the elderly, children and sharing with others, e.g. charitable
causes.
 Christians who set examples and show a life of service
 The growth of Christianity in Cumbria.
Special Books
Water
Belonging
Myself
Festival
Symbol
Seasons
The Environment
Pets
Growth
Special People
Leaders/Founders
Rules
Special Books
Belonging
Homes
Caring For Others
Special People
Journeys
Learning Experiences in
Christianity for Reception and Key Stage 1
AT1 PUPILS COULD:
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Visit a local church; look at churches on posters, video, photographs;
Invite local clergy to school and ask them to talk about their work and role;
Discuss symbols associated with worship, (cross, candles, prayer book, rosary, special
clothes, colours related to the church year, stained glass windows);
Make up their own prayers or a class prayer;
Explore the lectern and the Bible in a church and talk about their importance;
Listen to stories, poems, psalms, sayings from the Bible;
Role play a baptism or a wedding;
Discuss pictures or symbols which depict God as parent or creator;
Talk about and discuss their own ideas about God;
Discuss the Christian belief that Jesus is special and precious;
Explore stories about creation from a range of sources;
Explore the life of St. Francis as an example of caring for animals;
Listen to and read Christmas and Easter stories and stories which convey the themes of
Christmas and Easter, e.g. love, peace, remembering;
Look at and handle artefacts associated with Christmas and Easter e.g. crib, Paschal candle;
Make festival food, and look at festival symbols;
Make a Christmas/Easter display or tableaux or Easter garden;
Make a display to illustrate the theme of ‘Loving Our Neighbour’;
Find out about organisations which show care and concern, e.g. Help the Aged;
Explore stories with the theme of good and evil or with a moral;
Listen to stories about what Jesus taught and did. In particular:
Birth of Jesus (Matthew 2: 1-12 or Luke 2: 1-20)
Blessing of Simeon and Anna in the Temple (Luke 2: 25-38);
Jesus grows up-talking with the Rabbis in the Temple (Luke 2: 41-52);
Jesus' Baptism by John the Baptist (Mark 1: 11);
Jesus meets people and teaches them: e.g.
the Samaritan women at the well (John 4: 5-10)
the Fishermen (Luke 5: 1-11);
Jairus's daughter (Mark 5: 21-43);
Blessing of the children (Mark 10: 13-16);
Four friends and the Paralysed man (Luke 5: 18-26, Mark 2: 1-14);
The Parables of the Lost Sheep and The Lost Coin (Luke 15: 4-10);
Healing the man at the Pool (John 5: 5-9)
Jesus and the donkey (Mark 11: 1-10).
AT2 PUPILS COULD:
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Participate in periods of stillness and quiet reflection;
Share feelings about belonging to a group and what belonging means;
Participate in Circle time sharing;
Share stories in which feelings are expressed and talk about feelings (angry, sad);
Make a class book: ‘Our Special Book’;
Talk about Sunday as a special day and how it may be different from others;
Consider their responses and attitudes to the natural world and the importance of caring for
the environment; be involved in caring for the environment, the school garden;
Pose questions about life and living which puzzle them;
Recognise that some questions can be answered in different ways and sometimes there is
more than one answer;
Share feelings related to experiences of awe, wonder, mystery;
Discuss celebration at home, birthdays and family celebrations;
Talk about what they enjoy at Christmas and Easter;
Talk about how the Christmas stories relate to experiences and feelings in their lives e.g. the
birth of a baby, vulnerability, being loved and protected, giving and receiving;
Discuss giving and the values of Christmas-peace, thinking of others, sharing;
Talk about signs of new life and decay, Spring, beginnings, endings;
Share feelings of being let down by friends and discuss how friendships are healed;
Discuss rules for a happy classroom and make a chart of their own ideas;
Think about their behaviour: learn about themselves, e.g. what is special to me;
Share feelings and values that may be important, e.g. being honest, caring;
Consider people who help at home and in school, e.g. the crossing patrol person;
Think about how people show concern for others;
Discuss and share thoughts about what they think is right and wrong.
Buddhism in Reception & Key Stage 1
CONCEPT
Belief
Worship
CONTENT
What Buddhists believe about:
 The Buddha.
 Love and compassion: the importance of respect for all living
things and the Natural World.
 A way of living: relationships.
 Symbols of belief: Lotus flower, Wheel, stupa
THEMES
 The importance of reflection and meditation, peace and tranquillity.
 Buddhist home shrine: symbolism in the statue, incense, flowers,
candles, water, food.
 Artefacts to aid worship: prayer beads, prayer wheels, prayer flags,
mandalas, mantras.
 Wesak: the festival which celebrates the birth, enlightenment and
death of the Buddha.
Special Times
Deity
 The Buddha image is not worshipped. There is no God in the
Buddhist tradition.
Authority
 Stories about the life of Prince Siddhartha showing his concern to
find an answer to suffering and difficulties in life. His life as an
example of perfection which Buddhists strive to copy.
 The Buddha image: the values it communicates, e.g. peace,
tranquillity, wisdom and compassion.
 The Jataka stories (stories of previous incarnations of the Buddha)
which demonstrate values.
Commitment
 Buddhist values of love, kindness, patience, compassion,
generosity, effort, discipline, truth. Wisdom-knowing what are
good things to do and what are bad actions to avoid. Good actions
make others happy. Bad actions make others unhappy. Avoid
hurting anything, stealing or telling lies.
 The Natural World: humanity is in union with the natural world;
traditional Buddhist stories.
 The Buddhist community shows a commitment to live out the
teachings and values of the Buddha. It is made up of lay people,
ordained monks, nuns and gurus (teachers). It is known as the
Sangha. All members support each other. Special clothing and
customs associated with a life of commitment.
Leaders
Caring For Others
The Environment
Belonging
Symbols
Our Senses
Feelings
Symbols
Colours
Festivals
Special People
Leaders
Myself
People Who Help
Caring For Others
The Environment
Special People
Learning Experiences in
Buddhism for Reception & Key Stage 1
AT1 PUPILS COULD:
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Listen to stories about the life of Prince Siddhartha and how he became the Buddha; use
drama or finger puppets to re-tell the story or sequence pictures of episodes in his life.
Discuss how Buddha discovered suffering and listen to stories of how suffering can be eased,
e.g. The Buddha and Nalagri the Elephant;
Discuss why Buddhists try not to kill animals or insects;
Look at and handle artefacts and pictures of Buddha images;
Draw a statue of Buddha after a quiet contemplation or make clay or plasticine models;
Hear what Buddha taught about compassion and the way people should treat one another;
Listen to stories about Buddhist values e.g. Prince Siddhartha and the Swan, The Monkey
King, Jataka stories;
Explore traditional stories about the natural world. Make a display in words and pictures;
Look at a Buddhist home shrine and discuss the meaning of the symbols;
Discuss special clothing and customs associated with Buddhist monks and nuns;
Explore stories about living as a Buddhist.
AT2 PUPILS COULD:
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Discuss their idea of a perfect person or the signs of a good person;
Reflect on people in their lives, or in stories they read, who are ‘wise’;
Discuss whether they would like to have had Buddha as a friend or teacher;
Think about what it would be like for a prince or princess today to give up everything they
owned;
Recognise the importance of stillness, quiet and reflection;
Discuss their feelings about meditation-how they felt before and after;
Discuss how people show kindness to each other;
Discuss what happiness is, what brings happiness and how we can contribute to the happiness
of others then design posters entitled ‘Happiness is’ or ‘Happiness everywhere’.
Think about times when they may hurt others or animals, steal or tell lies and why it is
believed these things are wrong;
Discuss if they have a special possession which makes them happy when they see it;
Recognise and reflect on what is good in themselves. Make their own prayer wheels of kind
thoughts;
Reflect their thoughts about the environment - make a class Bodhi tree;
Discuss the need for rules in everyday life;
Discuss their own values for living in a community, e.g. school and agree a School Code.
Hinduism in Reception & Key Stage 1
CONCEPT
Belief
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CONTENT
What Hindus believe about:
God
Creation: the Natural World
Ways of living: Hindu values
THEMES
The Environment
Belonging
Worship
 Worship in the home and temple: Puja, the shrine;
the Arti ceremony, Prashad - blessing and sharing of food.
 Naming ceremony, Sacred Thread ceremony.
 Celebration and festival foods: the festivals of Raksha
Bandan; Divali, the birthdays of Rama or Krishna.
Special Times
Symbols
Special places
Belonging
Homes
Festivals of Light
Deity
 Devotion to One God represented through many different
images and names, e.g. Ganesha as the remover of obstacles;
Shiva the Destroyer.
 Other images arise in festival and creation stories.
Symbols/Worship
Colours
Our Senses
People Who Help
Authority
 Figures of authority in the Hindu scriptures: Rama, Krishna.
Commitment
 The importance of the family. The love and loyalty
between all members of the extended family,
e.g. respect for grandparents who often live with the family.
 The community as a family.
 The importance of close contact between Hindus in Britain
and families in India.
 Values: respect for mother and Mother Earth, father and
ancestry, for all people and all living things.
 The importance of honesty and truthfulness.
Caring For Others
Belonging
Homes
People Who Help
Feelings
The Environment
Seasons
Learning Experiences in
Hinduism for Reception & Key Stage 1
AT1 PUPILS COULD:
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Explore artefacts and posters of Ganesha, Krishna, or Shiva;
Listen to stories from the Ramayana, and explore illustrated versions of the story;
Find out where India is;
Talk with Hindus, or watch a video, about Hindu family life in Britain and in India;
Explore a Hindu shrine, and talk about the things on it;
See pictures, or a video, of the Arti ceremony;
Find out about the way some Hindu festivals are celebrated;
Listen to stories associated with Hindu festivals and discuss how good conquers evil;
Cook and taste Hindu festival foods;
Hear Hindu stories which draw out Hindu values of respect, honesty and truthfulness.
AT2 PUPILS COULD:
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Discuss events in their own lives which compare with events in the stories of Rama or
Krishna;
Consider the qualities of the heroes and heroines in stories they have read;
Reflect on people they admire;
Discuss what it means to have courage;
Find out where their families came from in the past , where they have relatives and what it is
like to have friends all over the world;
Share feelings about the importance of friends and family;
Talk about different groups to which they belong;
Discuss special times and occasions in their own lives;
Explore feelings associated with celebrations;
Reflect on what it feels like to give and receive gifts;
Discuss what food they eat on special occasions;
Reflect on how and why we take care of the environment;
Discuss places at home that are special;
Discuss how people show respect for one another.
Islam in Reception & Key Stage 1
CONCEPT
Belief
CONTENT
What Muslims believe about:
 Allah as one and Creator
 The Qur’an
 Muhammad (p.b.u.h.)*
 Family and social life.
THEMES
Leaders/Founders
Special Books
Worship
 Introduction to the Mosque: design, architecture, customs
showing respect, e.g. removing shoes.
 Daily Salah (prayer) can take place almost anywhere: prayer
mat/compass. Wudu (cleanliness before praying) essential ritual washing.
 Ceremony: the naming of a child.
 Introduction to the Festival of Id-ul-Fitr the celebration of the
successful end of Ramadan; how the family prepares. Id -ul Adha at the end of Hajj.
Special Places
Belonging
Rules
Water
Myself
Celebrations
Our Senses
Journeys
Food
Deity
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Worship
Feelings
The Environment
Authority
Commitment
Allah is the Islamic name for God.
Muslims believe that Allah is the One True God.
He has no partners.
He is the Creator who provides all good things.
 Allah has sent guidance through the Qur’an and his Prophets;
The Qur’an is the revealed book of the Muslims. Revealed
by Muhammad *. It is treated with great respect.
 Stories from the life of the Prophet Muhammad *
 Stories of other Prophets, e.g. Ibrahim (p.b.u.h.) **
 The importance of good values. Family life: birth of a child;
home life for children - respect for each other, parents, elders
and children.
 Social life: how people greet each other; the importance of
visiting, of good manners; respect and kindness to guests; the
importance of honesty.
 Responsibility for all creation.
Special Books
Leaders/Founders
Belonging
Caring For Others
Homes
People Who Help
The Environment
Learning Experiences in
Islam for Reception & Key Stage 1
AT1 PUPILS COULD:
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Learn that the Islamic name for God is ‘Allah’;
Listen, and respond, to stories about how Allah sent guidance through His Prophets;
Observe Salah, and find out where and how it takes place;
Explore pictures or video showing how Muslims prepare for prayer;
Encounter Islamic festivals, and find out why they are celebrated;
Listen, and respond, to stories about the Prophet Ibrahim ** and his family;
Listen to Muslims talking about their values and their family;
Find out what Muslims mean by ‘respect’ and how this is demonstrated in action.
AT2 PUPILS COULD:
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Distinguish between what is made by people and what belongs to the natural world;
Experience and talk about the care of living things;
Reflect on how we make things and what we need;
Discuss how stories from the lives of the Prophets might guide people in their daily lives;
Reflect on why we use special names for people e.g. Mum, Dad, Nan;
Discuss when and how people pray;
Reflect on routines - the things we do every day;
Talk about cleanliness and occasions when washing is particularly encouraged;
Share experiences of special occasions in their lives and why we have celebrations;
Share feelings of gratitude and thankfulness;
Think about why we try to be ‘good’, and what that involves;
Reflect on how we get advice and information from books and why some books are special;
Discuss how we copy people we like and how people are special to us;
Think about how adults, especially parents, show love and care for their children and how
groups and families welcome for new members
Discuss how people show respect for each other-how children show respect for parents and
teachers.
*After the name Muhammad Muslims say, or write, ‘salla-llahu alaihi wa sallam’ (peace and blessings of
Allah upon him)
**After the names of the other Prophets, Muslims say, or write, ‘peace be upon him’, or ‘p.b.u.h.’
Judaism in Reception & Key Stage 1
CONCEPT
Belief
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CONTENT
What Jews believe about:
God as creator and carer.
The Torah.
Family life.
A way of living.
THEMES
The Environment
Special Books
Worship
 Worship in the Jewish home: the mezuzah.
 Shabbat - the day of rest; Friday night meal; welcoming
Shabbat; lighting candles; blessing the children; blessings
with wine; challah; eating as a family.
 Celebration: Hanukkah; Purim.
 The menorah symbol.
Homes
Celebrations
Belonging
Myself
Symbols
Festivals of Light
Deity
 God is One, which is why everything in the world
interrelates.
 God is the Creator - Jewish belief about and attitudes to
creation and the natural world, e.g. Children’s tree planting
ceremony (Tu B’Shevat) as an illustration of caring for the
environment.
 God cares for all people.
Worship
The Environment
Authority
 The Torah (the first part of the Tenakh) is a sacred scroll and
there is much expression of respect for it in the synagogue.
The Torah contains:
 The Sefer Torah.
 Rules, e.g. the Ten Commandments.
 Sayings which express values, e.g. ‘love your neighbour as
yourself’ (Leviticus 19).
 Stories about the beginning of the world and the people of
Israel.
Commitment
 Jewish values and way of life contained in the Torah and the
Jewish home.
 Israel has always been a special place for Jews.
 The Magen David - popularly known as the Star of David.
Special Books
Rules
People Who Help
Rules
Special Places
Journeys
Symbols
Learning Experiences in
Judaism for Reception & Key Stage 1
AT1 PUPILS COULD:
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Listen to stories and poems from the Tenakh, which refer to God as Creator, e.g. Genesis 1,
Psalm 8, Psalm 148;
Know some of the ten commandments, e.g. ‘Do not steal’, ‘Do not tell lies about people’, and
say why they are important;
Encounter some well-known sayings from the Torah, e.g. ‘Love your neighbour as yourself’,
and discuss what they mean;
Listen to, or read, famous stories from the Torah, e.g. stories about Joseph or Moses;
Examine a mezuzah and its contents, and talk about why it is important;
Look at, and talk about, some of the items associated with the Friday night Shabbat meal, e.g
the candles;
Look at, and talk about, some of the items associated with Hanukkah;
Listen to Jewish people talking about what is important to them;
Find Israel, a special place for the Jewish people, on a globe or in an Atlas.
AT2 PUPILS COULD:
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Reflect on the beauty and value of the world around them and how everything is connected;
Make their own response to the beauty of the natural world;
Discuss how people care for each other;
Reflect on the need for rules and which rules are important to them;
Show awareness of the difference between right and wrong, with reference to events in their
daily lives;
Discuss characters in stories, and reflect on what sort of example they give others to follow;
Share feelings about things that are important or special in their own homes;
Discuss times and occasions that are special in their homes;
Share any prayers that are special to them with the rest of the class.
Sikhism in Reception & Key Stage 1
CONCEPT
Belief
CONTENT
What Sikhs believe about:
 The Nature of God.
 Ways of living and relationships: as first steps to
understanding living within a moral code.
 Equality: all human beings are equal - a fundamental
principle in relationships and worship.
THEMES
Leaders/Founders
Special Books
 All human beings are equal before God is shown by the way
in which Sikhs share; all sit, eat and worship together in the
Gurdwara, and welcome people of all races and religions.
 The Gurdwara: a place of worship, house of the Guru Granth
Sahib and sharing a meal (langar).
 How Sikhs worship: removing shoes; head covered; playing
musical instruments; singing; praying; hymns from the Guru
Granth Sahib.
 Ceremony: naming (birth), marriage.
 Celebrations: birthdays of Guru Nanak and Guru Gobind
Singh; Festival of Baisakhi.
Special Places
Belonging
Caring for Others
Deity
 There is One God who is the Supreme Truth and the Creator
of all things.
Worship
Authority
 Stories about Guru Nanak - the Founder of Sikhism.
 Stories about Guru Gobind Singh: Founder of the Khalsa brief introduction to the 5 Ks.
 The Holy Book (Guru Granth Sahib) - a special book: how it
is treated with respect.
 Visible symbols of commitment.
Leaders/Founders
 Values are expressed in the Sikh way of life: service to
others; working honestly to earn one’s living; sharing with
others.
 The family is very important shown by: worshipping together
in the Gurdwara and the role of parents in bringing up their
children in the Sikh faith.
 Symbols of belonging: the turban and uncut hair: outward
and visible signs of commitment.
Homes
Family
Worship
Commitment
Colours
Our Senses
Myself
Celebrations
Symbols
Special Books
People Who Help
Belonging
Rules
Symbols
Learning Experiences in
Sikhism for Reception & Key Stage 1
AT1 PUPILS COULD:
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Hear Sikhs on video, radio, or in real life, talking about themselves and their faith;
Watch a video or visit a Gurdwara to see the dining area (langar), and to see how all people
are treated as equals;
Listen to music from a Sikh service on tape or video;
Listen to stories about Guru Nanak or Guru Gobind Singh;
Make a class booklet about the life of Guru Nanak;
Watch a video of a Sikh tying his turban;
Find out about the meaning of uncut hair for Sikhs;
Find out about the Sikh naming ceremony and the meaning of the Sikh names Kaur and
Singh;
Find out about the birthday of Guru Nanak and how it is celebrated;
Listen to the story of Baisakhi.
AT2 PUPILS COULD:
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Discuss their own feelings about the wonder of the Natural World;
Talk about all the things that people throughout the world have in common;
Consider the questions that are raised about sharing - why we sometimes like to share and
when it is hard to share;
Share a meal or food in class in a way that expresses togetherness and equality;
Discuss the meaning of people sharing food together;
Discuss how we welcome visitors to our home or school;
Discuss people who influence how we behave and live;
Reflect on books and places which are special to them;
Discuss stories with a message which they enjoy;
Reflect on people who are special to us and people who need our help;
Reflect on how we show concern for one another;
Share their experiences of belonging to a community;
Discuss signs of belonging - uniforms, badges and symbols and why some people wear
special clothes;
Talk about the times when people need to stick together;
Share ideas on the importance of names;
Share experiences and feelings about joyful occasions such as the naming of a baby, birthdays
and other celebrations.
End of Key Stage One Statements
AT1 - Learning about Religion
BY THE AGE OF 7 MOST PUPILS SHOULD BE ABLE TO:

Recognise & describe people, objects, symbols, places & events explored;

Talk or write about a religion or an aspect of a religion linking some of the key people, objects, places & events;

Identify the religions to which the key people, places, objects & events belong;

Show awareness that some features, e.g. festivals are characteristic of more than one religion;

Suggest meanings to some religious symbols, stories & language, e.g. the cross;

Recognise technical terms associated with the religions studied;

Show awareness that belief & worship are important words in religion.
AT2 - Learning from Religion
BY THE AGE OF 7 MOST PUPILS SHOULD BE ABLE TO:

Show understanding that some questions in life are difficult to answer;

Recognise good & bad examples set by characters in stories & in events around them;

Show awareness that some things are right & some are wrong;

Recognise what is special to them;

Explain the importance of caring for the natural world;

Appreciate the value of stillness & reflection;

Express their responses in a variety of ways;

Appreciate a sense of awe & mystery in their own & other's experiences.
EXEMPLAR SCHEME OF WORK FOR RECEPTION AND KS1
CHRISTIANITY WITH BUDDHISM AS THE SELECTED RELIGION. THIS REPRESENTS THE CONTENT TO BE COVERED. IT CAN BE RE-ORGANISED INTO WHOLE CLASS TOPICS, WHERE CLEAR LINKS CAN BE MADE.
AUTUMN
SPRING
•
•
R
•
•
•
Caring for people and the environment
Stories from Christianity e.g. Jesus talking with
the Rabbis in the Temple & the Blessing of the
Children
Stories from Buddhism
Stories about good and evil
Harvest
C
H
R
I
S
T
M
A
S
Concepts: Deity, Belief, Worship
•
•
Yr
1
•
•
•
•
•
•
Bible creation story
God as creator/carer
Human responsibility
St. Francis of Assisi’s attitude to animals
Buddhist teaching on natural world
Jewish Festival of Tu B’Shevat
Christian Harvest
Environmental ‘charity’
Involvement in caring for environment
Concepts: Belief, Commitment, Worship
Parables of Lost Sheep/Lost Coin
Concepts: Belief, Authority
BELONGING (Christianity)
•
CARING FOR OTHERS
•
•
•
Story of Prince Siddhartha and the Swan
Buddhist stories about values (Jataka stories)
Christian stories on caring/sharing/ family/ friends/people in
need/love/ forgiveness/ charity/equal worth
•
E
A
S
T
E
R
C
H
R
I
S
T
M
A
S
Jesus’ Baptism by John the Baptist
Jesus, his friends & disciples
• The power to attract a crowd
Concepts: Deity, Authority
•
•
SPECIAL PEOPLE
•
The Life of Buddha:
stories about His search for enlightenment
stories from His life
Concept: Commitment
•
•
•
•
•
Find out about the parish church
Meet the vicar
Infant baptism (font)
Names
A wedding
What is it like to be a Christian?
Concepts: Worship, Authority
BELONGING (Buddhist Worship)
Concepts: Belief, Commitment
JESUS (How He is Special)
CREATION/NATURAL WORLD
•
SUMMER
JESUS (How He is special)
STORIES
•
E
A
S
T
E
R
•
•
•
Buddha image
Home shrine
Ways of worshipping e.g.
reflection
meditation
prayer wheel, prayer flags
prayers beads
Symbols e.g.
lotus, eternal knot
Concepts: Worship, Commitment
SPECIAL BUILDINGS (Christian Worship)
•
•
Yr
2
•
•
•
•
•
•
Church visit - symbols/artefacts
Vicar/minister; clothing
Font - baptism
Lectern – Bible as a special book, how it is used
Mary Jones
Ways of worshipping - prayer
Sunday as a special day
Harvest
JESUS (How He is Special)
C
H
R
I
S
T
M
A
S
The power to heal e.g.
The Paralysed man
The man with leprosy
Concepts: Authority, Deity
BELONGING (Buddhist Community)
•
•
•
Ideas about God
Rules at home
at school
in Christianity, Judaism or Buddhism
•
E
A
S
T
E
R
•
•
•
•
•
•
The Sangha (whole community)
Monks and Nuns
Special clothes/customs which show commitment
What is it like to be a Buddhist?
A Buddhist home-shrine, values in the home
Stories about Buddhist values - into action
Symbols - Wheel of Life; stupa.
Concepts: Worship, Authority
Concepts: Worship, Commitment
Concepts: Worship, Commitment