LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION
KEY STAGE ONE (Years 1 & 2)
Unit
No.
1
2
3
Unit Title
Celebrations for
Christians
Celebrations for
members of a world
religion (other than
Christianity)
Visiting a Christian
Church
Overview of Medium Term Planned Units
Refer to
Foundation
Stage Unit
Refer to
QCA Unit
Suggeste
d
Religions
Key Concepts
Christianity
Celebration
One religion from:
Judaism, Islam,
Hinduism, Sikhism,
Buddhism
Christianity
Celebration
Christianity & Judaism
Authority
Christianity & Judaism
Authority
Christianity & at least
one other world
religion
Celebration
Sacred
Christian
Religious Beliefs
& Lifestyle
Judaism
Religious Beliefs
& Lifestyle
Christianity & one
other world religion
Sacred
Time
5, 6
1C
5, 6
2C
10
1F
4
What can we find out
about the Torah & the
Bible?
11
2A
5
Stories of Authority for
Jews & Christians from
the Bible
3, 11
2B
6
The Good Earth – Giving
Thanks
7, 9
RA
7
Belonging to a Christian
Community
8, 4
1B & RB
8
Belonging to a Jewish
Community
8, 4
1A
9
Talking About God
12
1D
12 hours
(1 term)
12 hours
(1 term)
6-12
hours
(½ - 1
term)
6-12
hours
(½ - 1
term)
6-12
hours
(½ - 1
term)
6-12
hours
(½ - 1
term)
6-12
hours
(½ - 1
term)
6-12
hours
(½ - 1
term)
6-12
hours
Religious Beliefs
and Lifestyle
(½ - 1
term)
LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION
KEY STAGE 1 (Years 1 & 2)
Scheme of work planning sheet
Unit
Theme:
(suggested time:
hours)
( term)
Intended teaching outcomes &
learning outcomes
Religions
Content: Teaching and learning
suggestions.
Pupils will be taught:
(Refer also to Foundation Stage Units
& QCA Unit
)
Key questions
Assessment
Opportunities
Key Concepts
Suggested Resources
Pupils will be enabled to:
Skills to be taught
Attitudes to be
developed
Unit 1 Theme: Celebrations for Christians (suggested time: 12 hours - 1 term)
Intended teaching outcomes &
learning outcomes
Religions
Learning About Religions &
Exploring Human Experience
Christianity
Content: What pupils will be taught
Key Concepts
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
Reflect on their own beliefs, values,
perceptions and experiences in the
light of their study of religion.
Develop positive attitudes of
respect towards other people who
hold views and beliefs that are
different from their own.
Pupils will be enabled to:
 Understand that religion is a
way of life for believers and that
festivals & celebrations are one
part of a range of experiences and
occasions.
 Retell stories of the Christian
festivals or celebrations studied.
 Connect the idea of celebrating
in their own lives with those of
others.
 Understand the concept of a
precious gift and relate the ideas
of giving and receiving gifts to
their own experience.
Celebration
Suggested
Resources
 Nativity set
 Celebration
cards
 Family
celebration
photographs
 Special
celebration clothes
eg. Christening
robe, wedding
dress, bridesmaid
dress
 Advent calendar
 Advent ring
 Palm cross
 Range of light
sources used in
celebrations eg.
Baptism candle,
Advent candle
 Range of
celebratory food
eg. Easter egg,
hot-cross buns,
Christmas cake
 Range of
celebration music
(Refer also to Foundation Stage Units 5 & 6
-
-
-
-
Discuss all the celebrations they have
experienced – using cards, photographs,
pictures, clothes, artefacts etc
Share the Christian stories of Easter and
Christmas from the Bible including the lead
up to these stories
To be aware of the variety of ways
Christians prepare for Christmas and that
this period is called Advent. Explore three
or more ways children know Christmas is
coming eg. Advent calendars, Christmas
cards, Advent wreath, decorations,
choosing presents, preparing food, specific
school celebrations
To understand why Easter is a special time
for Christians and how Christians prepare
for Easter in the period known as ‘Lent’.
Explore three or more ways children know
that Easter is coming eg. Easter eggs in
the shops, Spring time activities, hot-cross
buns, Palm Sunday, school-based learning
about Easter celebrations
What happens at the Christian celebrations
studied and why? Additional examples
might include. baptisms, weddings,
Christingle services, St George’s Day,
Mothering Sunday etc
Investigate the importance of light(s) used
in music/dance/songs associated with the
festival
Stories associated with the chosen festivals
– does good triumph over evil, if so how?
Learn about the use of light in the
celebrations.
Key questions
Assessment
Opportunities
-
 Retell the Christmas
or Easter story and
explain why Christians
celebrate at this time of
year. Give examples of
some of the activities
undertaken as part of
this celebration. (AT1,
level 1.)
 Draw a picture of a
special celebration they
have experienced (eg.
birthday party,
christening, wedding)
and relate how they felt
on this occasion (verbal
or written), detailing
their favourite or most
interesting part of the
day. (AT2, level 1.)
-
-
-
-
-
-
How do Christians celebrate
special days eg. Christmas,
Easter, possibly also Saints’
days, baptisms, wedding.
What stories are celebrated by
Christians? eg. stories of Jesus’
birth, Easter stories, stories of
Saints (does good win over evil
in these stories – if so how?)
What special food do Christians
eat at times of celebration?
How can different types of
music help Christians to
celebrate? eg carols, hymns,
choirs, chants, prayers and
poems to music. What do the
words say?
What are the special days in my
life? What happens? How do I
feel? How do others feel at
these special times? eg.
birthdays, baptisms, weddings.
What special clothes have you
worn at an important
celebration and how did you
feel when you were wearing
them?
How do Christians prepare for
specific festivals?
For Christmas:- advent candles,
calendars, Christmas shopping,
cards etc
For Easter:- Shrove Tuesday,
Lent, hot cross buns, palm
crosses etc
How is light used within the
festival?
Why is it important to have
some celebrations in life?
Skills to be taught
Reflection
Expression
Empathy
Discernment
Interpretation
Investigation
Attitudes to be
developed
Respect
Fairness
Unit 2
Theme: Celebrations for members of a world religion (other than Christianity) (suggested time: 12 hours - 1 term)
(Refer also to Foundation Stage Units 5 & 6)
Intended teaching outcomes &
learning outcomes
Religions
Content
Key questions
Assessment
Opportunities
Learning About Religions & Exploring
Human Experience
One religion from:
From the religion you have chosen:
Judaism
Islam
Hinduism
Sikhism
Buddhism
Children will learn about a festival relevant to
the time of year this unit is being taught in:
Refer to the one religion
you have chosen, and the
children’s experiences:
 Pupils to retell the
story relevant to the
festival or celebration
chosen explaining what
the story teaches
members of that
religious faith and how
they might be able to put
the teaching into
practice. (AT1, level 2).
 Ask pupils to draw or
paint, and choose words
to describe, a specially
happy moment. (AT2,
level 2)
 Observe pupils
responses (in discussion)
to your visitors beliefs
about their religion and
the celebration activities.
(AT2, level 2).
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 such 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:
 Understand that religion is a way
of life for believers and that
festivals and celebrations are one
part of a range of experiences and
occasions.
 Retell the stories of the chosen
festival.
 Connect the idea of celebrating in
their own lives with those of others.
 Begin to understand the
symbolism of the use of light in
religious festivals.
Key Concepts
Celebration
Suggested Resources
 Artefacts, including
light sources and uses
associated with
celebrations from the
chosen religion.
 Photographs/
pictures of festivals and
celebrations.
 Examples of food,
clothes, jewellery,
music, video clips of
chosen festival
celebration.
 A Visitor to recount
why a particular
religious festival or
celebration has been
important to them.
NB: Many publishers
provide detailed
resources for KS1 on
religious festivals. There
are some good
broadcast resources
from BBC and
independent TV..
Judaism – Hanukkah (Festival of Lights), Sukkot
(Harvest), Rosh Hashanah (New Year), Pesach
(Passover), Yom Kippur (day of Atonement)
Islam – Id ul Fitr (end of Ramadan)
Hinduism – Holi (Spring festival of colours in
honour of Krishna), Diwali (Festival of Lights &
New Year)
Sikhism – Baisakhi (the founding of the Sikh
Khalsa community), Guru Nanak’s birthday,
Diwali (Sikh New Year & Festival of Lights)
Buddhism – Wesak (Buddha Day, May), Kathina
Day (monks are presented with cloth for robes,
October / November).
What happens at these festivals?
Prauyer, worship, special food eaten, clothes
worn, jewellery worn, artefacts used, music,
dance, songs associated with the festival.
-
-
-
Invite a follower of your chosen religion to talk
to the children about a religious festival of
celebration which has been important to them,
bringing in photographs and relevant artefacts
(eg. clothes, food, jewellery etc).
Tell the stories associated with your chosen
festival. Discuss whether good triumphs over
evil.
Learn about the uses of light in the celebrations
for your chosen festival. What does light mean in
these celebrations?
Discuss the other forms of celebration practised
eg. birth celebrations, weddings, seasonal
celebrations.
-
What makes people
want to celebrate?
What events are
celebrated through the
year? Can we make a
calendar?
How are special days
celebrated?
What stories are told as
part of the
celebrations? Does
good win over evil? If
so how?
Is there special food
associated with the
celebration?
How do you think the
children feel on their
special celebration day?
What special clothes
are worn for particular
celebrations and why?
Are there cards,
presents, special
gatherings of people?
What preparations are
made for specific
celebrations?
How is light used within
your chosen
celebration?
Why is it important to
have some celebrations
in life?
Skills to be taught
Reflection
Expression
Empathy
Interpretation
Analysis
Investigation
Attitudes to be
developed
Fairness
Respect
Unit 3: Theme: Visiting a Christian Church (suggested time: 6-12 hours ½ - 1 term) (See also Foundation Stage Unit 10)
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.
Key Concepts
Religious Beliefs
and Lifestyle
Learning From Religions &
Responding to Human Experience
 Pictures,
paintings, videos
of different types
of Christian
churches.
 A Church visit.
 Christian
interviewees.
 Artefacts used
in church worship
eg. cross, candle,
Bible, Communion
utensils, bread and
wine, hymn books,
service / prayer
books, hassock.
 Draw some of
the symbols and
artefacts seen in
the church and
explain their
religious purpose
and significance
to Christian
worship. (AT1,
level 2).
 Prepare a set
of questions to
ask the church
leader about
their role and
responsibilities
or a church goer
about their
reasons for going
to church and
why they think
church is a
special place.
(AT2, level 2).
-
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:
 Know that a church is a special
place for Christians and consider
some reasons why.
 Recognise some of the artefacts
and symbols found in a church and
know the purpose of some of them.
 Reflect on their own feelings and
responses to the atmosphere of a
holy building.
-
Suggested
Resources
-
-
Start by discussing places that are special to the
children and why they are special
Look at pictures, paintings or videos of different
types/denominations/styles of Christian
churches, chapels and other sacred buildings.
Discuss the similarities and differences
Visit at least one Christian place of worship
Teach the children the correct vocabulary for
church furniture, artefacts and specific areas eg.
altar, pulpit, lectern, font, pews, aisle, nave,
chalice etc
Talk about how symbols are used
Use silence and time for reflection to appreciate
the atmosphere of the place of worship.
Discuss children’s own experiences of church
attendance for worship and any use of the
church hall eg. cubs, brownies, sports groups,
coffee mornings, charity sales etc
Based on their own experiences, children
suggest why people go to church, what they do
there and why.
Introduce the vicar/leader of the church to the
children and find out the special jobs he/she
does
Children compile questions to ask at least one
regular Christian church worshipper who could
be invited into school to be interviewed
Children to draw something they have seen and
liked in the church building
Explore the reasons why churches are special
places for Christians
Children could draw up a simple code of
conduct for visitors to a church
Children to be told stories associated with the
local church: stained glass window stories,
carvings, commemorative plaques, stories about
past or present leaders/members, eg Lincoln
Cathedral, St. Hugh, Edward King, The Lincoln
Imp.
-
-
Where is your special place
and what do you like to do
there?
Is it important for people to
have special places?
Do you like being in church?
How does it make you feel?
Who uses the building?
What furniture do you find in
church and what is it used
for?
What do different symbols
mean eg. light and water
What happens in a church?
eg. weekly services,
baptisms, weddings,
funerals, special school
events, festivals.
Does the church have a hall?
What activities take place
there?
Who has a special job to do
in church?
Are the windows in church
special? Do they tell a story?
Why is a church building
special to Christians?
What makes a holy building
different from other
buildings?
How should we behave in
church?
Is it a good idea to go to a
special place, to praise,
thank, say sorry or be calm?
Why?
Skills to be
taught
Investigation
Interpretation
Discernment
Evaluation
Attitudes to be
developed
Commitment
Respect
Unit 4
Theme: What Can We Find Out About the Torah and the Bible [suggested time: 6 –12 hours or ½ - 1 term) (it
is suggested that Units 4 & 5 be delivered in consecutive ½ terms)
(See Foundation Stage Unit 11)
Intended teaching outcomes & learning
outcomes
Religions
Content: what pupils will be taught
Learning About Religions & Exploring Human
Experience
Christianity &
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.
Learning From Religions and 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:
 Know that some books are special to them and
that other people also have very special books.
 Know that the Torah is a Holy Book for the
Jews and explain how it is treated.
 Know that the Christian Holy Book is the Bible
and that it comprises of the Old & New
Testament.
 Understand some of the ways the Torah and
the Bible are used and handled by Jews and
Christians in the synagogue, the church and at
home, eg for stories, guidance, meanings and
teaching about God and goodness.
Key Concepts
Authority
Suggested
Resources
 Special books
to the children
and adults in
their life eg.
favourite story
books,
photograph
albums, books
given to them by
special people, a
religious book.
 A Bible.
 A Torah scroll
and a Yad
(pointer).
 Protective
covers for books.
 Some story
books for telling
sacred stories to
young Jews and
Christians (link to
unit 5).
-
-
-
-
-
-
-
Start off with books that are special to
the children, discuss why they are
special.
Ask a number of adults (parents, staff,
grandparents etc) about their favourite
book – display.
Make a class special book and together
suggest ways of treating, storing,
handling it.
Show the children the Torah scroll and
the Bible and give an overview of their
content:Jewish Torah – teachings and instructions
(law) for Jews – 1st five books of the
Jewish Bible.
Christian Bible – Collection of books
divided into 2 sections, Old & New
Testament
Old – Jewish sacred writings and history
New – stories of Jesus and his followers.
Show the children how the Torah and the
Bible should be handled – with respect.
What signs of respect do Jews and
Christians use? Where is the Torah kept?
How is it handled? Why do Bibles often
have a gold leaf edge, or a leather cover?
Discuss where the Torah is kept in a
synagogue and where the Bible is kept in
a church.
Invite a Jew and a Christian in to tell
children why the Torah/Bible are special
to them.
Hear some stories from the Jewish Torah
and the Christian Bible (link to unit 5).
Key questions
-
-
-
-
-
-
-
-
-
-
Do you have a special
book and why is it
special?
How do you look
after your special
book?
What is the Torah?
Where in a
synagogue is the
Torah kept?
How is the Torah
special to Jewish
people?
What is the Bible?
Where in a church
would you find a
Bible?
Do you have a Bible
at home/school?
Where is it kept?
How is the bible
special to Christian
people?
Who uses the Torah
and the Bible in
places of worship?
How should the
Torah and the Bible
be handled?
What do the children
think makes words
special, favoured,
important or holy?
Assessment
Opportunities
 Name the books
which are very special
in the Jewish faith and
the Christian faith.
Describe ways in
which these books
are handled, treated
and used by followers
of the two faiths.
(AT1, level 2).
 Compile a list of
‘dos and don’ts’
about how to treat a)
their own special
book, b) their friend’s
or family member’s
special book and c)
the Bible or the
Torah. (AT2, level 2).
Skills to be taught
Investigation
Discernment
Empathy
Attitudes to be
developed
Commitment
Respect
Unit 5
Theme: Stories of Authority about Jews & Christians from the Bible
(suggested time: 6 - 12 hours or ½ - 1 term] (It is suggested that this unit be delivered immediately after unit 4) (Refer also to Foundation Stage
Units 3 & 11)
Intended teaching outcomes &
learning outcomes
Religions
Content
Key questions
Assessment
Opportunities
Learning About Religions & Exploring
Human Experience
Christianity &
Judaism
-
-
 Retell in their own
words one of the
parables of Jesus and
say what they can
learn from the story.
(AT1, level 1).
 Devise a set of rules
for the classroom /
playground / home life
and discuss how they
will be kept. (AT2,
level 1).
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:





Begin to realise the need for rules in
society
Recognise the authority figures in
their life at home and in school, and
think about how they respond.
Know that the Christian Bible is
divided into two parts - the Old and
New Testaments
Know that the Jews revere the Torah.
Know that the Bible is an important
book for Christians and Jews as it
gives them guidance about how to
live and about God.
Key Concepts
Authority
Suggested
Resources
 Sets of rules
for classroom,
playground,
school.
 Rules in
society eg.
Highway Code,
Countryside
Code etc.
 A Bible (Old &
New Testament).
 Collections of
stories from
Jewish Old
Testament and
Christian New
Testament,
including those
retold for young
children.
 ‘The Miracle
Maker’ (video of
life of Jesus
using puppetry)
‘Testament’
(Puppet re
tellings of Biblical
story).
Start off by discussing authority figures in
their lives and why they must listen and do
as they are told.
Devise a set of rules for the classroom /
playground and discuss how they will be
kept
Tell stories from the Jewish Bible (Jewish
Old Testament) and the Christian New
Testament which illustrate the concept of
authority :eg:
Jewish – Abraham & Isaac, Joseph & his
family, Moses & the Exodus from Egypt –
Moses & the 10 Commandments,
the Boy Samuel, Jonah, Solomon & the baby
Christian – parables of Jesus, (eg. the
Good Samaritan, the lost sheep, the
prodigal son, the sower, the parable of the
talents).
Note: Put the parables of Jesus in context
ie. as a response to questions asked of
him.
Set activities which enable children to work
with the stories, such as painting, singing,
illustrating, sequencing or re telling.
Discuss the meaning of the stories to Jews
and to Christians. Do they have a meaning or a
message for us today?
Explore the idea that stories tell us something
about ourselves, or give us a message or
meaning.
Ask children to write simple stories of their
own with a meaning or a message.
-
Who tells you what to do at
home? At school? The
wider community? (Police,
club leaders, doctor,
crossing patrol etc).
Why do they tell you what
to do?
Why do we have rules?
What are the stories telling
us?
Why do these stories
matter?
Who loves these stories?
What meaning or message
can be found in a story?
Skills to be taught
Investigation
Reflection
Empathy
Interpretation
Expression
Attitudes to be
developed
Commitment
Fairness
Unit 6
Theme: The Good Earth – Giving Thanks
(suggested time: 6–12 hours ½ - 1 term)
(Refer also to Foundation Stage Units 7 & 9)
Intended teaching outcomes &
learning outcomes
Religions
Content: What pupils will be taught
Key questions
Learning About Religions & Exploring
Human Experience
Christianity & at
least one other
world religion
-
-
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.
Pupils will be enabled to
 Identify changes within the seasons.
 Know that different religions have
special festivals to say thank you to God
for our natural world.
 Appreciate the importance of saying
thank you.
 Begin to realise their responsibilities
in caring for the world.
Key Concepts
Celebration
Sacred
-
Suggested
Resources
 Photographs,
video clips of
seasonal changes.
 Natural objects
eg. flowers, leaves,
fruits and nuts.
 Videos/
photographs/
pictures of religious
seasonal festivals.
 Creation stories.
 An environment
walk.
-
-
Look at seasonal changes and highlight
the beauty of each season: What do the
children like best about each of the four
seasons?
Discuss the meaning of thanks and praise
drawing initially from children’s own
experiences.
Allow the children to express how they
would give thanks and / or praise for our
world eg. thank you letters/cards,
prayers, poems, artistic expression. Who
is to be thanked for the world’s beauty?
Learn about some of the various ways
people throughout the world give thanks
for our Good Earth, including religious
thanksgivings.
Through festivals:Christian – Harvest Festival
Jewish Sukkot (harvest),
Hindu Holi (Spring festival)
Through prayer, poetry, songs, stories, art
and music
Emphasise the importance of looking
after our world because of our
dependence on it.
Explore practical ways of caring for our
own school grounds and local
environment
Tell and discuss simple versions of
creation stories, eg from Genesis and
other traditions.
Consider with pupils what they like best
about the natural world, its weather,
fruits, animals, plants and wonders. Make
a ‘thank you’ for their favourite beauties
of nature, and consider how these can be
passed on into the future.
-
What special things
happen in each individual
season?
What is your favourite
season and why?
How can we help our
natural world?
How do we harm our
world?
Why do some Christians
say thank you to God at
Harvest time?
In what other ways can
people say thank you for
our world?
When do you say thank
you?
Has anyone ever said
thank you to you? How did
it make you feel?
How do you feel when
someone says ‘well done’
to you?
How do you believe the
world was created?
What can you do to look
after our beautiful earth?
How did the world get to
be so beautiful?
Do you think the world
feels like a specially made
home for humans? In what
ways?
Assessment
Opportunities
 Pupils describe a
Harvest Festival and its
meaning and purpose
to Christians. Describe
another festival
celebrated by a
different religion which
is aimed at giving
thanks for our good
earth. (AT1, level 2).
 Create a poster or
information leaflet
designed to inform
others how to look
after the school
grounds, giving
consideration to the
feelings of others if
their advice is not
followed. (AT2, level
2).
Skills to be taught
Investigation
Reflection
Expression
Empathy
Interpretation
Analysis
Attitudes to be
developed
Respect
Self-understanding
Enquiry
Unit 7: Theme: Belonging To A Christian Community (suggested time: 6 – 12 hours ½ - 1 term)
(Refer also to Foundation Stage Units 4 & 8)
Intended teaching outcomes &
Religions
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
B1:1
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.
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:
 Write about where they belong, and who
and what they belong to.
 Draw on their own experiences to identify
what is involved in belonging to a family or
school.
 Retell what happens at a Christian
Christening and explain some of the
symbolism used.
 Talk about what belonging means for
Christians.
Christian
Key Concepts
Religious Beliefs
and Lifestyle
Content. What pupils will be taught.
Key questions
-
-
-
Suggested
Resources
 Artefacts
associated with
belonging.
 Video clips/
photographs of
Christening.
 Christening
artefacts (eg.
shawl, cards,
candle).
 New baby
cards.
 Names book to show
definitions and
meanings of
names.
-
-
-
-
-
-
-
Write about themselves and their family.
List the times when whole families meet
together eg. birthdays, anniversaries,
festivals, New Year, welcoming a new baby,
weddings etc)
Draw upon children’s experiences of new
babies.
Gather together a selection of ‘new baby
cards’ – look at greetings – design a
welcome card for a new baby
Find out what happens at a Christian
Christening or dedication using accounts
from children or visitors, videos, books and
role play activities
Display Christian artefacts related to
Christenings – eg. photographs, shawl /
robe, baptismal candle, order of service,
cards, font, water etc.
Tell the story from the Bible of the Baby
Jesus being dedicated to God in the Temple
and welcomed in the Jewish family by
Simeon and Anna (Luke chapter 2)
Tell the story of how Jesus was baptised by
John the Baptist in the River Jordan,
signifying the start of his special work or
ministry (Mark chapter 1).
Look at the meaning of Christian/first
names and find out why they were so
named. Conduct survey of most popular
names in school, look at the meanings of
some of those names. Tell appropriate
stories of name origins (Biblical – Saints
names)
Explore ways in which children show they
belong to their school (eg. uniform, badge,
daily attendance, responsibilities and
privileges etc).
Introduce the idea that people who believe
in God belong to a ‘family’ too and explain
that they do things together to show that
they belong (eg. worship, attend a church,
raise money, have a special meal
(Communion), pray, take action together).
-
-
Who belongs to my family?
When was the last time
lots of your family
members met together?
At what other times do
they all meet and why?
How do families respond
to the birth of a new baby?
Why is your name special?
Who chose it for you?
What does your name
mean?
How does the Church
welcome a new member?
Why do Christians light a
candle at the Christening
of a new baby?
What special job do
Godparents have?
How and why do people
give thanks in the family?
How do Christians give
thanks in a chosen
religious ceremony?
How do you know which
school a child belongs to?
What sort of things do
Christians do together to
show that they belong to
God’s family?
If you belonged nowhere
and to no one, what would
that be like?
Could humans be happy in
life without belonging?
Do we choose to belong,
or do other people choose
us?
Assessment
Opportunities
 Retell the story
of the Baptism of
Jesus in the River
Jordan by John the
Baptist – relating
the use of water to
a Baptism service or
Christening.
Children to say why
John was given the
title ‘The Baptist’.
(AT1, level 1).
 Draw a picture
of a family
celebration they
have experienced
and explain (written
or verbal) why the
family gathered
together and how
they felt about
taking part. (AT2,
level 1).
Skills to be taught
Investigation
Application
Reflection
Expression
Interpretation
Synthesis
Attitudes to be
developed
Commitment
Respect
Self understanding
Unit 8
Theme: Belonging To A Jewish Community
(suggested time: 6 – 12 hours ½ - 1 term) (Refer also to Foundation Stage Units 8 & 4)
Intended teaching outcomes & learning
outcomes
Religions
Content: what pupils will be taught
Key questions
Learning About Religions & Exploring Human
Experience
Judaism
-
-
A1
Acquire and develop knowledge and understanding Key Concepts
Religious
of Christianity and the other principal religions
Beliefs &
represented in Great Britain and their associated
Lifestyle
beliefs, experiences and practices.
A2
Acquire and develop knowledge and understanding Suggested
Resources
of some of the influences of life experiences,
beliefs, values and faith traditions upon individuals,  Jewish
artefacts used
communities, societies and cultures.
at special
Learning From Religions & Responding to Human
family
Experience
occasions.
B1:1
 Pictures /
Developing awareness of some of the fundamental
videos of
questions of life raised by human experiences, and
synagogues .
of how religious teachings can relate to them.
 A Hanukiah
B1:2
(special candle
Responding to such questions with reference to the holder used at
teachings and practices of religions, and to their
the Hanukkah
own understanding and experience.
celebrations),
B2
tallit (prayer
Develop positive attitudes of respect towards other
shawl), kippah
people who hold views and beliefs that are
or yamulkah
different from their own.
(skull cap),
miniature
Pupils will be enabled to
Torah scroll
 Write about where they belong, and who and
(sacred
what they belong to.
writings),
 Know how a baby is welcomed in to the Jewish
shofar (rams
religion.
horn), spice
 Know what is special about belonging to a
box.
Jewish community and explain some of the
practices which Jews share in the home and at the
synagogue.
 Explain the significance of some of the artefacts
and symbols used by members of the Jewish
community.
 Talk about what belonging means for Jews.
-
-
-
-
-
Begin by looking at simple reference
books on Jewish family life
Retell what happens at a Jewish baby’s
initiation ceremony focussing on the
importance of welcoming the baby into
the Jewish family (teachers will want to
prepare carefully what they will say
about male circumcision).
Remind children of the Bible story of
Jesus' dedication in the Temple by
Simeon
Identify the family members
Highlight special family occasions at
home e.g. weekly Shabbat meal, Rosh
Hashanah (New Year)
Bring in food eaten at special Jewish
occasions
Find out how and why the food is used
Show and explain uses of artefacts
used in special Jewish family occasions
eg. candles, spice box, tallit or prayer
shawl, kippah or yamulkah (skull-cap),
shofar or ram’s horn
Role play of the Jewish Sabbath
(Shabbat) meal at home
Discuss how a Jewish person might feel
on such an occasion
Use a reference book or pictures to
illustrate what happens at the
synagogue on the Jewish Sabbath
(Shabbat)
Explain the role of a Rabbi, if possible
invite a Rabbi in to talk about his work
Explain the importance of the festival of
Hanukkah – a family festival which uses
light to celebrate the survival of
Judaism.
Consider what the children see as the
value and purposes of these signs of
belonging, and how they might be
enjoyed by Jewish children.
-
-
-
Assessment
Opportunities
Who are the family
 Make a simple book
members?
about either the
When do the family
Hanukkah festival or
meet together?
the Shabbat meal,
What are the special
explaining what
occasions Jewish
happens and why light
families celebrate in
is used as part of the
their homes?
celebration /
Why are they so
ceremony. (AT2, level
special to them?
2).
What special foods
 Write some
are eaten?
questions for a Jewish
What special
boy or girl
artefacts are used
(hypothetical or real if
on these occasions?
possible) to explore
Are special clothes
the significance of
worn?
either the Shabbat
What special stories
meal or Hanukkah
are remembered?
festival activities to
Are there prayers?
them. (AT2, level 2).
How do you think a
Jewish boy/girl
Skills to be taught
might feel at a
Investigation
special occasion?
Application
How does the family Reflection
worship at the
Expression
synagogue?
Empathy
How does the
Interpretation
synagogue welcome
Synthesis
new members?
Attitudes to be
What do we call a
developed
Jewish leader in the
synagogue?
Commitment
Why is Hanukkah an
Fairness
important festival
Respect
for Jews?
What do Jews do to
celebrate Hanukkah?
Unit 9
Theme: Talking About God
(suggested time: 6 – 12 hours ½ - 1 term) (Refer also to Foundation Stage Unit 12)
Intended teaching outcomes &
Religions
Content
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.
Christianity and
one other world
religion
-
Key Concepts
Sacred
Suggested
Resources
 Art depicting
God(s) throughout
the ages.
B1:2
 Artefacts used
Responding to core questions with
in different
reference to the teachings and practices
religious worship
of religions, and to their own
eg Hindu shrine
understanding and experience.
items, Muslim
prayer mat,
B1:3
Buddhist eight
Reflecting on their own beliefs, values,
spoked wheel.
perceptions and experiences in the light
 Resources
of their study of religion.
used in worship
which will allow
B2
children first hand
Develop positive attitudes of respect
sensory
towards other people who hold views
experiences (see
and beliefs that are different from their
content).
own.
 Aids to prayer
from more than
Pupils will be enabled to:
one religion eg.
prayer beads,
 Explore their own ideas about God
candles, pictures,
and begin to understand and appreciate
icons
some beliefs that other people
(Christians and members of another
religion) have about God(s).
 Begin to appreciate the many ways
people worship and the range of
artefacts used to aid worship.
 Begin to understand the importance
of prayer to many people.
-
Learning From Religions & Responding
to Human Experience
-
-
-
-
Explore children’s ideas of God at the start of
this unit through discussion, writing, pictures
Ask children to make up, in pairs, ten questions
they would like to ask God / the person who
knows everything. Use the questions in the rest
of the unit.
Find out what other people (known to them)
think about God – use discretion!
Introduce children to some Christian beliefs and
ideas about God (including the idea of God in
Jesus) and the beliefs of at least one other
religion and ideas of their God(s) (eg. God of
Love, God the carer, God is one, God has the
truth). This can be done through stories, art,
symbols, artefacts
Explore different ways in which Christians
worship God eg Christian worship in a church,
other buildings and places, in school
Explore ways in which members of another
world religion worship their God(s) eg Hindu
shrines in the home (a simple model shrine can
be created in the classroom) or the way in
which a Muslim prayer mat is used
Discuss the importance of prayer to Christians
and members of another world religion.
Look at artefacts which help people to pray eg.
prayer beads, candles, pictures, icons.
Find examples in the Christian New Testament
of occasions when Jesus prayed to God eg.
temptation in the wilderness, blessing of
children, prayer to heal the sick, the Last
Supper, in the Garden of Gethsemane, on the
cross.
Introduce the ‘Lord’s Prayer’ explaining why it is
important for Christians.
Introduce a few simple prayers used by
Christians (school prayer, grace, blessing) and
discuss when they would be used.
Introduce a simple prayer used by members of
another religion, eg the Jewish Shema or the
Muslim Al-Fatihah.
Explore use of senses in worship:- sights,
sounds, smells, taste using a variety of
artefacts - incense, a range of music, candles,
flowers, food, art, bells
Give children periods of silence to absorb the
sensory experiences being offered to them, and
opportunities to talk about the questions that
Key questions
-
-
-
-
Assessment
Opportunities
Who do you think  Pupils to make a simple
God is?
three part book on prayer –
Where can you
focussing on a) an occasion
find God?
in the Bible when Jesus
What is God like?
prayed to God
What would you
b) in their experience when
like to ask God?
a prayer has been said
Does everyone
c) a way or ways in which
think the same
something can be used to
things about
help people from a
God?
particular religion to pray.
What do other
(AT1, level 2).
people say God
 Compile a list of
does?
important ingredients for an
How do people
act of collective worship
talk to God?
(school or other occasion for
How do people
children who withdraw)
worship their
giving reasons for their
God?
choices. (AT2, level 3).
Why is it
important to
Skills to be taught
sometimes be
Investigation
quiet and still?
Reflection
Why might a
Expression
Hindu family
Empathy
have a shrine in
Interpretation
their house?
Analysis
How does a
Muslim use a
Attitudes to be developed
prayer mat?
Fairness
Do you know the
Respect
words of any
Self understanding
prayers?
Enquiry
Why is the Lord’s
Prayer important
for Christians?
What do you
think about God?
What puzzles
you about God?
puzzle them and the beliefs they are sure of
about God.
NB. Many teachers find this unit difficult, but are pleased with the responses of pupils. In general, teaching need not be troubled by the big questions pupils ask. The best teacher replies root and
ground the ‘God talk’ in particular communities (eg ‘many Christians believe God is best seen in Jesus, but Muslims find God in their holy book, the Qur’an’)