Church in Wales Primary School
Key Stage 2 R.E. Scheme of Work
Strand (Range):
Other Faiths
Learning Objectives:
 To begin to understand the scope and function of
Mosaic law
 To appreciate what it would be like to live according
to Mosaic law
 To begin to understand Muslim festivals in relation
to the life of Mohammad
Aim: For all pupils to be secure in Level 4 and some
attaining Level 5 RE Skills
Term:
Summer 1
Year Group Year 6
Literacy Numeracy Framework
Elements:
Locating, selecting and using information
Use a range of strategies for finding information e.g. scanning for detail,
skimming
Read closely, annotating for specific purposes
Use internet searches carefully, deciding which sources to read and believe
Responding to what has been read
Show understanding of main ideas and significant details in different texts on
the same topics
Consider whether a text is effective in conveying information and ideas.
Infer ideas which are not explicitly stated, e.g. writers’ viewpoints or attitudes
Developing and presenting information and ideas
Express issues and ideas clearly, using specialist vocabulary and examples
Speak clearly, using formal language and varying expression, tone and volume,
to keep listeners interested
Explore challenging or contentious issues through sustained role play
Follow up points in group discussion, showing agreement or disagreement
giving reasons
Listen carefully to presentations and how understanding of the speakers’
conclusions or opinions
Contribute purposefully to group discussion to achieve agreed outcomes
Follow up points in group discussions, showing agreement or disagreement
giving reasons
Organising ideas and information
Adapt writing style to suit the reader and purpose, e.g. formal style for
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Church in Wales Primary School
unknown reader, simple style for younger readers.
Explore different ways to present work and use them appropriately. E.g.
moving image, slides, voice over.
Writing accurately
Use of language appropriate to writing, including standard forms of English
Use varied and appropriate vocabulary, including subject specific words and
phrases
Use varied sentence structures for emphasis and effect
Use the full range of punctuation accurately to clarify meaning
Produce fluent and legible handwriting
Use strategies to spell correctly polysyllabic, complex and irregular
words.
Core Skills/AfL
Spiritual Development:
 Explore & consider why religious people value &
seek times of peace, tranquillity & revelation
[Level 4/5]
 Learn how religions show through stories,
celebrations & activities, that life is spiritual
(more than material & physical) [Level 4/5]
Communication:
 Describing what they have found out about
people, beliefs and questions & offering
explanations [Level 4]
 Express and justify their own feelings and
Links
(Values,
S.E.A.L. and
P.4.C)
Suggested Skill Development (including resources)
[Learning Activities]
Values:
To begin to understand the scope and function of Mosaic law
Respect and
Reverence


Responsibility
Compassion

Humility

Talk about law, how it is made (by Councils/Governments/God).
What sort of things it covers & what sort of things it cannot cover
Read and discuss aspects of Mosaic law (Leviticus. ch. 19 v 9-18)
seeing how community life and international life and national life
were affected by it.
Notice the law covered the upbringing of children, stipulated people
you could or could not marry (Genesis chapter 24 v 3 & Judges ch.
14 v 3) and what you could eat.
Ask the children in pairs to look up these sections of the Old
Testament & present their findings to the class using ICT.
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Church in Wales Primary School


opinions in different ways e.g. orally, in writing
& through creative arts [Level4/5]
Explore the similarities and differences within
Christianity & other faiths investigated [Level
4/5]
Use ICT and other means to gain access to
information & to communicate religious
concepts [Level 4]
Personal, social & wellbeing:
 Wonder at the beauty & variety of creation &
see the value of Christian teaching on family
relationships & beyond
 Encourage to question the values and
aspirations of their own lives, the lives of others
and of society
 Can suggest questions for investigation into
how belief in a religion helps people live
happily, productively.[Level 4]
 Can ask appropriate religious questions which
show awareness of own sense of connection
between faith, daily life and world events [Level
5]
 Can put him/herself in place of others with
different beliefs to understand the important
aspects of their daily lives [Level 5]
SEAL:
Good
relationships
To appreciate what it would be like to live according to Mosaic law




Talk about foods children like & dislike (why do people have
different tastes?). Talk about diets (for health reasons & slimming).
Read Leviticus11 to see the food forbidden to the Israelites; discuss
the ban on pork for contemporary observant Jews; talk about
haircuts (Lev. 19 v 27) tattoos (Lev. 19 v 28), and show pictures of
Hasidic Jews. Briefly consider Jewish festivals (e.g. Hannukah),
indicate the whole of life was covered by Mosaic Law
What would it be like to live according to it? (e.g. in contemporary
dietary requirements & Jewish festivals)
Research, recreate & present a Jewish family scene in groups food, haircuts, tattoos, rituals & people you could / could not a
marry
Children compare advantages & disadvantages of living under
Mosaic Law and reflect on life for Jewish children compared to
children brought up as Christians today in their own churches
RESOURCES: RE pack Judaism, websites (e.g. Woodland Junior school
website on Judaism), props for drama presentation
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Church in Wales Primary School
Spiritual Development:
 Explore & consider why religious people
value & seek times of peace, tranquillity &
revelation [Level 4]
 Gain knowledge & experience regarding the
spiritual relationship with their god
 Can express a clear sense of their own
identity [ age appropriate] Can recognize
that faith & belief can support them in their
lives, and help them to help others [Level 5]
Values:
Thinking & problem solving:
 Can use a range of evidence from a variety
of sources effectively, in order to present
and support opinions in an open-minded
way [Level 4]
 Is prepared to accept challenges in the light
of new information or evidence [Level 5]
 Can use a range of evidence from a variety
of sources effectively to present and
support opinions in an open-minded way
Level 4]
 Explore similarities and differences within
Christianity & other faiths –Can develop and
consider alternative explanations and
suggest new possibilities [Level 5]
SEAL:
Good
relationships
Communication:
 Describing what they have found out about
people, beliefs and questions & offering
Respect and
Reverance
Perseverance
Compassion
To begin to understand Muslim festivals in relation to the life of
Mohammad
 Consider what Muslims do in the mosque – wash themselves before
prayer, pray, read the Qur’an, listen to the Iman, celebrate festivals.
Listen to recording of call to prayer.
 Consider the times of day Muslims pray & the difficulties that they
may face daily; display times of prayer
 Look at and design prayer mats – Islamic patterns
 What can you see inside a mosque – dome, colourful patterns, the
Qur’an, mihrah (an alcove showing the direction of Mecca), the
minbar from where the Iman speaks. Before entering a mosque
shoes are taken off.
 Examine Muslim artefacts & find out what it is / who might use it /
when might it be used / why it is used (4W approach). Work on grids
in pairs / small groups. Make a class prayer bead.
 Show pictures of Mecca and mosques. Using pictures identify main
features of the outside.
 Visit a mosque – prepare & select a range of questions to ask during
the visit.
 Show how some Muslim festivals are linked with the life of
Muhammad (e.g it was during Ramadam that the Qur’an was first
received)
 Explore the festival of Eid-ul-fitr, compare to period of Lent, fasting
and celebration of Easter.
 Look at selection of Eid cards. Children design & make their own
cards.
 Organise a celebration with traditional food, draw mendhi patterns
on hands, play appropriate music.
RESOURCES: Muslim artefacts resource box, pictures of a mosque,
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Church in Wales Primary School



explanations
Express and begin to justify their own feelings
and opinions in different ways e.g. orally, in
writing, and through creative arts Level 4]
Use ICT and other means to gain access to
information & to communicate religious
concepts Level 4]
Can use a range of evidence from a variety of
sources effectively to present and support
opinions in an open-minded way [Level 4]
sample of Eid cards, food recipes, websites, links with multi-cultural
schools, variety of materials to make a prayer mat,
Personal, social & wellbeing:
 Can ask appropriate religious questions which
show awareness of own sense of connection
between faith, daily life and world events.
[Level 5]
 Encourage to question the values and
aspirations of their own lives, the lives of others
and of society
 Can recognize that faith and belief can support
them in their own lives, help them to help
others. [Level 5]
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