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Molehill Copse Primary Academy
Early Years Foundation Stage,
Key Stage 1 and 2
A Scheme of Work to support the delivery of Kent’s Agreed Syllabus For Religious Education
Molehill Copse Primary Academy RE Scheme
Term Autumn Spring Summer Age groups Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
EYFS Harvest Festivals Jesus’ Special
Friends
Easter Wonderful World
KS1
Cycle A
Belonging Festivals
Christmas,
Divali and
Hannukah
The Boyhood of
Jesus
Easter Who was Noah
and other
Important
People?
Special Things/
Treasures
KS1
Cycle B
Naming
Ceremonies
Important
people &
Christmas
Special Books Special Places &
Easter
Wonderful World
LKS2
Cycle A
Rules and
Religion
Light at
Christmas
Special Clothes Prayer and
Worship
Religion and the
Environment
Judaism
LKS2
Cycle B
Signs and
Symbols
Music at
Christmas
Jesus as an
Adult
Easter- Jesus
as Servant King
Community Sikhism
UKS2
Cycle A
Arts in Religion Faith Founders
Or Gospel
Version of
Christmas
The Bible Easter Despair
and Hope
The Bible continued and
Hinduism
UKS2
Cycle B
Heroes and
Leaders
Christmas
Today
Journey of Life Easter
Darkness and
Light
Journey of Life Continued and
Islam
Whole School RE Scheme of work- Cycle A
RE
Key Stage 1 Cycle A
What Makes Me, Me?- RE Topic- Belonging
A Fantasy World- RE Topic- Festivals Divali, Hannukah and Christmas
What’s in the Toybox?- RE Topic- The Boyhood of Jesus
Come to The Circus- RE Topic-Easter
Under the Sea- RE Topic-Who was Noah and other important people?
Yo Ho Ho!- RE Topic- Special Things/Treasures
SCHEME OF WORK RE Page 4 7/24/2014
SUBJECT: RE TOPIC: Belonging to My Family KS1 Cycle A Term 1
In this unit children will:
talk about what it means to belong to a family
Link to Agreed Syllabus-OR/CL
Know that some people
belong to faith groups.
Understand what is
special about belonging
to a family
Reflect upon the idea of
being special
Explore the idea of belonging to a family. Talk
about your own family and encourage the
children to talk about their own families.
ACTIVITY
Draw pictures and over time collect
photographs for a display, “Belonging to a
Family”.
Belonging
Family
Begin to understand the
importance of family
events and how families
share similar
experiences
Explore with the children what they enjoy
doing with their family, where they like to go,
regular family pursuits, meals shared together
etc special times and events shared together -
enlist parents help by sending a letter home.
Encourage parents/guardians to visit schools to
talk about significant family events.
Add details of these to the display (some
children may mention significant events that
occur in the family because they have a faith
commitment – accept this as part of the
children’s family experience at this stage).
There could be a sub-section of the display
with the title “Special Times with our Families”.
(Possibly more than one lesson)
Celebrations
Anniversaries
Birthdays
Weddings
Holidays etc
Photographs
Videos
Invitations
Special books/cards
etc
SCHEME OF WORK RE Page 5 7/24/2014
SUBJECT: RE TOPIC: Belonging to a Jewish Family KS1 Cycle A Term 1
In this unit Children will:
learn about Jo as a member of a Jewish family
learn about how Jews celebrate Shabbat Link to Agreed Syllabus-OR/QB/SSW/SS/CF
Learning Objectives Suggested Teaching Activities and Differentiation Key words /Concepts Resources Know that some children
have an identity as
members of the Jewish
faith
Know how Shabbat is
celebrated
Begin to understand the
importance of shared
meals
Reflect on significant
times for their own
family
Introduce Jo as a little Jewish boy and build a
persona for him e.g. what he likes to do on
particular days of the week after school - Monday –
swimming, Tuesday – meal with grandparents etc
ending with Friday when he goes straight home to
help his Mum prepare for Shabbat.
Jo helps his Mum by cleaning the house and by
laying the table for the special Shabbat meal that
Jewish people everywhere share with their families
on Friday evening.
Share with the children what happens - lay down
white cloth, place on this two silver candlesticks
with white candles, challah bread with cover,
Kiddush cup.
When everything is ready the family sit down, Mum
lights the candles and waves the light of these out
to all the family. This is a blessing for everyone
there. Jo’s Dad says a special prayer.
Everyone is very happy because work has ended for
the week and now the family can relax together and
say thank – you to God for all the good things in
their lives.
As the family share the challah bread they think
about all the wonderful things that God has created
for them to enjoy.
Jo really enjoys being with his family for the special
time of Shabbat. What special times do you enjoy
with your family?
ACTIVITY Sequence the events of Shabbat meal.
Jew
Jewish
Shabbat
Challah loaves
Kiddush cup
Blessing
Thanks
Persona doll – Jo
and book of family
details
Pictures of
Shabbat
Challah loaves with
cover
Kiddush cup
Candlesticks with
white candles
Blessed are You, O Lord our God, King of the universe, who has made us holy and commanded us to light the Shabbat candles Yellow cloth to display
Jewish artefacts
SCHEME OF WORK RE Page 6 7/24/2014
SUBJECT: RE TOPIC: Belonging to My Class KS 1 Cycle A Term 1 In this unit children will have the opportunity to reflect on ;
the roles and responsibilities of being a class member Link to Agreed Syllabus-OR
Learning Objectives Suggested Teaching Activities and Differentiation Key words and
Concepts
Resources
Know that they are
members of the class
community belonging
together
Begin to understand
that they can take
responsibility for each
other
Reflect on their own
place in the class
community
Introduce the idea of the class as a
community to which the children belong and
are members of.
Talk with the children about membership of
the class - What makes us belong? – because
we learn and play together, take care of each
other, etc,
ACTIVITY
Each child draw themselves (or take photographs) and make a
display of the children’s faces with the caption - “All the
children in class 1 belong together because------“.
Class
Community
Belong
Member
SCHEME OF WORK RE Page 7 7/24/2014
SUBJECT: RE TOPIC: Belonging to a Christian Family KS1 Cycle A Term 1
In this unit children will:
learn about Elizabeth as a member of a Christian family Link to Agreed Syllabus- CL
Learning Objectives Suggested Teaching Activities and Differentiation Key words and
Concepts
Resources
Know that some children
are members of a church
and belong to the Christian
family
Introduce Elizabeth (use persona doll, book, or
pictures/photographs) as a girl who belongs to a
(Christian) family.
Talk about where she lives, who she lives with,
her Mum and Dad’s occupation, favourite family
pastimes etc, plus the fact that on Sunday
Elizabeth goes to church with her family.
Use a blue cloth to display a persona doll if used
and any Christian artefacts introduced later.
ACTIVITY
Children draw Elizabeth and record some detail of her family
life. This information plus pictures/photographs are displayed
with the children’s family “details”.
Family
Belonging
Christian
Church
Note Book kept by
the teacher with
information about
Elizabeth.
Big Book e.g. My
Christian life
Pictures/
photographs of
church
Persona doll
Blue cloth
SCHEME OF WORK RE Page 8 7/24/2014
SUBJECT: RE TOPIC: Belonging to a Muslim Family KS1 Cycle A Term 1
In this unit children will learn about:
Hassan as a member of a Muslim family Links to Agreed Syllabus-CL
Learning Objectives Suggested Teaching Activities and Differentiation Key words and
Concepts
Resources
Know some details of
Muslim family life
Begin to understand that
class members can “belong
“ in different ways
Understand that Hassan’s
family believe that they
belong to God
Reflect on how they are
the same or different to
Hassan
Introduce Hassan (persona doll) as a member of
the class.
Build a persona for him as a member of a Muslim
family e.g. Hassan lives with - He likes - to eat.
He likes to go swimming with his sister etc. He
lives----
Display persona doll, pictures and artefacts on a
green cloth. Keep details of Hassan’s life in a
small book to remind yourself!
Tell the children that Hassan and his family are
Muslims. Thy call God Allah and believe that
Allah made the world.
Read from a children’s book the Creation account
from the Qur’an.
ACTIVITY
Draw Hassan and his family and add details to the family
display.
Muslim
Class member
Mosque
Persona doll -
Hassan
Pictures or
photographs of
Muslim family life
Storybook
Green cloth
SCHEME OF WORK RE Page 9 7/24/2014
SUBJECT: RE TOPIC: Belonging to My School/ a Sikh Family KS 1 Cycle A Term 1 In this unit children will :
learn about Malkit as a member of a Sikh family
talk about rules that are important in school Link to Agreed Syllabus-CL/OR
Learning Objectives Suggested Teaching Activities and Differentiation Key words and
Concepts
Resources
Know that Sikhs have a
particular identity as
members of the Sikh
community
Begin to understand that
we all belong to different
communities that have
rules for members
Reflect on rules that are
important in school
Introduce the idea that the children belong to
the school. What do they wear to show this
(badges, uniform etc)?
Introduce Malkit as a little Sikh boy who belongs
to our school. He could be provided with a school
uniform to make this more realistic.
Discuss how many people belong to the school.
So we belong to our families, our class, and to our
school. How do we show we belong to our school -
not only by wearing a uniform but also by keeping
the rules of the school? Discuss these.
Build family persona for Malkit and add his
details to the family display e.g. favourite foods,
hobbies, comics and his extended family.
Talk about some of the “rules” that are important
in Malkit’s family e.g. Malkit knows that he must
look after his younger sister and take good care
of his cat. As a little Sikh boy Malkit learns that
it is important to help others whenever you can.
He learns about this at the Gurdwara.
ACTIVITY Children make a list with the teacher of the
“rules” of the school.
Belong
Sikh
School
Uniform
Badge
Rules
Persona doll –
Malkit (plus his
book)
School Uniform
Picture of
Gurdwara
Orange cloth
SCHEME OF WORK RE Page 10 7/24/2014
SUBJECT: RE TOPIC: Belonging to a Hindu Family KS1 Cycle A Term 1
In this unit children will;
Learn about: Rita as a member of a Hindu family
Talk about clubs to which class members belong Links to Agreed Syllabus-OR/CL
Learning Objectives Suggested Teaching Activities and Differentiation Key words and
Concepts
Resources
Recognise uniforms,
badges or behaviours as
signs of belonging
Identify how belonging can
be shown
Know that some children
have an identity as
members of the Hindu
faith community
Talk about any clubs to which the children belong
– do they have special clothes or a special badge
to wear?
Are there special rules for their club?
Introduce Rita (persona doll, picture or through
book). Build a persona for her recording her
family details on display. Rita belongs to her
family, the class, the school and her Hindu faith
community who meet at the Mandir.
Rita also belongs to Rainbows. Explore wearing of
uniform, badge and activities Rita enjoys as a
member of the Rainbows.
Rita’s brother plays in a football team - describe
strip and/or the football club that Rita’s brother
supports.
Display Hindu persona doll, pictures and artefacts
on a red cloth
ACTIVITY
Give pupils a series of statements and get them to match
these to three or four groups to which they belong e.g.
school, family, club, town, village, faith community e.g. where
my friends are, where I play etc.
Hindu
Mandir
Club
Family
Belong
Badge
Uniform
Rita – known
through persona
doll, pictures, big
book
Picture of the
Mandir
Cards with words
or pictures showing
communities to
which children
belong plus a series
of statements e.g.
Where I know lots
of people
Where I worship
God
Where I keep my
pets
Etc.
Red cloth
SCHEME OF WORK RE Page 11 7/24/2014
TOPIC: Belonging END OF TOPIC EXPECTATIONS KS 1 Cycle A Term 1
Children’s names should be written in the appropriate box at the end of the topic to aid assessment.
Some will not have made so much progress and will:
understand that people belong to different
groups.
have a growing respect and understanding of
their own and others family backgrounds,
cultures and beliefs.
Most children will have made good progress and will be able to:
recognise and name some religious buildings.
talk about their own experiences of
belonging to different communities and what
they find interesting or puzzling about the
experiences of others.
Some children will have progressed further and will be able to:
Fulfil all of ‘most’ and:
show awareness of similarities between
families and faith group.
ask and respond sensitively to questions
about their own experiences and feelings,
and the experiences and feelings of others.
SCHEME OF WORK RE Page 12 7/24/2014
TOPIC: Divali (1) TOPIC: Festivals KS1 Cycle A Term 2
In this unit children will :
learn how Hindus celebrate Divali
hear the story of Rama and Sita
talk about how we can make good things happen
Learning Objectives Suggested Teaching Activities and Differentiation Key words and
Concepts
Resources
Know about and understand
the festival of Divali
Understand that the story
is about good overcoming
evil
Reflect upon what they can
do to make good things
happen.
Seat Rita and her bag in front of the children and from the
bag take a diva lamp. Light the wick for the children to see.
In Rita’s house they will soon be celebrating the festival of
Divali. At Divali lots of the little lights will shine in Rita ‘s
house to celebrate the beginning of the new year for
Hindus.
There is a lot for Rita and her family to do to get ready for
Divali. The house must be cleaned and food prepared, but
although everyone is very busy Rita loves this time because
it is a chance for her to hear again the story of Prince Rama
which is always told at this time.
Tell the story to the children. And discuss with them , who
was good /evil in the story, why people might want to go on
telling this story year after year. What do you think was
the most important part of the story?
Rita loves this story because she loves all stories about
Prince Rama and Sita. For Rita and her family and for all
Hindus Rama is God. Rita believes that Rama looks after her
and her family and protects them from evil just as he
protected Sita in the story
ACTIVITY-Make a diva- (for a nightlight) Light them all
together and share together how we can make good things
happen. Use drama/ to retell the story.
Divali
Diva
Rama
Sita
Ravana
Hanuman
Good
Evil
Ritas bag with:
Diva
Storybook
Storytelling doll
Clay for divas
Nightlights ( Health
and safety!)
SCHEME OF WORK RE Page 13 7/24/2014
SUBJECT:RE TOPIC:Festivals/ Christmas KS1 Cycle A Term 2
In his unit children will:
learn about the Jewish celebration of Hannukah
hear the story of the miraculous oil
reflect on times when something mysterious has happened within their own experience Link to Agreed Syllabus-CL/SSW/SS/CF
Learning Objectives Suggested Teaching Activities and Differentiation Key words and
Concepts
Resources
Know about the Jewish
festival of Hannukah and
the story of the
miraculous oil.
Understand how Jewish
people celebrate Hannukah
today.
From Jo’s bag take a small hannukiah, a hannukah
card and a simple story book of the events that are
commemorated by Jews at Hannukah.
Read the story
Light the candles.
In Jo’s house the candles are lit one at a time for a
week to help the family remember the wonderful
thing that happened long ago. The hannukiah is
placed in the window of Jo’s house. How do you
think people feel when they see this?
This is a very happy time in Jo’s house. The family
eat delicious potato latkes (pancakes) or sticky
blintzes( doughnuts). These are cooked in oil as a
reminder of the oil in the Temple lamp The family
play the game of dreidel.
Discuss with the children how the hannukiah helps
Jewish people to remember what happened and
what the Jewish people did to create a holy and
special place to worship God. Do you know a time
when something mysterious and wonderful has
happened.?
ACTIVITY - Design and make a simple hannukiah with
clay Play a simple game with the deride ( children could
make the dreidel)l
Hannukah
Hannukiah
Temple
Worship
Holy
Miracle
Jews
Latkes
Blintzes
Dreidel
Jo’s bag with:
A hannukiah
A hannukah card
Dreidel- the
letters are in
Hebrew and are
the initials of the
words “.a great
miracle happened
here”
Each player spins
the top to see
which letter it
lands on. Each
letter is also an
instruction and
tells the player to
take all /half
/none/or put one in
a pot of raisins or
coins. clay
SCHEME OF WORK RE Page 14 7/24/2014
SUBJECT: R E TOPIC: Christmas (At least 2/3 lessons Finish Topic with Christmas) KS1 Cycle A Term 2 In this unit children will:
Advent as a time of preparation for Christmas
the visit of angels to Mary and Joseph in the Christmas story
learn about the events in the Christmas story Link to Agreed Syllabus-SSW/SS/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know the different
parts of the Christmas
story.
Know about the visit of
angels to Mary and
Joseph
Begin to understand how
Christians prepare for
Christmas.
To begin to understand
the symbolism of the
Advent Ring for
Christians
To begin to understand
the Christian belief that
Jesus is always with
them
Light the first candle and tell the first part of the story. e.g.
about the angelic messengers who came to bring the news of
Jesus birth to Mary and Joseph Mary receives a visit from
the angel to tell her that she will have a baby, to be called
Jesus who will be a great king. Joseph also receives a visit
from an angel who tells Joseph that Jesus is God’s Son -
Joseph must take care of Mary and help her bring up Jesus
Explore the idea of angels as God’s messengers. ACTIVITY
Make representations of angels record in the children’s
words the message of the angels to Mary.
Light the second candle and tell the story of the journey to
Bethlehem and the birth of Jesus in the stable at
Bethlehem. You could use Nativity figures (from Elizabeth’s
bag) and /or a stable made from a box with manger and straw
etc. to tell this part of the story.
Light the third candle and tell the part of the story when the
angels visit the shepherds- again using nativity figures.
Light the fourth candle and tell the story of the visit of the
Wise Men /kings-using Nativity figures.
Give the children some Christmas cards to sort showing the
parts of the story they have heard.
Or giving children nativity figures allow children to
bring out their figures and re-tell the story.
Advent
Christmas
Angels
Annunciation
Mary
Joseph
King
God’s Son
Advent wreath
with base of
greenery , four red
candles and one
white candle in the
centre. (Make with
the children)
Paintings of the
Annunciation e.g.
Lippi in Jesus
through Art –
Margaret Cooling
Nativity figures
Christmas cards
Advent wreath
“Model” Stable/
Crib
On That Christmas
Night – Mary Joslin
Lion –07459 4692 5
SCHEME OF WORK RE Page 15 7/24/2014
TOPIC: Festivals / Christmas END OF TOPIC EXPECTATIONS KS1 Cycle A Term 2
Children’s names should be written in the appropriate box at the end of the topic to aid assessment.
Some will not have made so much progress and will: Begin to use some religious words in an appropriate
context
Begin to be aware that religious ideas can be
expressed in stories and symbols
Talk about their own preparations for Christmas and
for the birth of a new baby.
Most children will have made good progress and will be able to: Re-call the story of the birth of Jesus, and talk
about the significance of the Advent Ring
Talk about how Christians show their commitment to
Jesus
Talk about their own preparations for Christmas and
for the birth of a new baby.
Some children will have progressed further and will be able to: Re-tell the story of the birth of Jesus, using religious
words and phrases
Identify the meaning of the Advent Ring for
Christians
Talk sensitively about the feelings and expectations
of Christians at Christmas.
SCHEME OF WORK RE Page 16 7/24/2014
TOPIC: Boyhood of Jesus - Visit to the Temple KS1 Cycle A Term 3 In this unit children will;
learn about Jesus visit to the Temple when he was twelve years old
reflect on who teaches them wise things Links to Agreed Syllabus –OR/SSW/SS
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the story of
Jesus missing in
Jerusalem
Understand that Jesus
wanted to learn all
that he could about
God.
Reflect on who helps
them to do wise and
good things
Talk to the children about journeys they have made and
how they have travelled
When Jesus was twelve years old his Mum and Dad took
him on a journey to the city of Jerusalem. Talk to the
children about their experiences of visiting big cities and
the purpose of their visit, the crowds, noise etc.
Jesus went to the city of Jerusalem with many other
people from Nazareth. Most of the people were walking
but some had donkeys, and a few had camels. The
travellers had some food, bread, cheese and grapes but
they also bought food at villages on the way. Jesus
travelled at the front with his mother Mary, while Joseph
travelled at the back with the other men.
In Jerusalem they went to visit the Temple to praise God
and to say some special prayers.
When it was time to return home all the crowd from
Nazareth travelled together. At first Mary and Joseph
didn’t miss Jesus but after a few days they realised he
was lost
They anxiously searched for him and eventually found him
in the Temple listening to the teachers there.
How do you think Mary and Joseph felt when they found
Jesus? Jesus told them that he had been in his “Father’s
house” He had been asking lots of questions about God and
how what he wanted people to live. Who teaches you wise
and good things? (Teacher suggests who might inspire
them) Draw a picture of someone you know write
underneath how they help you learn .
Jerusalem
Nazareth
Temple
Lion Storyteller
Bible – page 66
Five minute Bible
Stories, page 67
SCHEME OF WORK RE Page 17 7/24/2014
SUBJECT:R E TOPIC: Boyhood Of Jesus- Samuel KS1 Cycle A Term 3
In this unit children will learn :
about the story of Samuel
that this was a story that Jesus must have heard as a child. Link to Agreed Syllabus_QB/SSW/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the story of Samuel
Know that Jesus would
have heard this story
Begin to understand that
Christians believe that
Jesus was god’s
messenger in a very special
way.
From Elizabeth’s bag take the book and tell the children that
today they will hear the story of Samuel.
Read the story -page 42
Elizabeth thinks that this must have been a very special
story for Jesus because as he grew up he knew that he had
been chosen by God, to speak for Him. Christians believe
that God gave him the words and the power to help people
and to teach them what God was like.
ACTIVITY
Draw picture of Samuel and Eli using thought or speech
bubbles.
Chosen
God
prophet
Elizabeth’s bag
with Lion
Storyteller Bible
SCHEME OF WORK RE Page 18 7/24/2014
SUBJECT:R E TOPIC: Boyhood of Jesus - Abraham KS1 Cycle A Term 3
In this unit children will:
learn about Abraham as an important person to Jews, Muslims and Christians
consider what it means to trust others, themselves and God. Link to Agreed Syllabus-OR/QB/LA/SSW
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the story of
Abraham and God’s
promise to him
Begin to understand that
this is an important story
for Muslims , Jews and
Christians
Know that Jesus would
have heard this story when
he was young
Reflect on what it means
to trust
Introduce the Lion Storyteller Bible from Elizabeth’s bag as
before and tell the children that today we are going to hear a
story that is very important for Jewish people , Muslim
people and Christian people. It is a story that Jesus must
have heard often when he was little. Maybe his Dad , Joseph
told him this story when he had finished his work as a
carpenter. Explore with the children what Joseph’s Dad
might have made in his carpenter’s workshop. Perhaps Jesus
used to help him some times.
Read the story of Abraham, page 18.
What did Abraham do to show that he trusted God?
What did God promise him?
I wonder what it means to trust God?
When Jesus grew up he had to trust God completely. I
wonder if this story helped him to understand what this
meant.
I wonder who you trust?
ACTIVITY
Explore what trust means in the context of the children’s
lives together in the school, classroom and in their families.
Abraham
Trust
Founder
Jews
Muslims
Christians
Elizabeth’s bag
with the Lion
storyteller Bible
SCHEME OF WORK RE Page 19 7/24/2014
SUBJECT:R E TOPIC: -Lost Coin KS1 Cycle A Term 3
In this unit children will learn :
how Jesus used the events of ordinary life to create stories with meaning for his followers
about the parable of the list coin Link to Agreed Syllabus-SSW/QB/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the story of the Lost
Coin
Understand that Jesus
told stories about
everyday things to help
people understand about
God.
Reflect on their own
feelings of disappointment
, loss and joy when they
have lost and found
something.
Talk to the children about the sort of house
that Jesus must have lived in – small, white-
washed , stairs up the outside to a roof space
that was used as a living space, and with one living
room
It was dark inside the house so lamps were used
to give light- made of pottery and filled with olive
oil. If possible light one for the children to see.
Jesus and his family had to rely on these small
lamps for light . If things were lost in the house
it must have been very difficult to find them
again.
Jesus must have remembered this because he
told a story about a lady who lost a precious coin
in a dark corner in her house.
Tell the story from Lion storyteller Bible.
Play a game , hiding a coin for the children to hide
in the classroom ( class members could help child
searching by giving directions).
Talk about the pleasure of finding lost things.
Show painting of the scene interpreted by a
contemporary artist and discuss celebrations.
Help the children understand that Jesus used the everyday
things of life to help people understand important messages
about God. Jesus wanted people to know that God felt happy
when people who were far away from him and lost came back
to God again.
Lost
Found
Parable
Lion Storyteller
Bible – page 92
SCHEME OF WORK RE Page 20 7/24/2014
SUBJECT:R E TOPIC: Boyhood of Jesus KS1 Cycle A Term 3
In this unit children will learn :
that Jesus told stories that held important messages for his followers
about the parable of the mustard seed Link to Agreed Syllabus-SSW/SS/QB/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the story of the
Mustard Seed.
Understand that Jesus
told stories about
everyday things to help
people understand about
God.
Reflect on where they feel
safe and secure.
Show the children a tiny seed and find out what they know
about growing seeds.
When Jesus grew up he told lots of stories but these were
often about ordinary things from people’s everyday lives. He
chose ordinary things to help people understand what God’s
kingdom might be like
Maybe Jesus had planted seeds with his Mum or Dad when
he was young and watched them grow. Palestine where Jesus
lived was a hot country so when seeds were planted there
people would need to make sure that they had water to help
them grow.
Tell the story of the Mustard Seed and discuss the miracle
of growth . Discuss how the tree became a refuge for all
sorts of birds , became a tree that provided a home for
many, a place where they could all belong.
In telling this story Jesus was helping his friends to
understand that his kingdom would grow and grow until people
all over the world had heard about him.
ACTIVITY Plant some seeds and observe growth.
Create a collage of the large tree with all the birds nesting in
it.
Parable
Kingdom of God
Growth
promise
Jasper’s Seed by
Nick Fawcett
SCHEME OF WORK RE Page 21 7/24/2014
TOPIC: Boyhood of Jesus END OF TOPIC EXPECTATIONS
Children’s names should be written in the appropriate box at the end of the topic to aid assessment.
Some will not have made so much progress and will: Recall some stories about Jesus, some stories
from the Old Testament that Jesus would have
known,some stories that Jesus told.
Talk about Jesus as a real person who lived in
Palestine in the past
Talk about what is of value and concern to them
in the stories they have heard.
Most children will have made good progress and will be able to: Retell some stories about Jesus, some stories
from the Old Testament that Jesus would have
known some stories that Jesus told.
Identify why these stories might be important
for Christians today
Some children will have progressed further and will be able to: Make links between the stories they have heard
and their own values and commitments.
Begin to understand that Jesus used the
everyday events and objects in his life to talk
about God
Raise questions about the stories they have
heard..
SCHEME OF WORK RE Page 22 7/24/2014
SUBJECT:R TOPIC:Easter KS1 Cycle A Term 4
In this unit children will learn:
That Easter is a significant time for Christians when they remember the death and Resurrection of Jesus
That Easter is celebrated in the Spring when there are signs of new life all around. Link to Agreed Syllabus-NW
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
Recognise Spring as a
season of growth and new
life.
.
Seat Elizabeth in front of the children and from
her bag take a bulb and some different kinds of
seeds. Explain that Elizabeth and her Mum have
been to the Garden Centre and have bought the
bulbs and seeds to plant in pots. There were some
left over which Elizabeth has brought for us to
plant.
Discuss dead/ alive.
How will we help the seeds and bulbs to grow?
Discuss Spring as a time of growth and new life .
Elizabeth loves the Spring because she looks
forward to---------(signs of new life/growth)
ACTIVITY
Plant the seeds and bulbs with the children and get the
children to suggest appropriate information to display
beside the pots.
Spring
Growth
dead
alive
Elizabeth’s bag with:
bulbs and seeds
SCHEME OF WORK RE Page 23 7/24/2014
SUBJECT:RE TOPIC: Easter (2) KS1 Cycle A Term 4
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Identify some
objects/artefacts that
have religious significance
Begin to understand that
Easter is a significant time
for Christians when they
remember the death and
new life of Jesus
Re-cap on the teaching from the previous lesson.
Discuss what he children know about Easter e.g.
Easter Eggs,
Just like you she will have an Easter egg made of
chocolate but at Easter Elizabeth also hears
some special stories about Jesus.
From Elizabeth’s bag take a version of The
Easter story and read to the children
Easter is the time when Elizabeth and other
Christians remember what happened to Jesus and
how he came back to share his new life with his
friends. Spring seems a very good time to
celebrate this because in Spring we see how
things which seem to be dead come to new life.
Use a hollow Easter egg to illustrate the
emptiness of the tomb.
ACTIVITY
Children use pictures to recall some aspects of the
Easter story, recognising why some symbols are
important.
Easter
Resurrection
new life
Stories about
Easter from The
Lion Story teller
Bible- Bob
Hartmann.
SCHEME OF WORK RE Page 24 7/24/2014
SUBJECT: R E TOPIC: Easter-Palm Sunday KS1 Cycle A Term 4
In this unit children will:
learn about what happened on Palm Sunday
learn how Christians mark Palm Sunday in the church today Link to Agreed Syllabus-QB/SSW/SS/WP/CF
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the story of Palm
Sunday
Know how this is
celebrated in the church.
Begin to understand that
Jesus was seen as king by
some of the people of his
day
Reflect on times when they
have been part of a big
crowd and feelings
associated with this.
From Elizabeth’s bag take the Lion Storyteller
Bible and tell the children that at Easter time
Elizabeth hears the story of how Jesus rode on
a donkey into the city of Jerusalem.
Read the story on page 102.
Use drama to explore what it might have been
like to be a child in the crowd
Discuss with the children when they have seen or
been part of a parade that celebrated something
or somebody important. .
Create a sound tape of things that you might have
heard, or create some “Parade” music.
Decorate some Palm leaves.
From Elizabeth’s bag take a palm crosses- this is
the cross that Elizabeth was given on Palm
Sunday in the church , to help her remember this
important story for Christians.
At Elizabeth’s church a real donkey came and was
part of the parade for all the people there.
Easter
Jesus
Palm Sunday
Palm cross
Parade
Celebration
Palms
Lion Story teller
Bible by Bob
Hartman
Palm cross
Instruments
Tape
Pictures of Palm
Sunday
celebrations.
SCHEME OF WORK RE Page 25 7/24/2014
TOPIC: Easter
END OF TOPIC EXPECTATIONS KS1 Cycle A Term 4
Children’s names should be written in the appropriate box at the end of the topic to aid assessment.
Some will not have made so much progress and will: Know that some symbols remind Christians about
what happened at Easter
Know that the story of what happened on Palm
Sunday/ Easter Day is important to Christians
Most children will have made good progress and will be able to: Recognise and name some symbols that are
important to Christians at Easter Recall the
story of Palm Sunday
Talk about their own experiences of being part
of a crowd joining in a celebration
Some children will have progressed further and will be able to: Identify and suggest meanings for some symbols
that are important to Christians at Easter
Retell some stories that Christians share at
Easter
Recognise that what Christians believe about
Easter raises questions that are difficult to
answer
SCHEME OF WORK RE Page 26 7/24/2014
SUBJECT: TOPIC: Who Was Noah? (and other Important people) KS1 Cycle A Term 5
In this unit children will learn:
about some Old Testament stories that must have been familiar to Jesus
that Jesus himself told stories about God when he grew up
something about the sort of life Jesus had in his family home in Nazareth Link to Agreed Syllabus-
QB/SSW//SS/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
Know the story of Noah’s
Ark .
Know that Jesus must have
heard this story as a child.
Begin to understand that
Christians believe that
people can have a
relationship with God
Reflect on questions that
they have about the story
Place Elizabeth with her bag in front of the children
and from her bag take a copy of the Lion
Storyteller bible. Tell the children that this book
contains some stories from the Bible. Some of them
are stories that Jesus must heard when he was a
little boy. These are the older stories in the Bible .
Read the story of Noah’s ark, page 14.
I expect that Jesus mother, Mary told them this
story at their little house in Nazareth.
Today this story is heard by children all over the
world.
I wonder what sort of bad things were happening in
the world that made God sad?
I wonder what it must have felt like to be in that
big boat and what it must have been like to step into
that fresh clean world.
I wonder if Jesus had any questions about this
story.
ACTIVITY –Paint /draw pictures of Noah’s ark and /or
explore through dance/drama
God
Rainbow
New start
Elizabeth and her
bag with;
Lion Storyteller Bible
SCHEME OF WORK RE Page 27 7/24/2014
SUBJECT:R E TOPIC: Who was Noah and Other important people? Jonah KS1 Cycle A Term 5
In this unit children will :
hear the story of Jonah
reflect on times when they have been sorry and on the meaning of forgiveness. Links to Agreed Syllabus-SSW/OR
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the story of Jonah and
the big fish.
Understand that this story
helps Jews to know about God
Reflect on what we may have
to say sorry for and what
happens when we say sorry.
Using Jo and his bag explain to the children that they
are going to hear some of the stories from the Torah
that Jol particularly enjoys.
Tell the story of Jonah and the big fish and discuss
with the children what God wanted Jonah to do, what
he wanted the people of Nineveh to do, and what
they did when they heard Jonah’s message.
Discuss with the children what we have to say sorry
for and what happens when we do / don’t.
ACTIVITY
Draw a picture of Jonah in the big fish with thought bubbles..
Create folded over pieces of paper “ I said sorry when----“
and place on outline of a big fish
What does Jo learn about God from this story?
Forgiveness
Repentance
Sorry
Samuel’s bag with:
Props to tell story
e.g. toy whale, boat
etc
Jonah and the big
Fish in Five Minute
Bible Stories by
Lois Rock-
0745947573
SCHEME OF WORK RE Page 28 7/24/2014
SUBJECT: RE TOPIC: Important People - Muhammed KS1 Cyle A Term 5
In this unit children will learn:
About significant figures in different faith communities and why they are important.
Some stories and celebrations from a range of faiths. Link to Agreed Syllabus-LA/SSW
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To know about the Prophet
Muhammad and his
significance to Muslims
Seat Hassan in front of the children and from his
bag take a book with some stories about the
Prophet Muhammad.
Explain that the Prophet Muhammad is a very
important person to Muslims. Stories about him help
Hassan to understand how Muslims think about God.
Hassan knows that the Prophet Muhammad was
faithful to God.
Discuss how Muhammad showed his love for God.
ACTIVITY - Retell a story about The Prophet
Muhammad that you enjoyed.
Muhammad
Prophet
Faith
Hassan’s bag with:
Story book about the
Prophet Muhammad
e.g. Muhammad and
the Crying camel
SCHEME OF WORK RE Page 29 7/24/2014
SUBJECT: RE TOPIC: Who was Noah and other Important People?- Jesus KS1 Cycle A Term 5 In this unit children will:
reflect on why Jesus is such an important person for Christians
hear the story of he calling of the disciples
explore why friends are important Link to Agreed Syllabus-OR/QB/LA/SSW
Learning
Objectives
Suggested Teaching Activities and
Differentiation
Key words
and Concepts
Resources
Know that Jesus is
important to
Christians and that
he is portrayed in
many different
ways.
Know that Jesus
called people to
follow him/ to help
him in his work
Reflect on what it
means to be chosen
as a friend and
what we can learn
from our friends
Seat Elizabeth and bag in front of the children and take
from her bag a Children’s Bible.
Show some pictures of Jesus. Explain that while no one
actually knows what Jesus looked like lots of people have
drawn pictures of how they imagined him.
Let children choose one of the pictures of Jesus that they
like and talk about it to their partner.
From the pictures what sort of person does Jesus appear
to be? Partner reports back what she/he has heard to
class.
Teacher scribes children’s responses.
Because Jesus is such an important person for Elizabeth
and her family and for all Christians everywhere stories
about him (found in the Bible) are very important for them.
Tell the children that they are going to hear a story about
Jesus from Elizabeth’s Bible, about how Jesus chose some
special friends to help him. Tell the story. In the story
Jesus called the disciples and told them to follow him. Ask
some questions that will help the children reflect on the
meaning of the story for Elizabeth e.g. What do you think it
might mean to follow Jesus, to be a “fisher of men”. The
friends were called disciples or learners. Why do you think
Jesus needed friends? Why do any of us need friends?
ACTIVITY - Make a class picture of the fishermen at work,
with speech bubbles from their mouths recording what they
might have said when Jesus asked them to follow him.
Called
Chosen
Disciples
Friends
Commitment
Learning
Response
Fishermen
Elizabeth’s bag
with:
Children’s Bible
Different
pictures of Jesus.
- The Christ we
Share Pack
SCHEME OF WORK RE Page 30 7/24/2014
SUBJECT: RE TOPIC: Who was Noah and other Important People?- Jesus KS1 Cycle A Term 5
In this unit children will:
hear the story of the Good Samaritan
reflect on who their “neighbour” might be Link to Agreed Syllabus-OR/QB/CL/SSW/
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the story of the
Good Samaritan
Understand that Jesus
teaches that we should be
willing to befriend all
Reflect on how they could
show friendship
Read the story from a book in Elizabeth’s bag as
one of Elizabeth’s favourites.
Explain that Jesus told this story when he was
asked, “ Who is my neighbour? Who should I show
friendship to?
Discuss with the children who showed friendship
/ was a good neighbour to the injured man?
Discuss the children’s understanding of
“neighbour” and Jesus’ understanding that all
those who need our help are our neighbours.
Why do the children think that this might be one
of Elizabeth’s favourite stories of all those that
Jesus told?
ACTIVITY
Ask the children to think about all those who they might
show friendship to and how they might do this to those
who are not their special friends.
Either - Make a display of “Neighbours who need our
help”
Or – Retell the story in comic strip format creating
“thought “ or speech bubbles for the different
characters.
Neighbour
Friend
Samaritan
Elizabeth’s bag
with:
Story of Good
Samaritan
Story Sack/Box
SCHEME OF WORK RE Page 31 7/24/2014
TOPIC: Important People END OF TOPIC EXPECTATIONS KS1 Cycle A Term 5
Children’s names should be written in the appropriate box at the end of the topic to aid assessment.
Some will not have made so much progress and will:
Recognise and name some key figures
that are important to faith communities
Recall some religious stories
Recognise some religious symbols
Talk about their own perception of key
figures
Most children will have made good progress and will be able to:
Identify why some figures are
important to faith communities
Show awareness of the similarities
between key religious figures/
celebrations
Retell religious stories and suggest
meaning for particular faith
communities.
Identify how religious faith is
expressed in story/worship/
celebration
Respond sensitively to the example and
teaching of key religious figures
Some children will have progressed further and will be able to: Fulfil of previous levels and:
Identify the influence of a religious
figure
Make links between how stories and how
beliefs are expressed in practice/
celebrations today e.g. celebration of
Passover
Make links between their own values and
experience and the experience and
values of others
SCHEME OF WORK RE Page 32 7/24/2014
SUBJECT: RE TOPIC: Special Things/Treasures KS1 Cycle A Term 6
In this unit children will; hear the story of Wilfred Gorden Macdonald Partridge
reflect on how objects can become significant by reminding us of people , events etc Link to Agreed Syllabus-QB/CL/SS/WP
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
.
Understand that adults
can have an attachment
to significant objects.
because they evoke special
and important memories
for individuals/
communities
Read the Story of Wilfred Gordon Macdonald
Partridge. Identify objects that were significant in
the story and the memories they evoked.
Share a significant object of you own with the
children
Discuss how objects/artefacts can remind us of
people/ places/stories / events that are important
to us.
Create a display over time- My – helps me to
remember ( when, how, why , what who?)
Wilfred Gorden
Macdonald Partridge
by Mem Fox
Personal “ treasure”
Cloth for display
SCHEME OF WORK RE Page 33 7/24/2014
SUBJECT: RE TOPIC: Special Things/Treasures KS1 Cycle A Term 6
In this unit children will:
Learn about the Muslim practice of prayer
Reflect on how and when they pray Link to Agreed Syllabus-QB/CL/SS/WP
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
Identify some
objects/artefacts that
have religious significance
Recognise that prayer is
important to people of
faith
From Hassan’s bag take a string of prayer beads.
Explain that Hassan and his family use these to
help them pray to Allah. Count or tell the children
that there are 99 beads and that each bead reminds
Hassan of a special name for God. Some of the
names Hassan uses help Hassan to understand what
God is like e.g. wise , merciful, compassionate
(loving). As Hassan moves the beads through his
fingers he thinks about God and all the good things
he knows about him.
Talk to the children about when they pray at home
or in school and how they address God in those
prayers.
ACTIVITY Use some clay or use wooden or pasta beads to
create a chain and use them to identify some
characteristics of God. Or use them to identify positive
characteristics of their friends
Prayer
Allah
God
Muslim prayer beads
Pasta or beads and
coloured string for
threading
SCHEME OF WORK RE Page 34 7/24/2014
SUBJECT:RE TOPIC: Special Things- Candles KS1 Cycle A Term 6
In this unit children will:
reflect on the use of music and light in Christian worship
learn that Christians call Jesus , “light of the world” Link to Agreed Syllabus-SS/WP/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know how some
Christians use candles
to help them pray
Reflect on the meaning
of the Christian belief
in Jesus as “the light
of the world”
Tell the children that they are going to learn about
the way in which Elizabeth prays to God.
Listen to Taize chant “ The Lord is my Light”. Light a
candle as the children listen.
Talk about how the music made them feel and about
the difference a candle makes in the darkness. e.g.
how one little candle can make a big difference,
where the darkness goes etc.
When Elizabeth prays at home with her Mum and
Dad she will often light a candle. The candle makes
the time and place special and helps her to
concentrate on talking to God
People who are Christians call Jesus “Lord” ( listen to
the song again) and they will often call Jesus , the
“Light of the world” . I wonder why?
Show the picture by Holman Hunt- “Jesus , Light of
the World” and gather children’s ideas/impressions
of the painting. What is Jesus holding?
Elizabeth has this picture in her house and when she
looks at it she understands that Jesus can help her
when she feels worried or afraid. He can be like a
light in the darkness. Elizabeth believes that Jesus
will guide her even when things are difficult for her.
ACTIVITY- Gather children’s thought on their reactions to
the burning candle and /or the Holman Hunt picture
Create a picture of “light”- use multi – media.
Light
Jesus- Lord , Light of
the World
Candle
Painting by Holman
Hunt .
The Light of the
World
SCHEME OF WORK RE Page 35 7/24/2014
SUBJECT:RE TOPIC: Special Things-The Lord’s Prayer Ks1 Cycle A Term 6
In this unit children will learn:
that Jesus gave his disciples the Lord’s prayer and that this prayer is prayed by Christians all over the world Link to Agreed Syllabus-LC/WP/QB
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know that Jesus taught his
friends a prayer that is
used by Christians all over
the world today.
Understand that
Christians call God
,Father, and believe that
God’s name is holy.
From Elizabeth’s bag bring a written and
musical version of the Lord’s prayer. Listen to
the tape/disc and read the words.
Elizabeth learnt this prayer when she was quite
little because it is a very special prayer for
Christians- special because Jesus taught it to his
friends when they asked him how they should
pray to God.
What sort of things did Jesus tell his friends to
pray about? –Praising God, asking for daily needs,
for forgiveness, not to be led into bad ways.
What do you think it might be important to pray
for?
Why do you think Christians might call God,
Father?
ACTIVITY
Invite children in groups to create a short piece of
music to accompany the end part of the Lord’s Prayer e.g.
“For thine is the Kingdom , the power and the glory ,
forever and ever- Amen
Prayer
Lord’s prayer
Father
Illustrated book
of the Lord’s
Prayer
Tape /disc of the
Lord’s prayer e.g.
Cliff Richard
Selection of
musical instruments
SCHEME OF WORK RE Page 36 7/24/2014
SUBJECT:RE TOPIC: Special Things KS1 Cycle A Term 6
In this unit children will:
learn about the celebration of Raksha Bhandan
reflect on the importance of brothers and sisters Link to Agreed Syllabus-OR/CL/CF
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know how Hindus celebrate
Raksha Bandhan in their
families.
Understand that people
celebrate on many different
ways to show who they are
and where they belong.
Reflect on the importance of
their own family ties
Seat Rita in front of the children and in her
bag take some wrapped presents for other
family members and unwrap with the children (
take care to re-wrap these for Rita at the end of
the session) These presents are for a special
celebration day in her family, a day called Raksha
Bhandan
This is a day when the family can say thank-you
to God for the love and care of the family for
each other. It is a time for forgetting quarrels
and a time for making each other feel loved.
From the bag take a raki- and introduce this as a
special bracelet that Rita has made for her
brother Ramu. She will tie it on his wrist and will
say a special prayer to thank God for Ramu, her
big brother who looks after her and takes care of
her.
What do you think Rita might say in her prayer?
ACTIVITY Write a special prayer or thoughts about
brothers/sisters/ friend showing gratitude for
companionship/care and make a raki to give.
Raksha Bhandan
Raki
Family
celebration
Rita with bag
containing:
Wrapped presents
for family members
Raki ( woven
bracelet)
Picture or
photograps of
persona doll
Thick wool to make
rakis
SCHEME OF WORK RE Page 37 7/24/2014
TOPIC: Special Things END OF TOPIC EXPECTATIONS KS1 Cycle A Term 6
Children’s names should be written in the appropriate box at the end of the topic to aid assessment
Some will not have made so much progress and will: Know that some pictures and objects are used
by some people to help them think about God
Begin to talk about their own ideas about
themselves and other people.
Most children will have made good progress and will be able to: Name and recognise some features of religious
life and practice. They will recognise some
symbols and other verbal and visual forms of
expression.
Talk about their own experiences and feelings,
about what hey find interesting or puzzling and
what is of value and concern to themselves and
others.
Some children will have progressed further and will be able to: Use some religious words to identify features
of religious life and practice and be able to talk
about the meaning of artefacts and practices
for some people, beginning to show awareness
of similarities in religions.
Retell religious stories and suggest meanings
for religious symbols
Identify how religion is expressed in different
ways.
Ask and respond to questions about their own
experiences and feelings.
Ask questions about religion and beliefs
Recognise their own values and those of others
SCHEME OF WORK RE Page 38 7/24/2014
RE
Lower Key Stage 2 Cycle A
Disaster Strikes- RE Topic- Rules and Religion (introduce through Class rules and a new beginning)
Beyond the Light- RE Topic- Light at Christmas
Rock of Ages-RE Topic-Special Clothes
In the Jungle- RE Topic-Prayer and Worship
Down by the River- RE Topic Religion and the Environment
Thrills and Spills-RE Topic- Life and practises in Judaism
SCHEME OF WORK RE Page 39 7/24/2014
RE TOPIC: Rules and Religion LKS2 Cycle A Term 1
In this unit children will learn:
The necessity for rules in our lives
The essence of the Ten Commandments and be able to devise a modern version related to their own lives
About the story of Moses/Ten Commandments and understand that it relates to Christianity, Judaism and Islam
Some understanding of the Buddha’s teaching on the Eightfold Path
To question their feelings and conduct a reasoned argument Links to Agreed Syllabus-LA/SSw/SS
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To understand the reason
for rules at home and in
the community
To understand how people
put these rules into
practice
Introduce topic on Rules and ask children to thought
shower the rules they have at home (in pairs or
groups).
Discuss different rules for different circumstances
– e.g. traffic rules, legal rules, rules for games etc
and draw attention to the reasons behind the rules
(health, safety, moral values etc).
In pairs or small groups ask children to list 4 or 5
important rules and the consequences of breaking
them.
Take feedback from each group – invite suggestions
as to who may have invented these rules.
ACTIVITY:
Children decide on one rule that they believe is very
important. Write it out, explain why they have
chosen it, and if time illustrate it (could be used for
a class display).
Rules
laws
Examples of rules e.g.
school rules, class rules,
rules for a game, Highway
Code etc.
SCHEME OF WORK RE Page 40 7/24/2014
SUBJECT: RE TOPIC: Rules and Religion LKS2 Cycle A Term 1
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know some key
events in the story of
Moses and how God
gave him the 10
Commandments
Introduce the idea that rules are also important
in religions.
Ask if anyone knows any rules that God gave (10
Commandments).
Tell the story of Moses, or watch a video or visit
website which briefly tells the story (Top Marks).
Look in detail at the 10 Commandments (website
version is very good; 10 Commandments book gives
original language and modern version).
ACTIVITY:
As a class or in pairs make a set of
Commandments for the world.
PLENARY:
Note the significance of the 10 Commandments for
Christians, Jews and Muslims [NB – 10 Commandments
will be dealt with in more detail in Y4 – Judaism]
(could be 2 lessons)
Ten Commandments
Bible
Moses
Mount Sinai
Exodus
Christians
Jews
God’s laws
Bible story of the
life of Moses or
Prince of Egypt
video or
www.topmarks.co.uk
/judiaism/Command
ments
The 10
Commandments
retold by Lois Rock
or
Bible version found
in Exodus chapter
20 or
Lion Children’s Bible
p47
SCHEME OF WORK RE Page 41 7/24/2014
SUBJECT: RE TOPIC: Rules and Religion LKS2 Cycle A Term 1
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know Jesus’ new
commandment and to
begin to understand
what it means to
Christians
To reflect what the new
commandment could
mean in the children’s
own lives
Recap on previous lesson on 10 Commandments.
Explain that Jesus knew and referred to the 10
Commandments as he was a Jew and would be
familiar with them.
Introduce Jesus’ new commandment
‘Love the Lord you God with all your heart,
with all your soul, with all your mind
and with all your strength…
Love your neighbour as you love yourself.’
(Mark12:29-32)
Discuss what this means and why it is a valuable
message to Christians.
Read the story of The Good Samaritan.
(Luke 10:25-37)
ACTIVITY:
Either
Retell the Good Samaritan story as a modern tale
or
Dramatise/freeze frame important parts of the
story or
Write how you could be a good neighbour to an
elderly person, someone who is ill, someone you
have argued with, a homeless person etc.
(3rd Activity could be used as
POSSIBLE ASSESSMENT ACTIVITY)
New Commandment
neighbour
Jew Samaritan
Priest Levite
Jesus
‘Love thy neighbour as
thyself’’
Version of the New
Commandment
Version of The Good
Samaritan
Ideas Bank –
Christianity (good ideas
for teachers)
SCHEME OF WORK RE Page 42 7/24/2014
SUBJECT: RE TOPIC: Rules and Religion LKS2 Cycle A Term 1
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To appreciate the
rules by which
Buddhist try to live
Read a selection of stories from the Buddhist faith
which teach about the importance of one of the elements
of the Eightfold Path or the Five Precepts
Eg. Sidhartha and the Swan (Gives the 5 precepts that
Budhists must follow at end of story).
The Buddha’s First Teaching (The Eightfold Path)
The Search for the Truth (Meditation)
Kisagotami (Acceptance of Suffering)
ACTIVITY:
Make a storyboard of one of the stories (The
first two are the most relevant).
This could be done on RE Kar2ouch
Eightfold \path
Five Precepts
Middle Way
RE Kar2ouch
Computer Suite
Buddhist Stories eg. by
Anita Ganeri
SCHEME OF WORK RE Page 43 7/24/2014
TOPIC: RULES & RELIGION END OF TOPIC EXPECTATIONS LKS2 Cycle A
Term 1
Children’s names should be written in the appropriate box at the end of the topic to aid assessment
Some will not have made so much progress and will:
Be able to describe some religious rules
Make links between being a member of a
faith group and keeping certain rules
Retell the story of Moses
Understand the importance of rules in a
community
Most children will have made good progress and will be able to:
Begin to identify the impact religious
rules have on believers’ lives.
Describe some religious rules from the
Christian faith
Know that the story of Moses is
significant to Christians, Jews and
Muslims
Some children will have progressed further and will be able to:
Fulfil level 3 requirements and
Use a developing religious vocabulary to
describe the impact of religious rules
on people’s lives.
Raise and suggest answers to questions
on belonging to and commitment to a
faith group.
SCHEME OF WORK RE Page 44 7/24/2014
SUBJECT: R.E. TOPIC: Light at Christmas LKS2 Cycle A Term 2 In this unit children will learn:
About the symbolism of light in Christianity
What a Christingle Service is and will understand the symbolism
The meaning and symbolism of Advent
The events of Advent Links to Agreed Syllabus-CF/CL/SSW/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
&
Concepts
Resources
To participate in a
period of stillness and
quiet thought and, as
appropriate, express
personal reflections
and responses.
To begin to understand
the symbolism of light
in Christianity and in a
Christingle Service
Sit children in a circle with lit candles as a focus in
the middle. Reflect on the light given out by the
candle and discuss light.
Discuss notion of light from a candle dispelling
darkness.
Introduce Christian view of Jesus as ‘The Light of
the World’ and discuss what children think this
means.
Teach pupils about Christingle Service.
ACTIVITY:
In groups children could make their own Christingle
then write about the meaning of the symbols.
If possible present to the rest of the school in
Collective Worship.
Reflection
Light
Darkness
Symbols
Symbolism
Christingle
Candles, cloths, oranges, smaller
candles, cocktail sticks, dried
fruit and/or sweets, red ribbon,
pins.
Holman Hunt picture “The Light
of the World”
To know and
understand the
meaning and symbolism
of Advent
Discuss the meaning of “Advent” – the coming of
Jesus as a baby – and recall the story of Christmas.
(The children could use Bibles such as ‘The Lion
Children’s Bible’ to find and read the story
themselves).
Make an Advent Crown with 5 candles, one for each
week and the central one for Christmas.
ACTIVITY:
Write or discuss or draw pictures with annotations
to show the importance of Advent and Christmas to
Christians.
Jesus as the
Son of God.
Advent
Christmas
Advent Crown (Advent Wreath)
or picture
or materials to make a class one:
i.e. – circular container, oasis,
variety of evergreen cuttings
(some with red berries) 5 red
candles.
Information on Advent Crown
from Folens ‘Christianity’ p/c
sheets and teacher’s notes.
Children’s Bible
SCHEME OF WORK RE Page 45 7/24/2014
SUBJECT: R.E. TOPIC: Light at Christmas LKS2 Cycle A Term2
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To continue to develop
understanding of characters in
the Christmas Story
To empathise with one
character in the story
(Link with Literacy)
ACTIVITIES:
In small groups act out a scene from the Christmas
story. Each group could be given a different part of
the story then each group could perform their scene
to the class. Photographs could be taken of each
group and a copy put in RE book with an explanation
of that part of the story
or
children choose a character e.g. Mary, Joseph, a
King, a Shepherd, a donkey etc. and write a first
person account of the story.
As previous
lesson
Children’s Bibles
To continue to reflect upon the
symbolism of light at
Christmas.
(Link with Art)
Look at Christmas cards. Discuss how symbolism of
light is used.
ACTIVITY:
Children could either:
Make a Christmas card using the symbolism of light,
or
Make a picture collaboratively
Selection of Christmas cards and/or Christmas pictures showing interesting/symbolic use of light.
SCHEME OF WORK RE Page 46 7/24/2014
TOPIC: Light at Christmas END OF TOPIC EXPECTATIONS LKS2 Cycle A Term 2
Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress will :
Retell the Christmas story
Suggest meaning for some of the
symbolism
Begin to show awareness of how the
characters felt
Most children will have made good progress and will be able to:
Recall and describe the symbolism of light
in Christianity with particular reference
to the Christmas story
Describe a Christingle and explain its
symbolism
Empathise with a character in the
Christmas story describing how this
person was affected by the birth of
Jesus
Some children will have progressed further and will be able to:
Fulfil L3 and
Reflect on and give own opinion on the
notion of Jesus as the light of the World
Show an understanding of the ideas,
feelings and experiences of a character
from the Christmas story
SCHEME OF WORK RE Page 47 7/24/2014
TOPIC: Special Clothes Year Group: 2 LKS2 Cycle A Term 3
In this unit children will:
learn how Eid is celebrated in the Muslim community
reflect on their own celebrations Link to Agreed Syllabus-OR/CL/CF
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know about Ramadan and
Eid Ul Fitr
Understand something
of the importance of
God in the everyday
lives of Muslims
Reflect on times they
value in their own lives.
Show some pictures of children dressed for
different occasions and discuss the clothes that
have been chosen for these. Discuss occasions
when we “dress up” and encourage the children
to bring in their own photographs for display.
From Hassan’s bag take an Eid card. Hassan is
excited because he is looking forward to
celebrating Eid with his family. There will be a
big celebration in Hassan’s house. His mother will
cook wonderful food- Hassan has an Eid card to
send to his Auntie and Uncle and Hassan will have
some brand new clothes to wear. He knows that
he will have some presents too and that everyone
will say “Eid Mubarrak” to each other, which
means, “all the blessings of Eid to you”
Talk with the children about the times of
celebration in their own lives and what they do.
ACTIVITY
Guided writing activity- Hassan celebrates Eid by—
I celebrate- by-----
Eid
Celebration
Presents
Cards
Pictures showing
children dressed
for different
occasions
Persona doll
Hassan with his
bag
Eid card
SCHEME OF WORK RE Page 48 7/24/2014
SUBJECT:R E TOPIC: Special Clothes-EId LKS2 Cycle A Term 3
In this unit children will:
learn about the celebration of Eid and its significance for Muslims
plan an event to raise money to support an aid organisation Link to Agreed Syllabus-OR/CL/QB/CF
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know about Ramadan and
Eid Ul Fitr
Understand that Muslims
fast during Ramadan to
bring them closer to God
and to remind themselves
of the plight of the
hungry.
Reflect on their own values
Remind children of the previous teaching about
Eid.
Eid is such a special time for Hassan and his
family because before they can have the big Eid
celebration they have a whole month of going
without food during the day this time is called
the month of Ramadan. In Ramadan Muslims eat
only when it is dark, so they must get very hungry
without food or drink all day long. When they
fast they think about how it feels to be hungry
and they put some money on one side to help
people who do not ever have enough food.
In Ramadam Muslims take more time to read
their holy book, the Qu’ran and try to feel closer
to God
. On the last day of Ramadan Hassan washes, puts
on his new clothes and looks out of his bedroom
window waiting for the new moon to appear in the
sky. When it does he rushes downstairs for the
great Eid celebrations.
ACTIVITY
Discuss with the children how they/the school might help
people who never have enough to eat. Plan an event to
raise money
Invite someone from an Aid organisation to share an
aspect of their work or look up the work of some Muslim
Aid agencies.
Fasting
Ramadan
Eid
Qu’ran
Celebration
Aid
www.muslimaid.org
www.islamic-
relief.com
SCHEME OF WORK RE Page 49 7/24/2014
SUBJECT:R E TOPIC: Special Clothes 5Ks LKS2 Cycle A Term3
In this unit children will :
learn about some of the 5 K’s that mark Sikh identity
identify any special clothes or badges that they wear Link to Agreed Syllabus- OR/QB/LA/CL/SS
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know about some of the 5
K’s that mark Sikh
identity.
Begin to understand that
Sikhs use the five K’s to
demonstrate their
faithfulness to God and
their community.
Reflect on how their own
clothes and symbols
identify their allegiance to
particular
groups/organisations.
Place Malkit in front of the children and return
to discussion about sameness /difference
between Malkit and other children in the class.
Remind children of the teaching about the Kara,
and its significance to Sikhs.
Draw attention to Malkit’s long hair - Sikh people
keep their hair long as a sign that they are
Sikh.(kesh) Sikhs believe that their hair is an
important gift from God so they try to look after
it by keeping it clean and by combing it often.
Sikhs will carry a little comb (kangha).
Can you see how Malkit keeps his hair tidy in
school/ he wears a patkha?
Malkit’s Dad has long hair too but because he is a
grown up he wears a special head covering called a
turban. From Malkit’s bag take a turban length.
Tying it is quite difficult .Malkit likes to watch
his Dad do this in the morning. Because Malkit’s
Dad wears a turban everyday he is quite quick at
tying it now. Show the children a tied turban or a
picture. When Malkit’s Dad wears his turban
everyone knows that he is a Sikh. Do you wear any
special clothes/symbols
ACTIVITY
Sequence Malkit’s activities before he goes to school in the
morning. Then write about special things that Malkit wears to
show he is a Sikh.
Or design a badge to show membership of the class.
Kara
Kesh
Khanga
Turban
Sign
Malkit’s bag with
Patkha
Khanga
Pictures of Sikhs
with turbans etc.
SCHEME OF WORK RE Page 50 7/24/2014
SUBJECT:R E TOPIC: Special Clothes-Baisakhi LKS2 Cycle A Term 3
In this unit children will :
learn about the celebration of Baisakhi in the Sikh community
reflect on how they might have a new start Links to Agreed Syllabus-CL/CF
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know how Baisakhi is
celebrated by Sikhs.
Begin to understand why it
is important to have new
beginnings.
Reflect on their own
experience of endings and
beginnings.
Seat Malkit in front of the children. Soon it will
be a day of celebration in Malkit’s family, the
family will be celebrating Baisakhi. They will go
to the gurdwara to sing songs of praise to God, to
hear readings from the Guru Granth Sahib and
for prayers. After the prayers everybody will
have some sweet sticky food to ea t( kara prasad)
and then they will all go to the langhar to share a
meal together
Show a picture of the celebrations. What are the
people wearing? What is special about their
clothes? (Saris, turbans, heads covered-
predominant colour is bright yellow)
At Baisakhi the flagpole outside the gurdwara is
washed with yoghurt and then a new flag (Nishan
Sahib) is put up. After this there are processions
with music and dancing.
Baisakhi is a new year festival for Sikhs- a time
for beginning afresh. Ask the children what they
do at the start of the New Year. Why is it good
to have a time for making a new start?
ACTIVITY-Write about the celebration of Baisakhi from
Malkit’s viewpoint. (Could take the form of an email
/letter to a friend or relative.)
Sikh
Baisakhi
Gurdwara
Kara prasad
Langhar
Saris
Turbans
Nishan Sahib
New beginnings
Procession
Malkit
Pictures
Video
SCHEME OF WORK RE Page 51 7/24/2014
SUBJECT:R E TOPIC: Special Clothes- Tallit LKS2 Cycle A Term 3
In this unit children will
learn about the tallit and its use
reflect on where they like to go to be quiet Links to Agreed Syllabus- OR/QB/SS/WP
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
Know That Jews use a
prayer shawl (a tallit) to
help them pray
Understand why people use
things to help them pray
Reflect on what helps them
to be quiet and reflective.
Place Jo in front of the children and tell them that
today Jo has brought a very special shawl that
belongs to his Dad. It has a special name- a tallit
and Jo’s Dad wears it when he goes to pray in the
synagogue and sometimes when he prays at home.
Show the children a tallit and let them handle it and
comment on the design, feel etc
Before Jo’s Dad begins to pray he makes the shawl
into a little tent. This helps him to shut out anything
that might distract him from his prayers to God.
When Jo’s Dad first puts on the tallit he says a
special prayer.
People often make themselves a special and quiet
place to pray. Do you know anybody who does this?
Where do you like to go to be quiet and able to
concentrate? When do you need to concentrate?
How does this prayer help you to understand what
Jo’s Dad believes about God?
ACTIVITY- creates a piece of art- work that expresses
what Jo’s Dad believes about God and how his tallit helps
him to pray. (See Resources)
Tallit
Prayer
Synagouge
Bless the Lord, O my
soul:
O lord my God, you
are very great:
You are clothed in
glory and majesty,
Wrapped in a robe of
light:
You spread the
heavens like a tent
cloth
SCHEME OF WORK RE Page 52 7/24/2014
SUBJECT:R E TOPIC: Special Clothes-tzitit LKS2 Cycle A Term 3
In this unit children will:
learn that the tzitzit are used to help Jews remember the rules of the Torah
reflect on rules that help them Link to Agreed Syllabus-OR/QB/LA/SS
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
Know the purpose of the
tzitzit on a prayer shawl
Understand that Jews
want to follow God’s
commandments
Reflect on rules that are
important to them
Re-introduce the Tallit from Jo’s bag and point
out all the fringes at the edge
Tell the children that these fringes have a
special name-tzitzit. When Jo’s dad says his
prayers he gathers the tzitzit around his finger.
In the Torah the Jewish people find lots of
commandments- rules that they believe they must
follow to help them stay close to God. There are
613 of these commandments and the tzitzit
reminds Jo’s Dad of God’s rules. How do you think
God might want Jewish people to live? What rules
do you think God might have?
ACTIVITY
Make a list of rules that help you. Who gave them to you?
Tallit
Prayer
Synagouge
Bless the Lord, O
my soul:
O lord my God, you
are very great:
You are clothed in
glory and majesty,
Wrapped in a robe
of light:
You spread the
heavens like a tent
cloth
SCHEME OF WORK RE Page 53 7/24/2014
TOPIC: Special Clothes END OF TOPIC EXPECTATIONS LKS2 Cycle A Term 3
Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress and will: Identify why some clothes are important to faith communities Begin to be aware that people use clothes to express their identity Talk about how they express their own identity
Most children will have made good progress and will be able to: Show awareness of how people use clothes to express their religious identity Identify rules and values that are important to them .
Some children will have progressed further and will be able to: Decribe what religious people wear and how what they wear helps them to express their beliefs.
Ask questions about how others express their identity and beliefs
Make links between how people of faith express their beliefs, values and commitments.
SCHEME OF WORK RE Page 54 7/24/2014
TOPIC: Prayer and Worship Year LKS2 Cycle A Term 4
In this unit children will:
Begin to understand some of the beliefs of Christians related to prayer
To understand the context and content of the Lord’s prayer
Consider the importance of prayer to Muslims
Learn that art can be used to express spiritual feeling
Know some different forms of worship and how people worship in church Links to Agreed Syllabus-WP/SSW/LC/CL
Learning
Objectives
Suggested Teaching Activities and
Differentiation
Key words
and Concepts
Resources
To understand
some of the beliefs
of Christians
related to prayer
To consider a Bible
story and what it
says about living
and behaving today
Introduce this short module by asking children
what they think prayer is
Go to website→KS2→Do what?-What Christians
Do? →Prayer. Go to section ‘What is prayer?’
Compare ideas with those given.
Move to sections on different types of prayer –
personal, public, meditative, vigils. Discuss with
children as appropriate.
If needed, look at ‘What did Jesus teach about
Prayer?’ or
Look at section ‘A day in the life of a monk.
ACTIVITIES
Select from the sheet ‘Prayer Extension Work’
(on website) e.g. ‘Prayer is more than giving God
a list of stuff you want him to do’. What else
might a Christian do when praying alone to God?
or
What has becoming a monk or nun got to do with
prayer? etc
PLENARY
Click on to one of the Bible links and read one of the
Bible stories about God talking.
Discuss what is it saying about the way we should
live or behave today.
prayer
pray
personal prayer
public prayer
meditating
vigil
monk
nun
www.request.org.uk
SCHEME OF WORK RE Page 55 7/24/2014
SUBJECT: RE TOPIC: Prayer & Worship LKS2 Cycle A Term 3
Learning
Objectives
Suggested Teaching Activities
and Differentiation
Key words
and
Concepts
Resources
To understand the context and content of the Lords prayer
Recap on last week’s lesson on prayer, what it is and the different types of prayer.
Explain that Jesus taught his disciples a special prayer now called’ The Lord’s Prayer’.
Show a copy. Recommended version on website (prayer→Let’s look at the Lord’s Prayer). Read it through.
Then go through one line at a time eliciting from children what they think it means. (website version is excellent as when you click on each line a modern translation appears).
ACTIVITY Badger RE has a selection of activities on
p38 e.g.
What did Jesus call God? What does this make you think God is like?
Write the prayer in your own words
What do you think certain words mean – Give us today our daily bread, etc.
PLENARY Play a modern version of ‘The Lord’s Prayer’ set to music e.g. ‘The Millennium Prayer’
Lords Prayer
God in heaven
God’s name is
holy
God’s Kingdom
forgiveness
Badger Religious Education Bk1 by Christine Moorcroft The Lord’s Prayer (Matthew chapter 6:7-15) Copy of ‘the Millennium Prayer’ www.request.org.uk
SCHEME OF WORK RE Page 56 7/24/2014
SUBJECT: RE TOPIC: Prayer & Worship Year Group: 3
Learning
Objectives
Suggested Teaching Activities
and Differentiation
Key words
and
Concepts
Resources
To consider the
significance or
prayer for Muslim
children
Show video chip ‘Prophet Muhammad’s
manner of doing prayers’ from website with
sound off.
Explain that the movements (rak’ah) are
different prayer positions and ask the
children to make sketches of as many as
they can find.
For each position ask children to say what
they think the movement might mean or say
about the worshipper’s feelings or beliefs.
Watch the clip again with the sound on.
Notice what is said about the meaning of
each movement.
ACTIVITIES
Either give children outline drawings of
some of the rak’ah and ask them to add a
thought bubble to say what the Muslim
might be thinking or praying or
Select 9 of the cards showing what Muslim
children say about prayer. In groups put
them in a diamond 9 shape. The ones that
best explain why prayer is important to
Muslims should go to the top. (Pictures –
p23 Worship by Olivia Bennett, Statements
p10 Symbols of faith or
www.pcfre.org.uk/db)
PLENARY:
Show children a copy of Adhan (The Call to
Prayer)
Islam
Muslims
prayer
worship
Muhammad
Allah
rak’ah
Symbols of Faith (Developing Primary
RE) edited by Joyce Mackley
www.jannah.com/learn/flashprayer.html
Worship by Olivia Bennet
www.pcfre.org.uk/db
http//:suficenter.org/practices/adhan
SCHEME OF WORK RE Page 57 7/24/2014
SUBJECT: RE TOPIC: Prayer & Worship LKS2 Cycle A Term 4
Learning
Objectives
Suggested Teaching Activities
and Differentiation
Key words
and
Concepts
Resources
To develop a fuller
understanding of
what prayer is
To understand that
art can be used to
communicate/expres
s religious or
spiritual feelings
Introduce children to the idea that there
are different ways of describing prayer
Use ideas (4 others as appropriate) from
‘Child’s Book of Prayer in Art’ (Christian
viewpoint) eg.
It’s about finding out what God is like
It’s talking to God
It’s listening to God
N.B. The author’s ideas on looking at
art/listening to God.
Show some of the pictures and note the
prayers that are with them. Choose
themes/pictures that are relevant to the
class – e.g. understanding, forgiveness, etc.
ACTIVITYWrite own thoughts or prayers and
produce a piece of art work to express these
(Probably 2 lessons)
PLENARYShare thoughts/prayers or show
another piece of art from the book
prayer
what God is like
talking to God
listening to God
reflection
A Child’s Book of Prayer in Art by Sister
Wendy Bennett
SCHEME OF WORK RE Page 58 7/24/2014
Learning
Objectives
Suggested Teaching Activities
and Differentiation
Key words
and
Concepts
Resources
To understand what
Christians understand
by worship
Go to the section on Worship and go
through the What, Why, Who, Where and
When questions.
Move to interactive part ‘What am I
doing? Why am I doing this?’ etc.
Look at one or two sections on ‘What does
the Bible say about worship?’ and what you
might expect to see in Christian worship.
ACTIVITY
Either
Look again at the people worshipping.
Think how the people might feel. How do
you think worshipping helps people feel
close to God? or
Imagine yourself in a place of worship or
in a place that is special. Describe how
you felt when you were there or
Write a poem (maybe an acrostic poem on
worship) to show what worship means
(POSSIBLE ASSESSMENT ACTIVITY)
worship/worthship
God
Service
prayer
www.request.org.uk
SCHEME OF WORK RE Page 59 7/24/2014
SUBJECT: RE TOPIC: Prayer & Worship LKS2 Cycle A Term 4
Learning Objectives Suggested Teaching Activities
and Differentiation
Key words
and
Concepts
Resources
To understand how people
worship in a church
Take children to a local church. Ask the
minister/vicar/church members to take the
children around the church and explain the
different types of services they hold, talk
about types of services they hold, talk
about any religious artefacts and how they
are used in worship etc
ACTIVITY:
Follow up as you wish on the return to
school
EXTRA SUGGESTION:
Places of worship within the home. (See Devon
curriculum Services website)
worship
Denomination
church
Pre-arranged visit to a local church
http://www.devon.gov.ul/dcs/re/places
SCHEME OF WORK RE Page 60 7/24/2014
SUBJECT: Prayer & Worship End of unit expectations LKS2 Cycle A Term 4
Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress and will: Show some knowledge of the
importance of prayer to believers
Be able to recall some aspects of the
Lord’s prayer
Some religious words and phrases to
describe how Muslims pray
Most children will have made good progress and will be able to: Show knowledge and understanding of why
prayer is important to believers
Understand some key aspects of The Lord’s
prayer
Describe some of the rituals associated with
Prayer with a developing religious vocabulary
Some children will have progressed further and will be able to: Fulfil the L3 requirements and
Begin to interpret the symbolism in various
prayer and worship activities for Christians
and Muslims
Page 61
SUBJECT: RE TOPIC: Religion and the Environment LKS2 Cycle A Term5
In this unit children will learn:
That Christians believe in a God who created a good and beautiful world
The creation and flood stories as told in Genesis
That everyone has responsibility to look after the world
Some other creation stories and the ideas and concepts behind them
About the life of St Francis
To express their own ideas and values about the created world Link to Agreed Syllabus-OR/QB/CL/SSW/SS/NW/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know the
Creation story as
told in Genesis
To know that
Christians believe
that God made the
world, a good and
beautiful place and
to understand that
we should take
responsibility for
Creation
Wrap a globe in wrapping paper with 2 labels
‘Fragile! Handle with Care’ on one and ‘To all of
you, with my love from God’ on another.
Give to children to unwrap and discuss the
implications of this present or
Use a guided visualisation that would help
children to have a picture of Planet Earth*
Emphasise the Christian view that God created
a good and beautiful world as a gift for us.
Read the Biblical Creation Story from Genesis
1.
ACTIVITY
Put the children in 6 groups. Give each group a
different ‘day’ from the Creation Story.
Give out instruments to create music to
represent that day. Each group practise, and
then perform.
(Teacher photograph each group. Put photo in
RE book on another occasion and annotate)
(2 Lessons)
creation
Creator
humanity
world
responsibility
*Resource sheet
available from RE
Resources Centre
Copy of the Creation
Story (Genesis 1:1 –
2:9)
Musical instruments
Prepared cards for
‘days’
Camera
RE Today Spirited
Arts Project (extra
ideas)
Page 62
SUBJECT: RE TOPIC: Religion and the Environment LKS2 Cycle A Term 5
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and Concepts
Resources
To understand that
it is everyone’s
responsibility to
look after the world
Introduce the Christian idea that God gave
people, in partnership with him, the job of
looking after creation (Genesis 2 v15) but
people haven’t always done this. Christians
should work with others to repair and maintain
creation.
ACTIVITY
Read 10 commandments from Bible to children.
Write 10 ecological commandments for the
world today.
EXTRA ACTIVITIES LINKED WITH THIS LESSON
o Create newspaper cuttings about
environmental issues and make a display.
o Choose one aspect of Creation to paint. Make
a display with the globe in the middle.
o Create a poster to encourage the school to
look after the environment.
o Listen to an excerpt from Haydn’s creation.
o Dramatise Creation from the York Mystery
Cycle.
creation
stewardship
responsibility
conservation
environment
sustainable
ecological
commandment
Version of 10
commandments
(Exodus 20)
Creation from the
York Mystery Cycle
(found in teacher’s
notes in Testament
– the Bible in
Animation)
Page 63
SUBJECT: RE TOPIC: Religion and the Environment LKS2 Cycle A Term5
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know the story of
the flood and to
understand the
concept of judgement
and promise
Watch the programme 1 – Creation and the
Flood – or read/tell the story.
Discuss with the children why the flood came
and lead them to consider the concepts of
judgement and promise, faith and hope (see
teacher’s notes).
Discuss the following:
o What three promises did God make to
Noah?
o Can you find 3 words to describe Noah,
and three words to describe God?
o God gave the world and its people a fresh
start – and they became partners in God’s
creative work. Are people still ‘partners’?
ACTIVITY
Take the symbols of the story, draw them
and give an explanation of their significance
(encourage children to present their work as
creatively as possible).
FURTHER ACTIVITY
Read Noah’s Flood in ‘Ten-Minute Miracle
Plays’ by Margaret Cooling.
EXTENSION OR PLENARY
Consider times when the children have been
offered a fresh start.
Noah
creation
flood
judgement
forgiveness
redemption
promise
faith
hope
symbol
Ten Minute Miracle
Plays – Margaret
Cooling
The Animated Bible-
Creation and the
Flood video or story
version.
Page 64
SUBJECT: RE TOPIC: Religion and the Environment LKS2 Cycle A Term5
To explore Creation
stories and begin to
discern some of the
religious ideas and
concepts contained
within them
Watch a programme from the Creation video or read children a
Creation story from another tradition.
Discuss all or some of the following questions:
o What is the Creator like?
o Is the Creator male/female?
o Why does the Creator make the world?
o How does the Creator make the world?
o How is it made – what is in the beginning?
o What happens to the Creator after the creating of the world
o In what order are things made?
o How is the world described?
o Why are man and woman made?
o Who came first?
o What are man and woman expected to do?
o What responsibilities do they have?
o Why do you think this story is important to many people?
o Why is this story in the Bible?
ACTIVITY
Record as you wish
Creator
creation
responsibility
revelation
Story
truth
Book or video
of Creation
stories.
A Tapestry
of Tales –
Sandra
Palmer/Eliza
beth Breuilly
or
Creation
Video
(Quest)
As above HOMEWORK ACTIVITY:
Research a Creation story from another religion/tradition. Bring
into school, share in groups, then put in RE books
Page 65
SUBJECT: RE TOPIC: Religion and the Environment LKS2 Cycle A Term 5
Learning
Objectives
Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know some elements
from the life of St
Francis and why he
became a saint
Discuss with children what a saint is (not someone
who’s always good but someone to whom God has
given a special gift)
Introduce St Francis who was made a saint because
he cared for all living things and saw them as
members of God’s family
St Francis may be seen as a saint of Creation
Discuss with the children why he could be an
important saint today.
ACTIVITY
In group of 3/4 give children a copy of a story
about St Francis.
Ask each group to find a way to retell the story
to the class (e.g. drama/freeze framing etc.)
Saint
Creation
respect
reverence
holy
sacred
Book containing stories about St
Francis.
Either:
St Francis – the man who spoke to
birds by Georges Berton or
Brother Sun, Sister Moon – The
story of St Francis by Margaret
Mayo and Peter Malone or
The Good Man of Assisi by Mary
Joslin and Alison Wisenfeld
(contains the words to The Canticle
of Brother Sun)
To reflect on the
Christian
understanding of God
as creator and to
express their own
ideas and value about
creation
Read Psalm 8 to the children then read The Canticle
of Brother Sun. (Play music and look at appropriate
pictures during this).
ACTIVITY
Tell the children that both pieces of writing
reflect the wonder and beauty of God and his
creation and that the words of Psalm 8 are
buried in a capsule in the dust of the moon’s
surface. Ask children to create their own words
expressing their beliefs and values about
Creation.
These could be buried in a capsule in the school
grounds.
(POSSIBLE ASSESSMENT ACTIVITY)
As above Copy of The Canticle of the
Brother Sun,
Music (e.g. Haydn’s Creation) and
Pictures of the created world.
Page 66
SUBJECT: RE TOPIC: Religion and the Environment LKS2 Cycle A Term 5
Learning
Objectives
Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know how an
organisation has
responded to
Christian teaching on
stewardship and
responsibility for the
environment
EXTRA LESSON
Research the work of an organisation e.g.
Christian Aid/Cafod which is committed to
renewal and regeneration in a community.
organisation
commitment
renewal
regeneration
aid
responsibility
stewardship
environment
Christian Aid and/or Cafod
websites
Page 67
SUBJECT: Religion and the Environment END OF TOPIC EXPECTATIONS LKS2 Cycle A Term 5
Type children’s names in the appropriate box at the end of the topic to aid assessment
Some will not have made so much progress and will:
Make connections between the creation
story and people’s beliefs about
conservation
Be able to recall the Christian Creation
Story and another.
Make links between their own value and
commitments and these of others.
Most children will have made good progress and will be able to:
Describe why Christians believe we should
be responsible for the earth and its
resources
Show an understanding of creation stories
and their meaning
Recognise what is right and wrong in
relation to conservation issues.
Some children will have progressed further and will be able to:
Fulfil the level 4 requirements and
Explain the impact of beliefs about
creation on the lives of individuals and
communities
Suggest how the creation stories provide
answers to ethical issues about the
environment.
Page 68
SUBJECT: RE TOPIC: Beliefs & Practices of Judaism LKS2 Cycle A Term 6
In this unit children will learn:
Key events in the life of Moses and of his importance to Jews
how the 10 commandments express a relationship with God and a guide for living
how and why Passover is celebrated today
some Jewish beliefs about God
through the life of Hannah Senesh, the significance of the holocaust and the state of Israel to modern Jews
the importance of Bar/Bat Mitzvah and the Torah to Jews
the story of Jonah as a story of God’s forgiveness
that the festival of Rosh Hashanah and Yom Kippur is an expression of returning to God Link to Agreed Syllabus-QB/CL/LA/SSW/CF/SS
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To know the story of the
calling of Moses
Watch video extract e.g. in “Prince of Egypt” or
animated video “Testament” (Channel 4)
And/or use Margaret Cooling – “The Bible Through
Art – The Burning Bush”.
ACTIVITY
Create a mixed media image of the burning bush and
incorporate words from the story in the design.
Holy
Egypt
Pharaoh
slaves
Testament, the Animated
Bible or
Video – Prince of Egypt
or
“The Bible Through Art”
by Margaret Cooling.
To begin to understand
the importance of Moses
as a great leader of the
Jewish people.
To consider how the
children might have
leadership potential
Recap on previous lesson and on how Moses was
chosen as a leader.
ACTIVITY
Consider plus and minus points for Moses as a
leader.
Extension Activity
Think about what gifts you have to be a leader (if
time, use a digital photograph). Put drawing/name or
photo as central focus surrounded by pupils’ words
chosen to show leadership qualities.
leader
guide
gifts
Resource sheet supplied
with teacher’s notes with
‘The Animated Bible’
video.
Page 69
SUBJECT: RE TOPIC: Beliefs & Practices of Judaism LKS2 Cycle A Term 6
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To know some elements
of the story of Moses
To consider how Moses
was a great leader of
the Jewish people
To identify turning
points in their own lives.
Read an account of the life of Moses e.g. in
“Moving On Up”
Highlight the turning points in Moses’ life in pairs,
or as a class.
ACTIVITY 1
Use a Reflection Alley where key turning points in
Moses’ life are explored – 2 groups for/against
the actions Moses took. Children from each side
try to persuade him to alter his mind by
persuasive arguments.
ACTIVITY 2
In groups with large piece of paper – children
consider,” Was Moses a great leader?”
Plenary – draw ideas together as a class. Identify
a turning point in pupils’ lives. What influenced
their decision?
Egypt
Exodus
Freedom
Liberation
Covenant
Promise
Revelation
‘Moving On Up’ by Lat
Blaylock and Pamela
Draycott (RE Today
Series) or
Other short version of
Moses’ life
Page 70
SUBJECT: RE TOPIC: Beliefs & Practices of Judaism LKS2 Cycle A Term 6
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know the 10
Commandments and the
context in which they
were given
To consider what the
commandments teach
about God
Recap on story of the life of Moses (session
2) and recall how Moses reviewed the 10
Commandments on Mount Sinai. Ask
children:
o Do you know any of the 10
commandments? Discuss.
o Give out p/c sheet of the 10
Commandments.
ACTIVITY
In groups/individually order the 10
commandments according to perceived
importance.
EXTENSION
Children discuss or write how the 10
commandments show what God wants for
people’s lives and how we might respond.
Commandments
rules
laws
God
Moses
Sinai
Copy of the 10
Commandments
To know about the
celebration of Passover
as a commemoration of
the escape of the Jews
from Egypt under the
leadership of Moses
Read the story of the escape from Egypt.
Watch the video Programme 1 Moses and the
Passover Meal.
ACTIVITY
Pose a ‘What if?’ question to be answered.
o What if Pharaoh had agreed to let
the Jews go immediately? or
o What if Moses had refused to be the
leader? or (for more able children)
o What if the Jews never celebrated
Passover again?
Passover
Pesach
deliverance
Torah
Pharaoh
Plagues
Matzos
lamb bone
Haroset (Charoset)
bitter herbs,
roastedegg,parsley/greenery
Seder Plate
‘The Passover Story’
by Anita Ganeri
Video Animated World
Faiths (Quest)
Seder Plate
Page 71
SUBJECT: RE TOPIC: Beliefs & Practices of Judaism LKS2 Cycle A Term 6
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To know that the
Holocaust and the
establishment of Israel
are two important events
for Jews today
To consider how courage
can be shown in extreme
circumstances
Listen to the story of Hannah Senesh
Discuss with the children how Hannah showed
courage and tried to maintain her Jewish identity
in spite of persecution
ACTIVITY:
Either
Write a letter from Hannah to a friend in
Israel explaining the choices she made
and why she made them or
Provide a writing frame (with picture of
Hannah and key words) saying ‘From the
story of Hannah we can learn…’ Explain
your answer.
Holocaust
Biography
Israel
persecution
‘Stories from the
Jewish world’ by Sybil
Sheridan reference
Hannah Senesh
or
version of the story
available from RE
Resources Centre
To know what happens at
Bar/Bat Mitzvah
To reflect on the
responsibilities this
brings for Jewish
children
Show a large poster of a young boy or girl
undergoing their Bar or Bat Mitzvah
ACTIVITY 1:
In pairs children pose questions about the picture
Watch video (programme 2 Torah).
Encourage the children to look for
answers to their questions.
ACTIVITY 2:
Sort cards (from Home and Family) into
important and perhaps more trivial reasons for
undergoing Bar/Bat Mitzvah. Justify reasons for
choices.
Bar Mitzvah
Bat Mitzvah
Torah
Scroll
yad
tallit
belonging
Hebrew
responsibility
Video BBC Pathways of
Belief – Judaism
‘Home and Family – the
role of religion’, edited
by Joyce Mackley
www.ncaction.org.uk
(for other examples of
Bar Mitzvah)
Torah scroll and yad
and tallit.
Page 72
SUBJECT: RE TOPIC: Beliefs & Practices of Judaism LKS2 Cycle A Term6
Learning Objectives Suggested Teaching Activities and
Differentiation Key words and
Concepts Resources
To know the story of Jonah and that it is an important story for Jews
Read, tell or watch a video of the story of Jonah – or use figures and props (children make notes and teacher check understanding as the story unfolds).
ACTIVITY Give out cards with the key events of the story.
Children then sequence these. Then:
Create a feelings graph to explore the feelings/emotions of Jonah at different times in the story.
If time, hot seat Jonah or another character from the story to explore why Jonah was reluctant to bring the message of God’s forgiveness to the people of Ninevah.
obedience
forgiveness
repentance
Book - The Animated Bible Video – The Animated Bible ‘Story and Story Telling in RE’ by Heather Butler & and Chris Hudson Version from the Bible Prepared sheet for feelings graph with events of the story along horizontal axis.
To consider the concept of forgiveness in relation to their own and others’ lives
To know about the festival of Rosh Hashanah and Yom Kippur
Children look at press cuttings and decide what happened, who can offer forgiveness, what will happen if there is forgiveness and what will happen if there is none.
Tell events, or children research Rosh Hashanah. Draw out the idea that this is a period of 10 days when Jews ask God’s forgiveness for the wrong things they have done and said. It’s a time for returning to God – this culminates in Yom Kippur. (Story of Jonah is often read).
Listen to the shofar horn and some music. ACTIVITY
Children complete the following: I think forgiveness is important to Jewish people because… Forgiveness is very hard because… For me forgiveness means…
Rosh Hashanah
Yam Kippur
Shofar
News cuttings which can be used to explore the need for forgiveness ‘All about Yom Kippur’ by Judith Groner and Madeline Wikler ‘Religions of the world – Judaism by Sue Penny Shofar horn ICT Suite
Page 73
SUBJECT: RE TOPIC: Beliefs & Practices of Judaism Year Group: 4
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and Concepts
Resources
What do Jews believe about God?
(POSSIBLE ASSESSMENT OPPORTUNITY)
Suggested ways of recording:
Mind Map
Bullet points
A letter to a friend explaining what has
been learned
EXTENSION
One question I would like to ask is…
Other suggestions Hannukah
Shabbat
The Family Pathways Video Programme 1
Visit to Synagogue Contact Effie Romain for visit to
Progressive Synagogue
Effie Romain
7 College Fields
Clifton
Bristol
BS8 3HP
07909 680 359
0117 739312
The Jewish Home (p21-25) Developing Primary RE: Home and Family (recommended)
Page 74
TOPIC: JUDAISM END OF TOPIC EXPECTATIONS LKS2 Cycle A Term 6
Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress and will:
Identify some features of Judaism and
its importance to Jews
Be able to retell some Jewish stories
Suggest meaning for some religious
actions and symbols
Identify how the Jewish faith is
expressed through worship/festivals
Most children will have made good progress and will be able to:
Show knowledge and understanding of
some key aspects of Judaism
Make links between beliefs and religious
stories (e.g. Passover)
Describe how Jewish believers are
influenced by their faith
Describe how Jews express their faith in
worship, through symbolism
Some children will have progressed further and will be able to:
Fulfil the level 3 requirements and
Show deeper understanding of sources,
practices and beliefs
Describe the impact of Judaism on
believers’ lives
Suggest meanings for a range of Jewish
symbols, festivals and stories
Page 75
RE
Upper Key Stage 2 Cycle A
Masters of the Universe- RE Topic – Arts in Religion
Push it, Lift it, Shove it- RE Topic- Faith Founders/ Gospel Version of Christmas
Lands End to John o’Groats- RE Topic- The Bible
Help Get me Out of Here- RE Topics- Easter, despair and hope and Hinduism (& The bible cntd)
Page 76
SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term 1 In this unit children will learn:
To use the arts to express a belief or a viewpoint
To understand the part the arts have played in faiths
To look in depth at a modern religious painting observing how the artist has communicated spiritual beliefs and values through the work.
To create their own religious work of art
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words &
Concepts
Resources
To explore a variety of
way in which people
respond religiously to
experience both verbally
and non-verbally
To express personal
reflections and
responses
Children listen to a piece of music that could support
thoughtful listening.
Share, in pairs, what they were thinking about when
listening.
Teachers write words or phrases to record this.
Discuss if there are feelings that cannot be discussed in
words, Consider how these thoughts and emotions could
be communicated to others.
Play monastic chants. Discuss how the sound and
structure of chants was seen as a support to monastic
routine and an expression of Christian belief.
Tell children how monks originally sang in rhyme to learn
scriptures as many were illiterate.
Listen to other religious music and discuss what it’s
communicating to the listener.
ACTIVITY:
Compose a piece of music to accompany assembling for
Collective Worship.
religious
spirituality
symbolism
sacred music
secular music
Tape or CD of monastic
chants.
Negro
spirituals/hymns/modern
religious songs.
Tape of Muslim songs and
transcript (or others
from other faiths as
available).
Musical instruments
To express personal
reflections and
responses
Listen to a hymn or a religious song e.g. Make me a
channel of your peace.
Discuss the words and how the composer has chosen
music to communicate his ideas.
ACTIVITY:
Illustrate some part of the hymn either with art work,
PowerPoint etc.
As previous lesson Come and Praise Bk 2 (no
147)
Large version of song
words
Page 77
SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term 1
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words &
Concepts
Resources
To explore a means of
expression used in
religion
Look at pictures of stained glass windows
Discuss that Bible stories were represented in stained
glass windows. This was helpful to the many people who
were illiterate in the Middle Ages.
ACTIVITIES:
Visit a local church (with good stained glass windows).
Ask local church leaders/members to show children
around the church and explain the stories told in the
stained glass windows.
Make own window (black sugar paper and coloured
cellophane or computer generated pictures) to tell a
Bible story. Explain why picture was chosen.
Stained glass
Medieval
Bible stories
Pictures of stained glass
windows
Parents to help on a visit
to a local church
Vicar/helpers to show
children around the
church
(Search Google – stained
glass windows. Look at
Coventry Cathedral
website)
To appreciate that
works of art can be
validly interpreted in
different ways
To observe and respond
to the Prodigal Son
parable as depicted by
the artist Anne House
Look at painting on OHP section by section.
Discuss.
Use response sheets (3). Children complete different
sheets.
Children share ideas.
Give copies of picture to children.
Use questions for discussion.
Complete reflective diary.
Read parable from script (Activities 4:1 – 4:4 in ‘Foolish
Father’ notes).
Interpretation
Parable
From the “The Parables
Project”
OHP and overhead
transparency
Response sheets
Bible
Poster
Copies of the painting
Copies of the script
(Parables Project
obtainable from
Creative Teaching
Supplies 01223
262943)
Page 78
SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term 1
Learning Objectives Suggested Teaching Activities and Differentiation
Key words and
Concepts
Resources
As above and
To focus on the meaning of forgiveness and reconciliation as depicted in the Prodigal Son
Introductory activity – parties
Discussion on central part of picture.
Listen to CD ACTIVITIES: Group activity – Focus, forgiveness, reconciliation.
Complete p6 of Reflective Diary or other activities suggested in 4L:6 or 4:7 (See Teachers’ notes)
Forgiveness Reconciliation
From ‘The Parables project’ Copies of painting Large poster version CD Rom – track 2 P6 Reflective Diary
To explore the artist’s use of colour
To reflect on why the artist has painted the father’s cloak in every section
To put the parable into its original context
There are a variety of discussion starting points, questions and creative activities which may be used for a further lesson (or two) on the parable.
ACTIVITY: Choose from 4:7, 4:8, 4:9 and/or an extension activity
4:10
The nature of parables Pharisees Representation
The Parables Project
What do you think Jesus wanted his hearers to learn about God from this parable? (sheet 08 in pack)
(POSSIBLE ASSESSMENT OPPORTUNITY)
Page 79
SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term1
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To appreciate that works or
art can be interpreted in
many ways.
Read the Good Samaritan story (p34).
Look at Bassano’s ‘The Good Samaritan’ Give background
(see teacher’s notes).
Look at and discuss Rodolofo Arellanp’s version. Give
background.
Look at ‘What Must I do?’ from the Parables Project.
Compare and contrast the two pictures.
ACTIVITY:
Create your own work of art to illustrate The Good
Samaritan.
Book ‘Jesus Through Art’
(p33 – 36) Margaret Cooling.
Parables Project (What Must
I do?)
To appreciate that
works of art can be
validly interpreted in
different ways
To explore how artists
have painted Jesus
and/or his qualities
Look at artists’ work e.g. Flight to Egypt (p16) or The
Baptism of Christ (p17) or Jesus on the Tube (Picturing
Jesus)
Discuss how the artist has portrayed the significance
of Jesus using signs, symbols, expressions, body
language etc.
ACTIVITY:
Write a paragraph explaining the meaning you draw
from the work or
Draw own picture of Jesus to show his/Gods characters
with explanation of their work. Similar activity
suggested in Heroes & Leaders – decide when it fits
best.
(POSSIBLE ASSESSMENT ACTIVITY)
Pose some questions you would like to ask the artist or
Develop your impression of the response of one of the
characters in the painting to the events portrayed.
Reference books ‘Jesus
through Art’ by Margaret
Cooling
‘Picturing Jesus’ - Posters
and Booklet by Lat
Blaylock.
Page 80
SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term1
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To express the beliefs
and teachings of a
religious story
Read a Christian story (e.g. Zacchaeus, Calming of the
Storm etc) Recommended – Spirited Arts page 12.
Discuss the meaning of the story and the feelings of
those in it.
ACTIVITY:
In small groups, children choose a key moment to
freeze frame. (N.B. encourage rehearsal and clear
expressions of characters emotions, motivations etc).
Children think of a phrase that their character might
say, then say them in rotation leading to a freeze
frame.
Each group then show their freeze frame and ask other
children to interpret it. Photograph each groups work.
Children record their joint phrases in their books and
stick photo in later.
freeze frame
sculpture
expression
body language
Digital camera
Spirited Arts edited by
Rachel Barker
Page 81
SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term 1
Learning
Objectives
Suggested Teaching Activities
and Differentiation
Key words
and
Concepts
Resources
To communicate ideas
through a sculpture
Recap on the story used in previous lesson and
explore the main themes e.g. peace, hope,
friendship, forgiveness
Show the children examples of created
sculptures in Spirited Arts
ACTIVITY:
Children choose one of the themes and create a
sculpture that illustrates it.
sculpture
peace
hope
friendship
forgiveness
‘Spirited Arts’ edited by Rachel Barker
Resources for Sculptures
To understand some key
Aboriginal beliefs
expressed through
paintings
To understand the key
features of an
Aboriginal painting
Introduce children to the term Aborigine and
identify Australia on a map.
Discuss with the children any knowledge they
have about this indigenous group of people and
clarify ideas.
Read the children a copy of the Aboriginal
creation story ‘The Rainbow Snake’.
Explain simply the concept of ‘The Dreaming’
and that for Aborigines this means they have a
duty to maintain nature and a strong connection
with the world around them.
Look at examples of Aboriginal art. Discuss the
techniques used and the symbols used within it.
ACTIVITY:
Use paint and black sugar paper to produce
their own examples of aboriginal art.
Write a commentary to accompany their picture
and to explain the symbols used.
EXTENSION
Why do you think the ideas explored in and through
Aboriginal art might be important for us today?
Aborigines
Aboriginal
Australia
Dreamtime
creation
nature
conservations
landscape
symbols
www.aboriginalart.com.au (a good website about
The Dreaming and Aboriginal art – includes
examples and symbols)
www.mainzdidgeridoos.com.au/art/artsymbols.html
(some Aboriginal art symbols)
A Tapestry of Tales by Sandra Palmer and
Elizabeth Breuilly (story of The Rainbow Snake)
‘Jesus through Art’ by Margaret Cooling
www.oneworldmagazine.org (explains The
Dreamtime)
Page 82
SUBJECT R.E Topic: Arts in Religion UKS2 Cycle A Term 1
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To know that Muslims use
geometric patterns and
the significance of these
Show the children examples of some Islamic
geometric patterns and ask what they notice.
(Symmetrical, beautiful, perfect patterns etc.)
Show some examples of decorated mosques and
establish that there is no representation of Allah or
Mohammad. (Note the use of colour)
Introduce the idea that Muslims believe:
Muhammad warned against the worship of idols and
this is interpreted as a commandment against
representation of human forms
Infinitely repeating patterns represent the
unchanging laws of God
Artists don’t seek to express themselves but to use
work to express awe of Allah
ACTIVITY:
Design a geometric pattern.
Either:
on a printing block print a series or
design a pattern on squared paper or
contribute a design to the decoration of a ‘cut out
mosque’ for a wall display. Annotate work explaining
their design
Islam
Muslim
geometric
symmetrical
repetition
Qur’an
designs
Allah
Muhammad
mosque
‘Islamic Designs’ by Eva
Wilson
Picture of decorated
mosques e.g. Folens Islamic
Photopack.
Page 83
SUBJECT: ART IN RELIGION END OF TOPIC EXPECTATIONS YEAR 6
Some will not have made so much progress and will:
Be able to describe the key features of
religious art.
Make links between symbolic representation
in pictures and beliefs
Identify how some religious art can make an
impact on beliefs.
Raise questions about paintings making links
between their own and others responses.
Create their own work of art and begin to
explain reasons for their choices
Most children will have made good progress and will be able to:
Describe and show understanding of how
artists have interpreted religious beliefs,
feelings and experiences in their work.
Create their own work of art to express a
belief or a viewpoint.
Some children will have progressed further and will be able to:
Fulfil L4 and
Begin to recognise diversity in which
artists express their religious,
spiritual and moral beliefs.
Express preference for works of art
explaining what inspires and
influences them and how this might
challenge those with a faith
commitment.
Page 84
Subject: RE Topic: Leadership (Faith Founders) Upper KS2 Cycle A Term 2 In this unit children will learn:
To recognise the characteristics of a leader
That faith founders are important to believers of the relevant faith
Who the faith founders are of the major world faiths
Some key facts about the life of Jesus
That Christians base their lives on an understanding of Jesus’ teaching
Some key facts about the life of Muhammad and why he was an important leader Links to Agreed Syllabus-CL/QB/LA/SSW
Learning Objectives Suggested Teaching Activities
and Differentiation
Key Words
and
Concepts
Resources
To consider people
who are leaders
within their own
experience and in the
wider context
To recognise
characteristics of a
leader
Ask children to suggest people who
they see as leaders:
a) Within school
b) Within the community
c) In sport or popular culture
d) National leaders
In pairs children come up with ideas
about what makes these people good
leaders.
Share these ideas as a class – draw
out of the discussion the idea that
not all leaders are good
ACTIVITY
Children choose one of these
leaders to produce a drawing of and
note the person’s leadership
qualities
leader
leadership
qualities
Page 85
Subject: RE Topic: Leadership (Faith Founders) UKS2 Cycle A Term 2
Learning Objectives Suggested Teaching Activities and
Differentiation
Key Words
and Concepts Resources
To understand that
religious people regard
the founders of their
faith as very important
To know who the faith
founders are of the major
world faiths
Introduce the idea that faith founders
are very important to religious believers
(make sure children know what a faith
founder is).
Show posters/pictures of the faith
founders.
In pairs children try to match name and
religion to founder.
Share ideas as a class and show children
the correct matching.
Tell the life story of The Buddha (or use
video)
ACTIVITY
Follow up in books with drawing and
notes about the Buddha’s life.
faith founder
Jesus
Muhammad
Guru Nanak
Buddha
prophet
master
guru
Quest Animated World Faiths
(Video) and teacher’s notes,
reference – The Life of the
Buddha programme 3
Page 86
Subject: RE Topic: Leadership (Faith Founders) UKS2 Cycle A Term2
Learning Objectives Suggested Teaching Activities and
Differentiation
Key Words
and Concepts Resources
To develop knowledge of the
historical figure of Jesus
To begin to look at the
evidence in the New
Testament about the life of
Jesus
ACTIVITY 1:
Introduce lesson and ask children to complete
the first part of the sheet – 3 things I know
about Jesus
Then fill in the section ‘How I Know’
Children could then compare their thoughts
with a partner or group. (This information
could be made into a class display)
Recap on the early life of Jesus – birth, flight
to Egypt, then to Nazareth (Children’s Bible
p167 – 174)
Read ‘The Boy in the Temple’ (p175 – 176)
from the Children’s Bible (or other version)
and elicit from children if there are any
indications of potential leadership
Briefly mention his baptism and the time in
the desert when he was tempted (p179)
Discuss with children what they could learn
about Jesus from his refusal to bow to
temptation
ACTIVITY 2:
Finally children could complete the section
‘What else I would like to find out about
Jesus’
EXTENSION
Discuss what it might be about Jesus that
is important to Christians.
Son of God
Bethlehem
Egypt, Nazareth,
temple, baptism,
temptation,
Christians
Folens – Christianity (photocopiable
sheets and teacher’s notes) ref –
Jesus
The Lion Children’s Bible (or other)
Page 87
Subject: RE Topic: Leadership (Faith Founders) UKS2 Cycle A Term 2
Learning Objectives Suggested Teaching Activities and
Differentiation
Key Words
and Concepts Resources
To develop knowledge of
Jesus through the study
of stories
To begin to understand
that Christians base their
lives on an understanding
of what Jesus taught
To reflect on their own
treatment of people in
their own society
Introduce lesson by explaining that Jesus
often taught in parables (see teacher’s
notes for full details).
Read Jesus’ parable of the lost sheep
Talk about things that are precious to
them and how they would feel if these
things got lost.
Give explanation of the story setting
explaining the laws which made some
people outcasts.
Discuss which people are treated as
outcasts today, such as the homeless.
Discuss how we treat such people.
ACTIVITY
Children fill in sheet or similar using the
questions:
a) What message was Jesus giving to
the people?
b) Why did Jesus tell stories about
shepherds?
c) Why do you think the Pharisees
were unhappy with Jesus?
EXTENSION
Find other parables about lost things
in Luke’s gospel (Luke15:8-10, Luke
15:11-32)
parable
lost/found
precious
special
Pharisees
Folens – Christianity
(photocopiable sheets and
teacher’s notes)
Page 88
Subject: RE Topic: Leadership (Faith Founders) UKS2 Cycle A Term 2
Learning Objectives Suggested Teaching Activities and
Differentiation
Key Words
and Concepts Resources
To learn the key events in
Muhammad’s life
Introduce the L.O. and see what the children
know already. Set the context by showing
relevant artefacts, pictures etc.
Tell his story – Folens teacher’s notes are
helpful, or use a variety of stories about
Muhammad from Islamic Stories book.
ACTIVITIES:
Provide sets of pictures (Folens) and captions
to match and sequence or
Make a storyboard of key events in
Muhammad’s life or
Give groups of children aspects of
Muhammad’s life to act.
PLENARY:
Discuss why no portraits or images of
Muhammad or Allah are allowed or
Discuss what qualities shown in Muhammad’s
teaching and lifestyle make him an important
leader.
Muhammad
Muslim
Islam
Allah
prophet
Folens Ideas Bank Islam or
Folens – Special People, reference
Muhammad (Out of print but useful
if you have it in school)
Islamic Stories by Anita Ganeri
Page 89
Subject: RE Topic: Leadership (Faith Founders) Year Group: 3
Learning Objectives Suggested Teaching Activities and
Differentiation
Key Words
and Concepts Resources
To listen to a religious
leader and find out about
his faith
Ask the religious leader to talk to the children
about:
His faith founder and
How the faith founder has influenced
religious people in their times and how it
affects their attitude and commitment to
others.
ACTIVITY:
Record in topic book in writing, mind
map or annotated illustrations.
(POSSIBLE ASSESSMENT OPPORTUNITY)
A speaker to talk to the class
Page 90
Subject: RE Topic: Leadership (Faith Founders) UKS2 Cycle A Term 2 Type children’s names in the appropriate box at the end of the topic to aid assessment
END OF TOPIC EXPECTATIONS
Some children will not have made so much progress and will:
Recall some religious stories from
Christianity and Islam.
Show some factual knowledge of the
lives of Jesus and Muhammad
Most children will have made good progress and will be able to:
Describe the characteristics of a
leader
Know some of the key events of the
lives of Jesus and Muhammad
Identify some features of religion
and its importance for some people
Some children will have progressed further and will be able to: Fulfil L3 and
Describe how religion influences
believers’ lives
Begin to identify what influences
them
Page 91
SUBJECT: R.E. TOPIC: Gospel Versions of Christmas UKS2 Cycle A Term 2
In this unit children will learn:
That there are 2 different Gospel versions of the Christmas story and that they have similarities and differences.
To develop understanding that Christians believe that God became man and lived a human life in 1st Century Palestine. Link to Agreed
Syllabus-QB/SSW/SS/CF/LC Learning Ob
Suggested Teaching Activities and Differentiation
Key Words/
Concepts
Resources
To know that
there are 2
Gospel versions
of the Christmas
story
To compare
these two
versions
Read Matthew story.
Break into significant parts:
i) Before the birth of Jesus – messages through angels
ii) Birth and visitors from the East and Herod
iii) Escape to Egypt and eventual return
(Do this as a class)
ACTIVITY 1:
Then children read Luke’s version, breaking it down into significant parts.
Discuss their ideas and suggest:
i) Story of Zechariah & Elisabeth
ii) Announcement of birth of Jesus
iii) Mary visits Elisabeth. (Mary’s Song of Praise)
iv) Birth of John & Zechariah’s prophecy
v) Birth of Jesus
vi) Shepherds & Angels.
ACTIVITY 2:
Children record similarities & differences (Venn diagram or other ways).
Nazareth, Bethlehem,
Egypt,
The Incarnation, Magi,
Shepherds,
Angel Gabriel, Wonder,
Awe
Copies of
Matthew’s version
of Nativity story
Copies of Luke’s
version
To perceive that
the Christmas
story has
different levels
and can be
validly
interpreted in
different ways.
Recap on the Christmas story.
Refer to John’s version referring to the Word becoming Flesh (no telling of story)
Look at a variety of artists’ work.
Discuss what ideas are being conveyed in one or two pictures.
ACTIVITY: Children choose one or more significant parts or key events and produce a
piece of art to reflect their choice. Then they could annotate their work explaining
their choice.
(This could be a collaborative activity – each group choosing one event to form a wall
story).
Interpretation
Meaning
Pictures of
artists’
representations
of nativity and
story around the
birth of Jesus
eg Jesus through
Art
Page 92
SUBJECT: R.E. TOPIC: Gospel Versions of Christmas UKS2 Cycle A Term 2
Learning Objectives
Suggested Teaching Activities and
Differentiation
Key Words
and Concepts
Resources
To learn about ways in
which beliefs and
religious ideas can be
expressed through
music, word and
literature
To know and
understand some
specialist language of
Christianity
Play a selection of Christian carols.
Choose one and try to find out the key ideas.
ACTIVITY:
Children choose another carol, highlight key phrases
then say what message(s) the writer wanted to
convey.
Saviour
Glory to God
Peace on Earth
Hail the heaven-
born Prince of
Peace etc.
Hymns on CD
P/C versions of words from well-
known carols.
To explore ideas about
the true meaning of
Christmas for
Christians
Look at a selection of Christmas cards.
Divide them into ones which are secular and others
which are religious.
Discuss the messages that are being given.
ACTIVITY:
Ask children to consider the true meaning of
Christmas for Christians (maybe in pairs or groups).
Children to write or illustrate what message God
might want to send to the world today and why.
Secular
Religious
Selection of Christmas cards.
Page 93
GOSPEL VERSIONS OF CHRISTMAS END OF TOPIC EXPECTATIONS UKS2 Cycle A Term 2 Type children’s name in the appropriate box at the end of the topic to aid assessment
Some children will not have made so much progress and will: Recognise similarities and
differences between the two gospel
accounts of the birth of Jesus.
Most children will have made good progress and will be able to: Describe and show understanding of how
sources inform Christian belief about
Jesus.
Make links between and note similarities
and differences between gospels.
Begin to raise own questions about the
Incarnation.
Some children will have progressed further and will be able to: Fulfil L4 requirements and
Understand how similarities and
differences in gospel accounts illustrate
the distinctive beliefs of the gospel
writers.
Begin to understand that gospel sources
provide answers to the significance of
Jesus.
Page 94
SUBJECT: RE TOPIC: The Bible UKS2 Cycle A Term 3
In this unit children will learn:
Why the Bible is important to Christians
That the Bible is made up of different types of writing and has a variety of authors
How Christians use the Bible as a source of inspiration
Some Bible stories and their significance to believers Link to Agreed Syllabus-QB/SSW/CL/SS/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To know why the Bible is
important to Christians
To be aware that the Bible
has been written in many
different languages and
styles
Bring in a Harry Potter book and talk briefly
about its popularity.
Discuss with children which book they think is
the world’s number 1 best seller (Bible –
translated into over 2000 languages).
Ask children why they think it’s such an
important book to Christians. Christians call it
‘The Word of God’ (NB they see it as an
inspirational book about people’s relationship
with God and how they should live because of
this).
ACTIVITY
Give children a selection of different Bibles.
Ask them to comment on the presentation of the
different types and feedback as a class.
Watch video – section The Bible (Programme
5)
Bible
best seller
inspirational
Word of God
revelation
Harry Potter Book (or other
popular children’s book)
Pathways to Belief video and
Teacher’s notes, ‘Christianity’
Selection of different versions
of the Bible
‘What is the Bible?’ by Sue
Graves (For background
information)
Page 95
SUBJECT: RE TOPIC: The Bible UKS2 Cycle A Term 3
Learning Objectives Suggested Teaching Activities
and Differentiation
Key words
and Concepts
Resources
To know that the Bible is made
up of different books written
by different authors and
contains writing in different
genres
To reflect on what the
Christians mean by ‘The Word
of God’
Discuss with children if we were going to
write a book about our class what we would
include and who would write it (information
about people, rules, significant events etc).
Ask children who they think wrote the
Bible. (many writers).
Tell the children that Christians believe
the Bible is the ‘Word of God’ but it doesn’t
mean he dictated or wrote it, but inspired
different people at different times to
write about their experience of him.
Hold up a Bible. Ask children to say how
many books they think it contains. (66)
Explain the 2 parts of the Bible – the Old
and New Testaments
Either look at Website or use resource
sheet to teach children the different types
of writing that are found in the Bible.
ACTIVITY
Children use a resource sheet to
identify different genres of Biblical
writing.
EXTENSION
Choose 1 passage and explain how and
why it might be important to Christians.
Books, chapters,
verses
Author
Old and New
Testament
Word of God
genre
stories
history
laws and rules
advice
wise sayings
poetry
prophecy
letters
Bible(s)
www.request.org.uk/main/bible
Folens RE In Action Bk 5
Accessing Religious Education
(Teacher Resource Book)
Folens both by Christine
Moorcorft
or
Resource sheet showing
different Biblical genres
available from RE Resource
Centre
Tel 0117 9279454
Page 96
SUBJECT: RE TOPIC: The Bible UKS2 Cycle A Term 3
Learning Objectives Suggested Teaching Activities
and Differentiation
Key words
and Concepts
Resources
To understand how Christians use the Bible
Look at some examples of Psalms that express the feelings of their authors.
Ask children how and when Christians might use these Psalms today. Discuss how the Psalms might offer hope, encouragement and support to the readers.
ACTIVITIES (choose from the following) Create a piece of music to express the
feelings of a Psalmist in a particular Psalm.
Write a Psalm expressing an emotion based on one that has been studied and illustrate it.
Create a dance/drama exploring the emotions of a particular Psalm.
Psalms Talking to God
Bible Psalm 55v5-6 Psalm 69v1-3 Psalm 145v1-2 Psalm 23 Psalm 42v1-4 Folens Brian Waves Bible Activities (7-11)
Page 97
SUBJECT: RE TOPIC: The Bible UKS2 Cycle A Term 3
Learning Objectives Suggested Teaching Activities
and Differentiation
Key words
and Concepts
Resources
To know the story of Joseph
and its significance for Jews
and Christians
Introduce the lesson by explaining that the
OT contains many stories about the history
of the Jewish people and about family
relationships.
Give a little information on the context of
the story (see teacher’s notes).
Tell or read the story or watch the video
Programme 2 (video – quite detailed, so stop
and recap once or twice).
Discuss with the children:
Family relationships, jealously etc
God bringing good out of evil
How Christians and Jews might use this
story to help them in their own lives
What is the most significant part of
the story for you
ACTIVITY:
Create a rap to tell the story (or
part of the story) of Joseph. More
able – draw out the significance of
Joseph’s relationship with God)
[2 lessons – 2nd lesson complete rap
and perform to another class].
change
responsibility
good coming out of evil
jealousy
Pharaoh
Potiphar
Egypt
Copy of the Bible story of
Joseph e.g. Joseph by Brian
Wildsmith
or
Video – Testament The Bible
in Animation and Teacher’s
notes.
Computer Suite to type up
raps.
Page 98
SUBJECT: RE TOPIC: The Bible UKS2 Cycle A Term 3
Learning Objectives Suggested Teaching Activities
and Differentiation
Key words
and Concepts
Resources
To know that there are
4 gospels and that Christians
believe they tell the good news
of Jesus
Ask the children what might be the most
important part of the Bible to Christians.
Take answers and briefly discuss.
Tell the children that there are 4 gospels
and that these tell the story of Jesus (NB –
gospel means good news).
ACTIVITY 1:
Brainstorm in 4s on large piece of
paper what is in the gospels.
Draw each group’s ideas together.
ACTIVITY 2:
Look at some key gospel passages to
see why the writers of the gospels
talked about Jesus and his message
as ‘Good News’. Record finding in a
piece of writing or a spider diagram.
gospel
good news
miracle
healing
crucifixion
resurrection
use own Bibles and select
from these references:
Matthew 1 v 20
Matthew 2 v 2
Matthew 3 v 16-17
Matthew 4 v 10
Matthew 4 v 23
Luke 5 (Mark 2 1-12)
Luke 6 v 20
Luke 6 v 27
Mark 10 v 10
Luke 17 v 11-19
Mark 14 v 9
Mark 16 v 9 & 20 or
Lions Children’s Bibles
p 167-169
p 179-180
p 184-185
p 189-190
p 218-219
Page 99
SUBJECT: RE TOPIC: The Bible UKS2 Cycle A Term 3
Learning Objectives Suggested Teaching Activities and Differentiation
Key words and
Concepts
Resources
To learn about the importance of the Bible to a Christian
OTHER IDEAS:
Ask a local Christian to come and talk about the importance of the Bible to them (prepare questions first)
Christian speaker
To consider their own ideas about why the Bible is important
Give children a list of statements about the Bible. Ask them to rank them in order of importance and justify reasons* e.g. I think the Bible is important because: It helps people why they are in trouble It teaches us what people are like It is the inspired word of God It tells the history of the Jewish people
etc (POSSIBLE ASSESSMENT ACTIVITY)
* Resource sheet available from RE Resources Centre
To identify inspiring words from the Bible through own research
Make a wall of wisdom in the classroom. Ask children to find one or two ‘wise words’ from the Bible as a homework activity to display on the wall
Homework!
To know some Bible stories Explore other Bible stories – linked with art/drama/music etc
Good, Bad and Ugly by Nick Harding Bible Buddies by Bob Hartman
Page 100
TOPIC: The Bible END OF TOPIC EXPECTATIONS UKS2 Cycle A Term 3
Type children’s names in the appropriate box at the end of the topic to aid assessment Some will not have made so much progress and will:
Begin to identify the impact that the
Bible has on believers’ lives
Know that there are different types
of writing in the Bible
Make connections between Bible
passages and beliefs about God
Most children will have made good progress and will be able to: Describe the significance of the Bible to
Christians
Recognise the variety of genres in the Bible
Describe and show some understanding of
passages in the Bible
Describe what inspires and influences
themselves
Some children will have progressed further and will be able to: Fulfil the L4 requirements and
Begin to explain the impact of the Bible
on individuals
Page 101
Subject: RE Topic: Easter – Despair and Hope UKS2 Cycle A Term4 In this unit children will learn:
To sequence the events of Holy Week
To empathise with the feelings of the characters in the story
To reflect on the meaning of the Easter message for Christians and how this is expressed in symbolism and colour in the church at
Easter LinKs to Agreed Syllabus-SSW/SS/CF/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key Words
and
Concepts
Resources
To sequence the events of
Holy Week
To explore a range of
emotions of characters in
the story
Recap on the Easter story with children, using
shared text and cards with the events of the
Easter story which children should sequence
as the story unfolds.
Check the events are sequenced correctly.
ACTIVITY
Give children a fortune graph with the events
of Holy week sequenced across the horizontal
axis and feelings along the vertical axis (E.g.
despair, happy, sad, fearful, etc.). Children
plot the emotions of Peter, Judas and Mary
(and a Roman Soldier if required) on graph
In groups discuss the following type of
question which justifies your decisions.
look the same?
on the graph?
you like?
EXTENSION
Explain how you’ve constructed your fortune
line.
Holy Week
betrayal
Gethsemane
trial
mocking
Pilate
Crucifixion
resurrection
King of the Jews
despair
emotions
Lion Children’s Bibles or other version of
the Easter story
Fortune graph
3 colour pens per child
sequence cards
Questions for discussions
Page 102
Subject: RE Topic: Easter – Despair and Hope UKS2 Cycle A Term 4
Learning Objectives Suggested Teaching Activities and Differentiation
Key Words and Concepts
Resources
To reflect on the meaning of Easter for Christians
Talk about feelings of despair and hope and words associated with these feelings.
Refer to previous activity and the range of feelings from despair to hope.
ACTIVITY
Give children each a copy of The Three Trees story (Pathways of Belief – teacher’s notes p19). Read it through together but DON’T discuss it and its meaning.
Children stick copy in RE books and discuss the following question:
‘Is the story one of hope or despair?’ PLENARY
Read ‘The Tale of the Three Tree,’ draw out the Easter message from this version and show the illustration.
despair
hope
love
resurrection
transformation
crucifixion
Story of the 3 trees (copy in teachers notes for Pathways of Belief- Christianity) The Table of Three Trees by A Elwell Hunt (Lion Publishing)
Page 103
Subject: RE Topic: Easter – Despair and Hope UKS2 Cycle A Term 4
Learning Objectives Suggested Teaching Activities and
Differentiation
Key Words
and
Concepts
Resources
To learn how Christians
use symbolism and colour
to express the Easter
message
Refer to how the feelings and emotions
experienced by the disciples are re-lived in
the experiences of Christians in churches
at Easter, noting particularly the use of
colour to express this. E.g. purple for Lent
until Easter Day when gold & yellow are
the predominate colours.
Discus some Easter symbols of despair e.g.
crown of thorns, holly, nails, crucifix, and
the hope e.g. eggs, flowers, the empty
cross etc.
ACTIVITY
Create a piece of art work in a medium of
the children’s (teacher’s!!) choice using
colour and symbols to illustrate the theme
DESPAIR & HOPE
symbolism
emotions
disciples
Lent
Easter Day
despair
hope
crucifix
Art materials
Pictures or artefacts relating to
the colours and symbols of the
Easter story.
Page 104
Topic: Easter – Despair and Hope END OF TOPIC EXPECTATIONS UKS2 Cycle A Term 4 Type childrens names in the appropriate box at the end of the topic to aid assessment
Some children will not have made so much progress and will:
Sequence the events of the Easter
story
Begin to empathise with the
characters
Make links between the symbols used
by Christians at Easter and the
Easter story
Most children will have made good progress and will be able to:
Make links between the events of the
story and the emotions of the main
characters, giving reasons for their
choices
Describe how Christians use colour
and symbolism in the church at Easter
Raise questions about the meaning of
the Easter story
Some children will have progressed further and will be able to:
Fulfil the L4 requirements and
`Begin to recognise how Christians
see God acting in the events of the
Easter story
Page 105
SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism UKS2 Cycle A term 5 In this unit children will learn:
That Hindus believe in one god whose aspects are expressed in many gods
The key features of Divali
Some aspects of Hindu worship
About the life of a Hindu priest
What you would expect to find in a Hindu temple
Some elements of what it means to be a Hindu Links to Agreed Syllabus-OR/QB/CL/LA/SSW/SS/WP/CF/LC
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
& Concepts
Resources
To understand the
Hindu concept of one
god (Brahman) with
many aspects
Introduce the term’s study on Hinduism
Elicit from children what they already know (NB Useful
information in Teacher’s notes)
Watch programme 1, sections including Hindu dancing,
one God – many characteristics, God is everywhere, God
is in everything, or tell the story of Svetaketu (glass of
water & salt story) and discuss the many aspects of a
person’s life as an aid to explaining Hindu beliefs.
Discuss the programme and relate what the children
have heard to things in our nature that are invisible but
real (e.g. love, hate, kindness, cruelty, acceptance,
prejudice).
Watch next sections on Ganesh, puja (worship at home)
and Aum (the sound of God).
ACTIVITY
Children represent themselves (drawing or name) in
the middle of a page and around it note the
characteristics, roles and responsibilities that make
them the person they are.
EXTENSION
How does the above activity help to explain one of
the fundamental concepts of Hinduism?
Brahman
Hindu
Hinduism
Aum symbol
‘God is
everywhere’
Ganesh
gods
characteristics
Pathways of Belief video
and teacher’s notes
Islam, Hinduism, Sikhism
Picture or artefact of
the Aum Symbol
Picture or statues of
Ganesh
Page 106
SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism UKS2 Cycle A Term 5
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words
and
Concepts
Resources
To understand the
origins of the faith
To find out how Hindus
represent the concept
of ‘one god, many
aspects’
Discuss with the children that Hinduism is one of the
world’s oldest religions (roots traced back nearly
4000 years).
Look at the map or globe and find India, then the
River Indus, where Hinduism emerged (see teacher’s
notes for further information),.
Refer to previous lesson, ‘1 god – many aspects’ and
introduce the idea of the Hindu gods describing the
many aspects of Brahman.
Show representations or pictures of the gods e.g.
Ganesh, Krishna, Lakshmi, Shiva, Parvati (Shiva’s
wife). Briefly note the characteristics of each.
ACTIVITY
Children choose 1 god, research the characteristics
of it and make notes (for pictures, books, internet –
see suggested website).
FOLLOWING LESSON
Record the information, draw picture and share
research with the class (make a wall display of the
gods as appropriate).
India
Indus valley
ancient religion
Ganesh
Krishna
Lakshmi
Shiva
Parvati
Map of the world or globe
http//:atschool.eduweb.co
.uk/Hinduism
Pictures or statues of
gods e.g. Ganesh, Krishna,
Lakshmi, Shiva, Parvati
Use of the computer suite
or books or pictures.
Page 107
SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism UKS2 Cycle A Term 5
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To learn about Hindu
worship
Show 2nd half of video starting with family Puja
finishing with Arti section.
If possible show a Puja tray or picture (e.g.
photocard).
Discuss the elements of air, earth, fire and
water, and talk with pupils about all the senses
involved in worshipping of god N.B. bell, incense
stick and sandalwood paste.
Restate that in every Hindu home there would be
a shrine for Puja.
Tell children that Hindus also worship at the
temple (Mandir) but it’s not obligatory, and
there’s not a special holy day in the week.
ACTIVITIES
Bullet point some of the key features of Hindu
worship.
Children imagine they are going to have a quiet
time of reflection or worship each day. What
would they put on their tray to help them with
their thoughts? Draw or name objects.
PLENARY
Light candles and incense. Ask children to
reflect quietly on the objects they have put on
their tray.
Puja
Worship
Shrine
Incense
Reflection
Meditation
Ritual
Earth, fire, water, air
Pathways of Belief
video and teacher’s
notes and accompanying
resource pack
Photocards -Hinduism
Puja tray
Candles
Incense
RE Today: Home and
Family
Page 108
SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism UKS2 Cycle A Term 2
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To find out about the Hindu
festival of Divali, its symbols
and their meanings
(Note: There are many ways of celebrating Divali.
Note that Sikhs celebrate Divali too).
Watch T.V. programme 2 up to end of Lakshmi
and the washerwoman.
Look at the statue of Lakshmi, noting the lotus
and the coins. Explain symbolism (see notes).
Discuss new beginnings and resolutions, hopes and
wishes associated with new years.
ACTIVITY
In 4s on a large piece of paper record the group’s
ideas of prosperity and good fortune. (Do these
terms always refer to money and possessions?).
goddess
Divali
Lakshmi
festival
prosperity
beginnings
resolutions
fortune
Pathways of Belief
video and teacher’s
notes
Book – A world of
festivals – Divali by
Dilip Kadodwala
Statue of goddess
Lakshmi or picture.
As previous lesson Watch 2nd half of programme.
Recap on the main events in the Rama and Sita
story.
Discuss the main message that Hindus would take
from this story (good v evil).
ACTIVITY
In groups choose 3 or 4 significant parts of the
story to freeze frame (Teacher take
photographs).
FOLLOWING LESSON
Give each child a copy of their group’s
photographs. Stick in RE books with an
explanation of each one.
OTHER IDEAS FOR CROSS CURRICULAR ACTIVITIES
Make Divali lamps, Divali cards, design Rangoli
patterns, make Indian sweets, Mendhi patterns,
drama, etc.
Rama
Sita
good
evil
lights
Video (as previous
lesson)
Camera
Statues or pictures of
Rama and Sita
Page 109
SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism Year Group: 5
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
To understand some aspects of
the work of a Hindu priest
(A preparatory lesson before a visit to the Hindu
temple).
Look at the pictures of the different aspects of
the priest’s job and give further information
from the teacher’s notes.
Ask children to come up with suggestions as to
any other of the priest’s roles.
(Be prepared for children wishing to discuss
reincarnation. Explain simply – see teacher’s notes).
ACTIVITY 1
Record in chosen way the children’s own version
of:
‘ A week in the life of a Hindu Priest’.
ACTIVITY 2
Give each pair of children 2/3 post –its. Ask
them to write a question on each to ask the Hindu
priest at the temple.
temple
Mandir
priest
reincarnation
Folens photocopiable
sheets
Special People
Post-its
or
Folens Ideas Bank -
Hinduism
(If unable to visit the
Hindu temple try
Espresso for virtual
tour of Bristol Hindu
temple)or
Folens photocopiable
sheets Special Places –
A Hindu Mandir
To have an experience of
exploring a Hindu temple
Visit the temple.
While there the Hindu priest (Mr Vyas) will talk to
the children about the gods, festivals, temple etc.
Then the children may look around. Then they could
ask their prepared questions about his role.
Contact:
Hindu Priest
Mr Vyas
163B Chruch Road
Redfield
Bristol
Tel 0117 9351007
Page 110
SUBJECT: RE TOPIC: Beliefs & Practices of Hinduism UKS2 Cycle A Term 5
Learning Objectives Suggested Teaching Activities and
Differentiation
Key words and
Concepts
Resources
EXTRA SUGGESTIONS
Look at the Hindu Creation Story.
Video Quest Creation
Stories programme 2
The story of Holi.
Make a storyboard – drawn or on Kar2ouch.
Folens photocopiable
sheets Special Times
Kar2ouch
Own research on;
Music, holy books, what a Hindu wears, eating the Hindu
way, what happens at a Hindu wedding.
Book – I am a Hindu
Published by WATTS
What do you think it means to be a Hindu?
(POSSIBLE ASSESSMENT OPPORTUNITY)
Play card game Pairs (or Threes). Children explain
connections.
RE Today - Home and
Family
Page 111
TOPIC: HINDUISM END OF TOPIC EXPECTATIONS UKS2 Cycle A Term 5 Type children’s names in the appropriate box at the end of the topic to aid assessment
Some will not have made so much progress and will:
Recall and describe the symbolism of
some aspects of Hindu stories, artefacts
and rituals
Show some understanding of how their
religion might influence a Hindu’s life
Use a vocabulary which is appropriate to
the study of Hinduism
Most children will have made good progress and will be able to:
Recognise and interpret some of the
symbolism in Hindu stories, artefacts and
rituals.
Recognise what it might mean to be a
Hindu
Express the concept of one god with many
aspects
Ask questions and suggest answers about
good and evil
Some children will have progressed further and will be able to:
Fulfil the L4 requirements and
Connect symbolism to belief and action
Consider the challenges of belonging to
the Hindu religion
Make informed and thoughtful
responses to matters of good and evil.