RELIGIOUS EDUCATION SYLLABUS FOR

PRIMARY SCHOOLS

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Foreword by the Archbishop of Wales The new confidence that surrounds and supports Church Schools is a welcome development. We have learned again that the Church School is a crucial element in our whole mission, and that, while we give the strongest emphasis to accurate and sympathetic understanding of other faiths and convictions, we need also to provide deep roots for Christian children in their own communities of faith. Fears of bigotry are not addressed by avoiding serious study of our own tradition. This syllabus is the first that the Church in Wales has produced for its own use since 1972. It is a witness to the liveliness of thought and imagination that characterises the contemporary world of church-related education, and will contribute enormously to this task of deepening understanding within the context of faith. Many teachers and pupils along with Foundation Governors will be in the debt of its author and it will undoubtedly have an effect on the Christian life in Wales for many generations.

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CONTENTS Overview …………………….…………………….…………………….…………………….…………………... . 6 Introduction …………………….…………………….…………………….…………………….………………... 7

The present legal situation …………………….…………………….………………….………………. 9 Contexts …………………….…………………….…………………….………………….……………. 10 Importance …………………….…………………….…………………….…………………………….. 10 Time …………………….…………………….…………………….…………………………………….. 11 Syllabus distinctives …………………….…………………….…………………….………………….. 11 Early Years …………………….…………………….…………………….……………...…….………..12 Areas of study …………………….…………………….…………………….…………………………. 13 Special Educational Needs …………………….…………………….…………………….…………... 13 Assessment …………………….…………………….…………………….……………………………. 14 Level Descriptions …………………….…………………….…………………….…………………….. 15

Early Years …………………….…………………….…………………….…………………….……………….. 17 Cross-curricular skills - Early Years …………………….…………………….………………………. 19 Early years Areas of Study and Focus Statements …………………….………..………………… 20

Early Years Strands formulated into year groups …………………………………………………… 25 Early Years Learning Objectives, Possible Learning Activities and Assessment ………………... 27 Medium term planning in six week blocks for Reception …………………….…………………….. 39 Key Stage I …………………….…………………….…………………….…………………….………………... 41 Cross-curricular skills - Key Stages 1 and 2 …………………….…………………….………..……. 43 Key Stage 1 Areas of Study and Focus Statements …………………….………………………….. 44 Key Stage 1 Strands formulated into year groups …………………….……….……………………. 50 Key Stage 1 Learning Objectives, Possible Learning Activities and Assessment ………….……. 57 Medium term planning in six week blocks for Key Stage 1 ……………………………………….… 73 Key Stage 2 …………………….…………………….…………………….…………………….………………. 79 Key Stage 2 Areas of Study and Focus Statements …………………….……………….…………. 81 Key Stage 2 Strands formulated into year groups …………………….…………………….………. 90 Key Stage 2 Learning Objectives, Possible Learning Activities and Assessment ……………… 99 Medium term planning in six week blocks for Key Stage 2 …………………….…………………. 131 Appendix / Historical Overview …………………………….…………….…………………….…….……… 139 Acknowledgements …………………….…………………….…………………….…………………….……. 141 Resources …………………….…………………….…………………….…………………….……………….. 143 Cwricwlwm Cymreig

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Overview This document is the result of an enormous amount of work by a large number of people. Acknowledgements are given at the end. What you have here is a syllabus that is designed for use in Church in Wales Primary Schools in Wales in the third millennium. We have tried to take relevant educational, political and cultural factors into account so as to give you a modern piece of work that can take its place alongside documentation relating to other parts of the curriculum and other aspects of school life. In the pages that follow you will find, in addition to the RE syllabus, suggested learning activities, assessment ideas and resources. All this is divided into three: Early Years, KS1 and KS2. The syllabus itself is divided into six strands: Bible, Jesus, Church, Christian Life and Values, Festivals, and Other Faiths. Information is grouped so that what is relevant to each Key Stage is given in consecutive pages.

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Introduction In a democratic society law is theoretically an expression of the popular will. For this reason it has a moral force: the rational intentions of elected representatives are set down as rules of personal and collective conduct. Consequently the consideration of the law about church schools, and religious education and worship within those schools, should not be seen as a dry and dusty matter for scholars. It is rather an incentive to energetic action by ordinary citizens. In recent years the teaching of religious education has undergone considerable change. It has moved from a concentration on Bible teaching and has developed a broader educational base from which it considers all aspects of religion including worship, celebration, the lifestyle of adherents and beliefs. It includes not only the study of religions themselves but also the response of pupils to the ideas and questions to which religions give rise. The Bible is still studied. It is the source book of the Church’s faith and knowledge of its contents is essential to allow the great stories of the faith to be heard, studied and understood. Legally, Christianity must form the major part in any religious education programme.1 Pupils should be brought to appreciate the importance of the Christian heritage in Britain and of the differing forms of Christianity in this country and across the world. They should also appreciate that Christianity is but one of the major religions of the world. As a result pupils should grow in their awareness of non-Christian faiths and of their practice not only in distant lands but also amongst their neighbours and in their local communities. But an attempt to teach six major religions at each Key Stage can trivialise them all and result in confusion within the minds of pupils. To avoid this danger, and to fulfil the guidance offered in law, the principal religion to be taught in church schools at each Key Stage will be Christianity. At Key Stage 1 Judaism, a monotheistic religion that has an intimate relationship with Christianity, might also be taught. This may be extended in Key Stage 2 with the addition of Islam. In any event, the exact balance of other faiths in any individual school will follow a consideration of the background of the pupils in any particular catchment area and, of course, the expertise of the teachers and the resources available to them. This syllabus is intended for use in Church in Wales schools within the dual system. It is a resource for governors and schools for use in drawing up policies and schemes of work for their religious education programmes. Irrespective of the status of the school the aim should be to provide religious education of the highest quality: it should be well resourced and teachers should be provided with opportunities to increase their expertise through adequate in-service training. In Church Schools one expects that religious education will be recognised as an important element in the curriculum and be accorded at least 5% of curriculum time for its study. Such an allocation of time does not include the time given to collective worship. Both controlled and aided schools have Trust Deeds. In a voluntary aided school both religious education and collective worship must be provided in accordance with the stipulations of the Trust Deed. The syllabus that follows in this document, with its endorsement by the Bench of Bishops of the Church in Wales, is the best guide to the interpretation of the Trust Deeds in aided schools within the Province. In addition, this syllabus will be the basis for the inspection of the teaching of religious education and of the standards achieved by pupils. In a voluntary controlled school religious education must be taught according to this Church in Wales syllabus where the parents so request. Subject to any such arrangements, it must otherwise be taught according to the local Agreed Syllabus. In all cases, however, the prospectus of a voluntary controlled school should make parents aware of their right to choose denominational religious education for their child. And the prospectus should also make it clear that this religious education will be delivered in accordance with the Church in Wales syllabus.

1 This stipulation does not, of course, apply in Jewish or Muslim aided schools or in independent schools.

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There are a small number of controlled schools where the decision has been taken by the parents that religious education should be denominational. Where such a decision has been taken then this Church in Wales syllabus replaces the use of the local Agreed Syllabus. The Foundation Governors have an important responsibility in maintaining the ethos of a church school and a particular responsibility to the religious education programme. They must ensure that:

• religious education and collective worship play a significant part in the life of the school; • adequate teaching time is allocated to the subject whether it is taught as a discrete subject or

through an integrated approach; • an adequate budget is set so that sufficient resources are available for religious education to be

taught in an interesting and challenging way. Religious education is part of the whole educational experience that helps pupils make sense of themselves, their own experience and the world in which they live. This syllabus will provide opportunities to:

• acquire and develop an understanding of Christianity and its practice by the Anglican Church in Wales;

• contribute to the pupil’s own spiritual development as each one searches for meaning and answers to life’s ultimate questions;

• develop the pupil’s ability to make reasoned and informed judgements about religious, spiritual and moral questions and to apply these insights;

• enable pupils to appreciate and value the contribution of Christianity and the Church in Wales to the Welsh cultural heritage;

• acquire an appreciation of, and sensitivity towards, other world faiths.

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The present legal situation This can be summarised like this: School status

RE Collective worship

Voluntary aided

• According to trust deed (in practice diocesan syllabus);

• Parental request for teaching according agreed syllabus permissible2

• The governors have control over RE.

Voluntary aided schools must provide daily collective worship for all registered pupils up to the age of 18 (apart from those who have been withdrawn by their parents). The governors are responsible for arranging collective worship after consulting the head teacher. Collective worship must be in accordance with any provisions in the trust deed.

Voluntary controlled

• According to agreed syllabus; • Parental request for

denominational teaching (in practice diocesan syllabus) permissible3

• The governors arrange for RE to be provided according to the agreed syllabus.

Voluntary controlled schools must provide daily collective worship for all registered pupils up to the age of 18 (apart from those who have been withdrawn by their parents). The headteacher is responsible for arranging collective worship after consulting the governors. Collective worship must be in accordance with any provisions in the trust deed.

School status

Inspection

Voluntary aided

The choice of inspector is up to the governing body. It is good practice for governing bodies to arrange the inspection of religious education and collective worship to take place as close as practicable to ESTYN inspections. The governing body must publish the denominational inspection report in the same way as for other inspections, which includes sending a copy (of the full report or summary) to the parents of all registered pupils, and prepare and publish an action plan. That action plan may be subsumed within the plan arising from ESTYN inspections. Religious education and collective worship come under the eye of the denominational inspector as well as aspects of the spiritual, moral, social and cultural education that are relevant to the school’s denominational ethos.

Voluntary controlled

The choice of inspector is up to the governing body. It is good practice for governing bodies to arrange the inspection of denominational religious education and collective worship to take place as close as practicable to ESTYN inspections. The governing body must publish the report in the same way as for other inspections, which includes sending a copy (of the full report or summary) to the parents of all registered pupils, and prepare and publish an action plan. That action plan may be subsumed within the plan arising from ESTYN inspections. The governing body is responsible for securing the regular inspection of the content of the school’s act of collective worship and any denominational religious education provided for pupils (a ‘section 23 inspection’). These aspects of the school’s provision will not be included in the inspection arranged by ESTYN. If the governing body requests it the denominational inspector may also look at aspects of the spiritual, moral, social and cultural education that are relevant to the school’s denominational ethos.

2 This applies where it is impossible ‘with reasonable convenience’ to ‘cause those pupils to attend a school at which that syllabus is in use’ (Education Act 1996 section 388, 2(b)). 3 The foundation governors (that is the church governors) are obliged to make arrangements for religious instruction according to the school’s trust deed or its practice before it became a controlled school unless ‘they are satisfied that because of any special circumstances it would be unreasonable to do so’. This religious education is to last for ‘not more than two periods in each week’ (Education Act 1996, 377, 2b).

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Contexts The legal basis for collective worship and religious education, as well as for education itself, takes place within three important contexts. First there is the devolutionary transfer of power within the United Kingdom. The Welsh Assembly at Cardiff strengthens the identity of Wales and provides a force for the renewal and affirmation of its culture that is likely to be felt within Welsh schools, particularly through the Cwricwlwm Cymreig. Welsh language, history, art and customs are likely to become more pronounced within all the schools in Wales, including church schools and, as a consequence of this, the religious history of Wales is likely to become better known. Church schools that carry an expression of Christianity, which helped to constitute Welsh identity from the earliest times, may be expected to thrive in such a climate. The second context concerns the European Parliament in Brussels. Not only does the Parliament have considerable sums of money to spend, it specifically targets areas within Europe which need economic development and Wales, because of its rural nature, qualifies for this aid. In effect, Europe provides additional economic support for minority languages and non-industrialised communities so that we may expect multiculturalism to be fostered alongside a celebration of local identity. The traditional pull towards England is likely to be counterbalanced by a recognition of the broader pattern of European civilisation.

A third context, parallel to the cultural contexts being put in place, is in the desire of the National Society, as an umbrella organisation for Anglican education within the whole United Kingdom, to affirm the importance of the distinctiveness of church schools. This shift of emphasis has a practical and theological basis that rightly finds expression in religious education and collective worship. The renewed emphasis on distinctiveness, which is popular with parents and eminently suits the multicultural agenda, may also be expected to encourage the fruitfulness of church schools in Wales. In this we recognise that multiculturalism is a complex subject because cultures themselves are complex. We take the view that flourishing church schools that offer high quality religious education contribute to a healthy multicultural society by enabling many flowers to bloom. The syllabus presented here has been designed to fit the contexts that have been created. We have recognised the historical contribution of the Welsh church to Welsh culture and the renewal of Welsh culture that is currently taking place. We acknowledge the role of the Early Welsh Saints. We also understand the complicated multicultural nature of modern society and have tried to prepare pupils for participation in it as the 21st century unfolds. We have also taken notice of the distinctive excellence, springing from Christian beliefs and values, that church schools may be expected to show and the ideals – of education and pastoral care in general and of religious education in particular - towards which they may aspire. Importance It should go without saying that religious education and collective worship are central to church schools. The Ethos Statement included by each Anglican school within its prospectus supports this centrality. Yet, unfortunately, the pressure for good academic performance can sometimes push the pursuit of excellence in the religious dimension down the list of everyone’s priorities. One practical way for a church school to maintain standards of excellence in collective worship and religious education is to ensure that a committed member of staff has responsibility for them. This commitment should be financially recognised. But at the end of the day the headteacher or governing body are legally responsible for standards of collective worship and religious education. For this reason they must keep a friendly eye on what is done in the school. So, what a member of staff given specific, day-to-day care for these matters may need most is support and encouragement from those with this legal responsibility, and perhaps the chance to attend in-service training to keep fresh. Such a member of staff will, in any case, need to liase with diocesan educational staff and local clergy and be given opportunity to arrange outings to children-friendly churches and other religious sites that will be meaningful to children.

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In addition, local clergy are likely to benefit from Post Ordination Training directed at giving them expertise in speaking to children. When such training is correlated with this religious education syllabus, the possibility of using clergy in the classroom will be multiplied while, at the same time, enhancing links between parish and school. One of the temptations of those involved in collective worship and religious education is to pursue novelty for its own sake. By making new plans and by carrying out new policies we may feel that we are making educational progress even if the new ideas detract from the proper commitment of church schools. On the other hand we may fall into the opposite temptation of avoiding any kind of change whatever on the grounds that what worked five years ago should still work today. A balance needs to be struck. Religious education and collective worship inevitably involve repetition -- Christmas comes every year -- and the real challenge is to maintain sparkle and enthusiasm within a predictable cycle. Time At least 5% of curriculum time ought to be given to religious education and this time is quite separate from that which is devoted to collective worship. If the children are in the school for 25 hours a week then 5% of this time amounts to one hour 15 minutes, enough to do some serious work without making the religious education session occupy a full morning or a full afternoon. Syllabus distinctives The syllabus presented here takes note of the obvious concern for literacy that is springing up within British primary schools. Since nearly all religions and especially Christianity are deeply implicated with texts, it makes sense for children to use the literacy skills they have acquired to explore and understand biblical material. One of the concerns we have felt, a concern supported by research, relates to the possibility that children may be confused about different religions if these religions are taught in such a way as not to distinguish between them.4 We have to be sure that the least able children will be able to cope with the materials of religious education as well as the most able. While we expect the most able will be able to distinguish easily between different religions, we believe the least able will find some difficulty unless care is taken to make distinctions plain. Consequently we have been at pains to ensure that religious material is presented in a systematic way rather than in a thematic way. We recognise that in taking this decision we have run against one of the most common trends within religious education in the 1990s. Yet we would be foolish to ignore the findings of research, particularly where these coincide with commonsense. Moreover, the evidence suggests that in teaching systematically rather than thematically we promote positive attitudes to all the religions considered and that thematic teaching tends to have the opposite effect. Our teaching of Judaism and Islam is based around the lives of Moses and Muhammad respectively - just as our teaching of Christianity is based round the life of Christ. This is a deliberate pedagogic policy that helps pupils to make sense of the shape, texture and beliefs of each religion. Each religion is rooted in unique and identifiable human lives.

4 See, W. K. Kay and D. L. Smith, Religious terms and attitudes in the classroom (part 1) British Journal of Religious Education, 22, 2, 81-90, 2000, and D. L. Smith and W. K. Kay, Religious terms and attitudes in the classroom (part 2): British Journal of Religious Education, 22, 3, 181-191, 2000. This research does not distinguish between more and less able pupils but, clearly, if average pupils can be confused, how much more likely it is that less able pupils could be confused.

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Early Years The Desirable Outcomes for Children’s Learning before Compulsory School Age, presented by ACCAC, give guidelines to schools on the provision of an appropriate curriculum for Early Years education. It defines 6 areas of learning: • Language, Literacy and Communication Skills • Personal and Social Development • Mathematical Development • Knowledge and Understanding of the World • Physical Development • Creative Development Whilst they do not mention religious education, the Desirable Outcomes, especially in the areas of Personal and Social Development and Knowledge and Understanding of the World, are compatible with the religious education outlined in syllabus presented here. In Early Years, PSE and Knowledge and Understanding of the World is nurtured by the pupils’ everyday learning experiences. The provision of a broad, well balanced curriculum, carefully planned to include first-hand learning experiences, gives pupils opportunities to explore the world around them, to ask questions, to grow in self-awareness, confidence and self-esteem, to develop good relationship skills and to cultivate a sense of responsibility and achievement. These are desirable outcomes for achievement and apply in all areas of learning including religious education. Learning to respect, to value and care for others and for the environment, raises pupils’ appreciation of their own personal response and the importance of social and moral attitudes in the world around them. This provides a foundation for the awareness of values that are central to the Christian faith. Moreover, developing skills of listening, recognizing and expressing feelings and ideas, working cooperatively and making decisions for themselves are essential life skills for active membership of any community and contribute to citizenship in adult life. In addition the Provincial Syllabus outlines the need for young pupils to develop a sense of belonging and an awareness of sharing, caring, responsibility, thankfulness and prayer. Again, these values are all compatible with the Desirable Outcomes. Put more broadly we can say that the Provincial Syllabus provides pupils with an opportunity to talk about their own life experiences, listen to and share in the activities of their friends, and to learn, from a range of media, about the feelings and hopes of others. All this raises pupils’ awareness of other people and facilitates sensitivity towards the lifestyles that arise from faith and participating in a religious community. Becoming aware of lifestyles and of their own feelings and of the feelings of others leads pupils to an understanding of, and respect for, personal faith. Pupils become aware of different points of view and of interdependence. They discuss issues of fairness and right and wrong and learn to respect and care for others and the world around them. In so doing, they begin to place value and worth on all things, and this contributes to spiritual and religious development. Encouraging Early Years children to become aware of key figures in their own families and in their school life leads naturally to later learning about key figures in religious faiths. Both at the Early Years stage and later the Syllabus introduces pupils to Bible stories of people – some of them children - who answered God’s call and became vital to the Christian faith.

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Pupils can begin to experience the beliefs and practices of Christianity and other world faiths when taking part in school-based celebrations of religious festivals and special occasions. In the Syllabus presented here pupils are introduced to Christian festivals and this enables them to hear about Jesus and begin to consider his special qualities. Pupils can also be encouraged to raise questions about issues of right and wrong, happy and sad times, fairness and justice. Encouraging pupils to celebrate each new day and the good things it brings, raises their awareness of awe and wonder and the spiritual dimension of life. Pupils begin to learn the truths and tenets of world religions, at this early age, through the use of story. Pupils are introduced to books, including the Bible, from which they gain awareness of the stories contained within. By reflecting on these stories they can relate their new learning to their own life experiences. The story of Jesus and his birth at Christmas can be the foundation stone for learning about Christianity. This can be developed by following the story of Jesus through Advent, Christmas, Epiphany and Candlemass. The story of Moses as a child provides a starting point for learning about Judaism later in the Key Stages. All in all, the learning experiences made available in Early Years provide a secure basis for the future education of the child. These experiences enable the young pupils to take in information, to relate learning to themselves, to make other appropriate connections, to form opinions and ideas and communicate those ideas to others. If pupils also have the opportunity to become aware of the spiritual dimensions of life in their everyday experiences, learning through the creative arts and language and literature, then an awareness of religious faith in the world, of the presence of God and the special nature of Jesus, can become an integral part of their development and understanding of life. Areas of study The whole syllabus ensures progression and development from the Early Years through to Key Stage 2. We have highlighted six areas of study: Bible, Jesus, Church, Christian Life and Values, Festivals and Other Faiths and these run through the entire span of primary education. In a school where Key Stage 1 or Key Stage 2 pupils are taught as a single class or pupils are in classes with mixed Year groups the syllabus can be taught as a rolling programme with a two or three-year cycle in Key Stage 1 and a four-year cycle in Key Stage 2.The Years 1-6 will then indicate the year of the programme and not the age of the pupils. This will enable the pupils to have their full entitlement and a rich programme of religious education. In that case the assessments will need some adaptation by teachers for a wider range of age and ability. Special Educational Needs Pupils with special needs have the right of access to religious education. More than this, experience has shown that such needs often give pupils special insights into, or empathy with, religious characters and situations.5 Pupils with speech difficulties may be able to engage well with art, music, dance and drama; pupils with general special needs may lack inhibitions in the use of religious language of soul, spirit and heart and so connect directly with the core of a religious vision of life. Teachers will value the contribution of pupils with special needs and should find in this document sufficient flexibility and suggestions for experiential learning through such things as Church and Cathedral visits, contact with church people, and the imaginative use of artefacts, to cope with the complete range of children in mainstream schooling. The use of artefacts has been shown by recent work for the Farmington Institute to be particularly valuable for all pupils with special needs.6

5 As noted in the current Lincolnshire Agreed Syllabus (LCC, 2000). 6 Unpublished work by Susan Murrell quoted in the Lincolnshire Syllabus (note 5 above) working with the Farmington Institute.

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Assessment In drawing up these assessment guidelines, we are conscious children cannot be awarded grades for being pious or religious in a narrow sense. We intend to encourage a variety of responses from children - intellectual, moral, spiritual, artistic – and for these to be based upon the range of experiences relating to religion that are encountered within the school. The assessment of religious education, however, ought to help reporting to parents and to show that the subject enjoys parity of status with other elements in the curriculum. The resources available to each school will vary depending upon its nearness to the local church, the life within that church’s congregation, the interest generated by the church building itself and the range of Christian activities within the community. It is suggested that the assessment of pupil progress in the Provincial Syllabus should be based upon the National Exemplar Level Descriptions for Religious Education (ACCAC) since these provide a national framework for achievement in a form which is familiar to teachers. They have been slightly modified in phraseology to underline the Church in Wales focus of the syllabus and in format so that pupil attitudes to religion and learning from religion are clearly shown as the final outcome at each level. The following level descriptions should be read in conjunction with the grids referring to knowledge, skills and attitudes that follow each set of possible learning activities. This enables teachers to use the suggested knowledge, skills and attitudes assessments in each year’s programmes of study to assist directly in their ‘best fit’ technique for assessing the appropriate level for each pupil’s achievement. In general we consider that learning about is shown by knowledge and learning from is shown by attitudes and skills. It will be observed that there are joint assessment grids for Nursery and Reception outlining the knowledge, skills and attitudes which it is hoped that most pupils will achieve. In Key Stages 1 and 2 the first column in the assessment describes what most pupils will achieve in knowledge and skills as a baseline standard – which would lead to the expected level for their age group. The other columns describe achievement below and above that standard. Note that it is hoped that all pupils can achieve the attitudes which are the outcome of good religious education planning and teaching.

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Level Descriptions Level 1 Pupils recall and respond to some basic beliefs, teachings and practice of the Christian faith and the other religions studied. They use simple religious vocabulary. They answer and on occasion ask simple questions about the world around them, aspects of religion and their own experiences. In relation to the religious and moral concepts studied they recognise that their feelings, actions and opinions may be different from those of other people. They show some awareness that religious belief is special. Level 2 Pupils recall and record some of the basic beliefs, teachings and practice of the Christian faith and the other religions studied. They use simple religious vocabulary appropriately. They ask questions and talk about what they have learned about the world, religion, morality and their own experiences and listen to the views of others. In relation to the religious and moral concepts studied, they talk in simple terms about their own feelings, actions and opinions and those of other people. They are aware of the importance of religious belief to individuals and communities and describe this in simple terms. Level 3 Pupils describe some of the basic features of the beliefs, teaching and practice of the Christian faith and the other religions studied. They use religious vocabulary appropriately. They discuss religious and moral issues, giving their own opinions about the world and personal relationships and pay attention to the views of others. In relation to the religious and moral concepts studied they describe their own feelings, actions and opinions and in simple terms comment on the viewpoint of others. They appreciate and describe how religious belief affects individuals and communities. Level 4 Pupils describe specific examples of the beliefs, teaching and practice of the Christian faith and the other religions studied. They use a range of religious vocabulary appropriately. They discuss the similarities and differences between their own and others’ experiences of religious and moral issues in relation to the world and personal relationships and show respect for the views of others. In relation to the religious and moral concepts studied they explain in simple terms how their own feelings, beliefs and opinions differ from the viewpoints of others. They show understanding and appreciation of the ways in which religious beliefs, practices and teachings affect the lives of individuals and communities. Level 5 Pupils describe and on occasion explain the links between belief, teaching and practice in the Christian faith and the other religions studied. They use a range of religious vocabulary appropriately and recognise that some objects, actions and language have symbolic meanings. They draw upon their own personal experiences of the world and of personal relationships to explore some of the fundamental questions of religion and morality and show respect for the opinions of others. In relation to the religious and moral concepts studied they explain how their own feelings, beliefs and opinions affect their own lives and describe simply how other people’s viewpoints similarly affect their lives. They appreciate and understand some of the significance of religious faith to individuals and communities.

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EARLY YEARS

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Cross curricular skills: Early Years The Early Years syllabus presented below follows the conventions set out by the Desirable Outcomes for Children’s Learning before Compulsory School Age, presented by ACCAC. This is almost exactly the same as the QCA document Nursery Education Desirable Outcomes for Children’s Learning on Entering Compulsory Education.7 We have abbreviated the six areas to the following: LL 1. Language, Literacy and Communication PSD 2. Personal and Social Development M 3. Mathematics Development KUW 4. Knowledge and Understanding of the world PD 5. Physical Development CrD 6. Creative Development CC Cwricwlwm Cymreig S Spirituality RR Reflect and respond Where these statements are linked to the syllabus statements, reference should be made to the above document.

7DfEE, Nursery Education Desirable Outcomes for Children’s Learning on Entering Compulsory Education, DfEE (QCA), Sudbury, 1998.

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Bible: Early Years Focus Statement Early Years children should begin to become familiar with the Bible in various formats as a source of stories and teachings. They should hear Bible stories appropriate to their own age (e.g. those exploring the themes of belonging, sharing and thanking God) as well as being made aware of biblical teaching about the natural world. Children should be given opportunities to

LL, S Know that Bible stories tell us about people’s lives LL Think about Jesus PSD Know Bible stories about belonging, thanking and sharing LL Know that the Bible is a book printed in various formats CC Know about the story of Mary Jones and the effort she made to get a copy of the Bible

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Jesus: Early Years Focus Statement Within the Early Years children should begin to become familiar with the sort of person Jesus was and to learn from his example. Children should be given opportunities to

RR Appreciate the concept of a special person LL Hear about Jesus in various ways and understand that he was part of a family Begin to experience some of Jesus’ teachings in parables and stories LL, S Begin to talk about Jesus and appreciate him as a special person PSD Begin to consider the qualities of Jesus (e.g. caring kind and brave) and to think about the

sort of people they are

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Church: Early Years Focus Statement In the Early Years children should be given opportunity to look at and visit church buildings. They should start to consider the different activities that happen in and around a church. Children should be given opportunities to

S Begin to experience awe and wonder when entering a church building Begin to understand the use of the church building Begin to understand that the church is a special place of worship KUW Begin to understand that the school belongs to the church RR Appreciate the changing colours in church (e.g. altar cloth, hangings, vestments CC Hear about, look at and/or visit local church building, noting its name and its association

with a particular Welsh Saint, e.g., Illtud, Beuno, David

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Christian Life and Values: Early Years Focus Statement Early Years children should begin to learn basic moral and spiritual values, starting with an awareness that they are special to God. They should also consider that how they treat other people matters. What they learn in this area will come from the Bible and from the examples of family, school, church and significant others. Children should be given opportunities to

PSD Begin to understand that they belong to a family, school, church and that they can express this ‘belonging’ through being together, loving, caring for others, prayer and worship

PSD Begin to take responsibility, share and co-operate with others (e.g. rules, respect for

school, to try hard, do your best, helping, tidying toys, asking to help their family) PSD Begin to learn that God cares about people and that God cares how they treat these

people PSD Begin to thank God for his gifts (for making me, for the gift of the senses, for the family,

community and harvest) PSD Begin to thank God for the things I can do (talents, Early Years skills) S, RR Listen to a range of prayers and begin to learn to identify how to start and end a prayer

(including Welsh prayers) CC Begin to learn the Welsh version of the Lord’s Prayer and the Grace (The Anglican

version). Join in reciting some other prayers, e.g., Welsh mealtime prayers

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Festivals: Early Years Focus Statement Early Years children should begin to look at the main Christian festivals. They should begin to see them as celebrations in which they can participate. Children should be given opportunities to

Begin to identify important Christian festivals (e.g. Harvest, Christmas, St. David’s Day, Mothering Sunday, Easter)

CrD Make things that can be used in services and events in the church calendar (e.g. Advent

wreath and calendar, Christingles, figures for a Nativity scene, Palm Crosses, Easter garden)

S Begin to find different ways of celebrating God’s gifts (e.g. birthdays, Eucharist, Baptisms,

Weddings, funerals, Eisteddfodau, school concerts, outings and special visitors, Harvest, crops, senses, people’s work)

PD Begin to understand how children can take part in services (e.g. singing, prayers, holding

palm crosses, taking part in a Nativity play) CrD, Make and/or eat pancakes and Easter eggs, hot-cross buns, Shrove Tuesday CC Begin to learn about customs (e.g. ‘Plygain’, ‘Calennig’, ‘Y Fari Lwyd’ and egg-clapping)

practised in some regions of Wales

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BIBLE STRAND EARLY YEARS FORMULATED INTO YEAR GROUPS Bible Short form Nursery Hear about the birth of Jesus. Nativity Hear about Mary Jones and the effort she made to own a Bible Reception Hear about the lives of people from the Bible - especially children and young people (e.g.

Moses, Joseph, David, Samuel, Daniel, Miriam, Ruth, Jesus as a child) and stories that involve animals and the natural world (e.g. Noah).

Bible people

Begin to understand that there are many references in the Bible that are linked with the themes of belonging, thanking God and sharing (e.g. loaves and fishes, Matthew 14.17), Good Samaritan (Luke 10), the paralysed man (Mark 2), healing the blind man (Mark 10.46), the lost sheep (Luke 15), the leper who said ‘thank you’ (Luke 17.12)).

Themes

See, hold and look at a number of different Bibles (e.g. The Good News Bible, The Lion Story Teller Bible, The Children’s Bible, The Welsh Bible).

Bibles

JESUS STRAND EARLY YEARS FORMULATED INTO YEAR GROUPS Jesus Short form Nursery Hear about Jesus from readings, extempore retellings and video media Jesus Appreciate the concept of a special person Talk Reception Talk about families and the childhood of Jesus. Begin to consider the qualities of Jesus (e.g.

sharing, caring, kindness). Help children think about the sort of people they are. Kindness

Hear about the teachings of Jesus Teachings CHURCH STRAND EARLY YEARS FORMULATED INTO YEAR GROUPS Church Short form Nursery Begin to experience awe and wonder when entering a church building or looking at

pictures of church buildings. Awe

Begin to understand that a church is a special place of worship and that the school belongs to the church.

Church

Know the name of the church and something about its patron saint. Church Reception Begin to know the use of a church building (e.g. Baptism, Eucharist, Harvest

Thanksgiving, Weddings, carol services). Services

Appreciate the changing colours in church (e.g. altar cloth, hangings, vestments). Colours

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CHRISTIAN LIFE AND VALUES STRAND EARLY YEARS FORMULATED INTO YEAR GROUPS Christian life and values

Short form

Nursery Begin to take responsibility, share and co-operate with others (e.g. rules, respect for school, to try hard, do your best, helping, tidying toys, taking turns, asking to help their family).

Responsibility

Begin to learn that sharing (e.g. toys and games) is an important part of Christian life and values (e.g. family, school and God’s world).

Sharing

Listen to a range of prayers and begin to learn to identify how to start and end a prayer (including Welsh prayers).

Prayers

Begin to learn that God cares about people and that God cares how they treat these people.

Caring

Reception Begin to thank God for the things I can do (talents, Early Years skills) What I can do Begin to thank God for his gifts (for making me, for the gift of the senses, for the family,

community and Harvest). Thankfulness

Begin to identify the different types of prayers (e.g. praising God, thanking, asking for help or forgiveness, saying sorry).

Prayers

Begin to understand that they belong to a family, school, church and that they can express this ‘belonging’ through being together, loving, caring for others, prayer and worship.

Belonging

FESTIVALS STRAND EARLY YEARS FORMULATED INTO YEAR GROUPS Festivals Short form Nursery Begin to identify important Christian festivals (e.g. Harvest, Christmas, St. David’s

Day, Mothering Sunday, Easter). Festivals

Begin to find different ways of celebrating God’s gifts (e.g. birthdays, Eucharist, Baptism, Weddings, Eisteddfodau, school concerts, outings and special visitors, Harvest, crops, senses, people’s work).

Celebrating

Reception Make things that can be used in services and events in the church calendar (e.g.

Advent Wreath and calendar, Christingles, figures for a Nativity scene, Palm Crosses, Easter garden).

Making things

Pupils begin to understand they can take part in services (e.g. singing, prayers, holding Palm Crosses, taking part in a Nativity play).

Taking part

Make and/or eat hot-cross buns, Shrove Tuesday pancakes and Easter eggs. Eating Learn about some traditional customs for celebrating festivals in regions of Wales Customs OVERVIEW FOR EARLY YEARS

Short form of Syllabus Topics

Nursery Bible Nativity Jesus Jesus, Talk Church Awe, Church Christian life and values Responsibility, Sharing, Prayers, Caring Festivals Festivals, Celebrating Reception Bible Bible people, Themes, Bibles Jesus Kindness, Nativity, Own lives, Teachings Church Services, Colours Christian life and values What I can do, Thankfulness, Prayers, Belonging Festivals Making things, Taking part, Eating, Customs

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EARLY YEARS

LEARNING OBJECTIVES

POSSIBLE LEARNING ACTIVITIES

AND ASSESSMENT

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BIBLE Nursery Learning objectives Possible learning activities Assessment opportunities Thinking about Jesus Hear story of Jesus’ birthday

Make Christmas card Sing Christmas songs

Can children remember parts of the Christmas story? Can children make a Christmas card?

Knowing the story of Mary Jones and her Bible.

Hear a simple version of the story of Mary Jones and the effort she made to own a copy of the Bible.

Can children remember parts of the story?

BIBLE Reception Learning objectives Possible learning activities

Assessment opportunities

Knowing the Bible tells us about people’s lives

Hear story of Noah and his family with the animals in the ark (Gen. 6.8f); draw or colour animals going into ark, rainbow, name animals, write first letter of name (h for horse, etc), name colours of rainbow, sing song about Noah (‘The animals went in two by two/the giraffe, the bear and the kangaroo…’) Hear stories from the Bible involving children

Can children understand that God wanted the animals to be kept safe? Can children understand that an ark is a boat? Can children understand what God asked him?

Beginning to know Bible stories about belonging

Hear the story of the lost sheep (Lk. 15); how sad the lost sheep was and how happy to be found again; make sheep out of cardboard and wool; what sounds did the lost sheep make?; why did the shepherd look for it? Play a game – hide a toy lamb and search for it.

Can children make a sheep? Can children say how the sheep or the shepherd must have felt? Can children understand that the shepherd found the sheep?

Beginning to know Bible stories about thanking

Why do we say ‘thank you’? How do we feel if people don’t say thank you to us? What should we say thank you for today? Can we say thank you to God for one favourite thing we have? Use ‘thanking God for… ‘ prayers

Can children understand that God wants us to say thank you?

Beginning to know Bible stories about sharing

Tell the story of the Feeding of the 5000; provide partially drawn picture with speech bubbles [Jesus says ‘thank you’ for food and boy says ‘you can have mine’]; let children copy words into bubbles from a list or write them underneath words already filled in; write the number of loaves and the number of fish on the picture or, from a cut out, count the correct number of fish and loaves into the boy’s basket and colour these in

Can children fill in ‘thank you’ in speech bubble? Can children put correct number of fish and loaves into basket? Can the children understand that the miracle is about sharing and caring?

Knowing that the Bible is a book printed in various formats

Explain one book can have different pictures in it Show different Bibles e.g. The Good News Bible, The Lion Story Teller Bible, The Children’s Bible, The Welsh Bible Copy word ‘Bible’ onto sheet. Look for pictures of Jesus in Bible

Can children understand that several books which look different are all Bibles? Find a story, use picture clues

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ASSESSMENT BIBLE Nursery and Reception Most children will Knowledge Be aware there are special books and the Bible is one of them.

Know the Bible contains many good stories to be enjoyed.

Know the words Bible and Nativity Be aware that the Bible holds stories which are linked with the themes of belonging, thanking, and sharing

Skills Be able to listen to a good story.

Be able to relate the broad thrust of at least one story heard, especially the story of the Nativity.

Be able to identify and explain events illustrated in pictures of the stories heard. Begin to ask questions about stories heard

Attitudes Respond to the stories with own ideas and feelings

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JESUS Nursery Learning objectives Possible learning activities

Assessment opportunities

Talking about Jesus Talk about special people Talk about people who care for us Talk about where you were born Talk about what you look like; make a portrait gallery of drawings or photos Talk about what you do Talk about Jesus (what did he look like, where was he born, what did he do?)

Can children talk sensibly about Jesus?

Appreciating the concept of a special person

Show pictures of Jesus Introduce Jesus through Christmas preparations and celebrations Talk about Paul as a follower of Jesus and a special person

Can children recognise Jesus in a picture? Can children recognise pictures of saints in churches?

JESUS Reception Learning objectives Possible learning activities

Assessment opportunities

To begin to understand that Jesus was part of a family

Talk about families. What is a family? Talk about the childhood of Jesus Add in the things he might have seen as a boy: sheep, the countryside, camels, fishermen, carpenters, Roman soldiers, tax collectors What clothes did Jesus wear as a boy? Compare Jesus’ clothes with your clothes (e.g. school uniform or casual clothes), Are they different?

Draw a family and name family members Can children describe the differences between Jesus’ clothes and their own clothes?

Thinking about what sort of people they are

Draw a picture of yourself and tell your teacher about it – this allows children who are not good at drawing complex figures to explain their attempts Are you big or small, boy or girl, dark or fair, with or without glasses, with freckles or without? What is your favourite food? What is your favourite TV programme? What is your favourite colour? Are you kind to other people? Are you kind to animals? Do you help other people? Around the picture of yourself draw your favourite colour, TV programme, food and animal. Add to the picture someone you were kind to yesterday

Do children show any self-awareness? Do children show evidence of wanting to be kind to others?

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To begin to understand that Jesus was kind, caring and brave

Teach song, Jesus’ hands are kind hands Tell story of paralysed man (Mk 2.1-12) Tell children to draw round one hand and then think what kind and helpful things they can do with it

Do children show any appreciation of the kind of things Jesus did for others? Do children show any appreciation that these might be things he or she could copy (e.g. sharing, caring, helping)?

Experiencing some of Jesus’ teachings

Tell some of the parables of Jesus to children Each parable can be acted out, illustrated or sung. Children can be encouraged to think of the meaning of the parables Houses on rock and sand Mt 7.24-27 (keeping the teachings of Jesus makes your life like a strong house built on a rock) Widow’s offering Lk 21.1-4 (giving what you have is valuable even if other people have more to give) The Good Samaritan (Lk 10.25-37)

Do children learn songs? Do children show inclination to help others?

ASSESSMENT JESUS Nursery and Reception Most children will Knowledge Be aware that Jesus was a special person

Recognise pictures of Jesus in a book

Know and talk about the birth and childhood of Jesus. Begin to be aware of some of the stories Jesus told

Skills Begin to ask questions and respond to some of the stories about Jesus as a child, begin to ask questions and respond to some of the stories Jesus told.

Attitudes Relate the stories of Jesus to their own life experience. Begin to think about the qualities of Jesus and link them to their own life experiences

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CHURCH Nursery Learning objectives Possible learning activities

Assessment opportunities

Experiencing awe and wonder when entering a church building

Attend school service or visit a church, especially when it is decorated for Christmas and candles are alight or when it is set out for harvest festival Sit quietly in the hall and then hear the music being played Look at the focus (candles, Bible, etc)

How do children respond on entering a school hall or central meeting place?

Understanding that a church is a special place of worship

What do we do in the kitchen (prepare food)? What do we do in the bedroom (go to sleep)? What do we do in the Wendy house (play)? What do we do in the church (pray and sing to God)? Each place is special for certain things. Let children sort pictures showing places where things are done and pictures of activities that go on in these places.

Do children understand that a church is a special place? Do children understand that different things are appropriate to different places?

Understanding the school belongs to the church

Ask the vicar in to talk with the children about Baptism and to show what he or she does While the vicar is with the children ask him or her which was built first, the school or the church? Let the vicar explain that he or she cares about the things the children learn because a long time ago the people in the church helped to build the school Let the children colour in a school crest and an appropriate church motif, if possible noticing similarities between the two. If necessary make the crest big so that it is easy to colour in

Can children see any link between school and church?

Knowing the name of the church and something about its patron saint.

Linking with the previous activity help the children discover the name of the church and something about its patron saint .

Can children see any link between the church and the saint?

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CHURCH Reception Learning objectives Possible learning activities

Assessment opportunities

Beginning to understand the use of a church building

Practise carols and attend service Talk about Baptism and show photos; re-enact infant Baptism and return from church to school; discuss choosing of names; what do names mean; what does my name mean? Make cards for Mothering Sunday or another festival, and attend service

Can children sing carols? Can children make Mothering Sunday cards to express thanks to their mothers? Do children appreciate that names have meanings?

Appreciating changing colours in church

Let children paint a colour connected with a feeling (e.g. black-angry, green-calm, white-happy); copy the letters of the name of the colour under the colour and draw a face showing the feeling; use smiley faces ☺

and ask children to copy them to convey feelings

Do children show sensitivity to colour and decoration? Do children show sensitivity to colour and shape as they are related to festivals?

ASSESSMENT CHURCH Nursery and Reception Most children will Knowledge Know the name of the church and the name of some of the artefacts of the church; Cross,

Font, Altar. Know that a church is a special place where people say prayers and sing to God.

Know that there are special occasions when people go to church: Eucharist, Baptism, Weddings, Harvest service, Carol service. Become aware of the changing colours in the clothings of the church.

Skills Be able to explore the building and its artefacts with confidence Attitudes Show a sense of awe and wonder when entering a church or other place of worship. Respond

with respect and interest to aspects of the church highlighted on the visit.

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CHRISTIAN LIFE AND VALUES Nursery Learning objectives Possible learning activities

Assessment opportunities

Beginning to take responsibility, share and co-operate with others

Introduce to rules, turn taking, respect for school, trying hard, doing your best, helping, tidying toys, not sulking. Learn these things by taking part in collective activities: games together and listening to teachers.

Are children cooperative? Are children cooperative with teacher?

Beginning to learn that sharing is an important activity

Role play birthday party with cards, presents and cake Make pretend presents to give to the birthday person Bring in birthday cake Ask: how we can share this out equally? Do we only share at birthdays? What can we share at school or in our families each day?

Do children show willingness to share? Do children show an understanding of sharing even if no willingness to do so?

Listening to a range of prayers and beginning to learn to identify how to start and end a prayer.

Hear prayers said by teachers and others Learn to recognise the start of a prayer (to whom it is addressed to) Learn to recognise the end of a prayer (by being offered in the name of Jesus) Learn to join in with daily prayers in Welsh and English eg at lunch time and home time Begin to learn the Lord’s Prayer and the Grace in Welsh. Learn what Amen means (‘so be it’ or ‘I agree’) and when to say this

Do children show an awareness of beginning and end of prayers

Beginning to learn that God cares about people and that God cares how they treat these people.

Sing ‘He’s got the whole world in his hands…’ Hear the story of Joseph with his dreams and his coat of many colours; learn a song from Joseph and his Amazing Technicolour Dreamcoat

Can children follow the story of Joseph? Do children show appropriate emotions when Joseph is maltreated?

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CHRISTIAN LIFE AND VALUES Reception Learning objectives Possible learning activities

Assessment opportunities

Thanking God for the things I can do (talents, Early Years skills)

Fill in sentences like I can run and jump (draw or select picture) I can sing (draw or select picture) I can hop (draw or select picture) I can write my name Learn to say ‘thank you’ to God for the parts filled in above by, for example, sticking ‘thank you God’ above the completed sentences

Can children fill sentences in correctly?

Thanking God for his gifts Fill in sentences like I am ___ years old My best friend is_____ (draw face) My pet is called______ I thank God for________ Learn to say ‘thank you’ to God for the parts filled in above by, for example, sticking ‘thank you God’ above the completed sentences Make a big book of ‘Thank you God prayers’

Can children fill sentences in correctly? Can children make or colour his or her own prayers?

Beginning to understand that they belong to a family, school, church

Talking about ‘belonging’ expressing this through being together, loving, caring for others, prayer and worship. Ask members of the school (e.g. cook, caretaker, secretary) to come and talk to the children and say what they do. Draw each member of the staff with something they work with (cook with saucepan, etc). Mount the pictures round a photo of the school or of the class of children to show how each contributes to the community. Ask members of the church to come in (vicar, curate, organist) to talk to the children and say what they do. Draw each member of the church with something they work with (e.g. vicar with prayer book). Mount pictures round a photo of the church to symbolise belonging. Stick photos of the children on the church to show that they also belong.

Do children show concern for others? Do children show appreciation of other members of school community? Do children realise what they do? Do children show appreciation of members of church communities? Are children able to draw school or church members?

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ASSESSMENT CHRISTIAN LIFE AND VALUES Nursery and Reception Most children will Knowledge Be aware of and value belonging to their family and to the community of their school

Begin to be aware that God cares for everyone. Recognise that praying is a way of talking to God and that we can praise, thank, say sorry and ask God for help.

Skills Begin to grow in confidence, take responsibility and cooperate with others. Begin to be aware that sharing and caring is an important part of Christian life and values.

Attitudes Begin to show sensitivity and caring attitudes towards others FESTIVALS Nursery Learning objectives Possible learning activities

Assessment opportunities

Beginning to identify important Christian festivals

Preparing for festivals like Harvest, Christmas, St. David’s Day ,Mothering Sunday, Easter. Write H for Harvest C for Christmas etc and then stick a symbol next to the letter (e.g. Jesus in manger for Christmas, sheaf of corn for harvest) and so build up a collage for a festival Associate each festival with appropriate food.

Can children name special days?

Beginning to find different ways of celebrating God’s gifts

For example by birthdays, Baptisms, Weddings, Eisteddfodau, school concerts, outings and special visitors, Harvest, crops, through the five senses, and being thankful for the work of people in school. Tell the story of bread: where does it come from, how is it made, who bakes it, what does it taste like, why is it sometimes white and sometimes brown, what can we eat with it? Thank God for bread.

Do children give evidence of celebrating appropriately? Do children understand where bread comes from and why we are thankful for it?

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FESTIVALS Reception Learning objectives Possible learning activities

Assessment opportunities

Making things that can be used in services and events in the church calendar

Make for example Palm Crosses, Christingles, figures for a Nativity scene.

Can children make these things?

Children begin to understand they can take part in services

Prepare children for services (e.g. singing, prayers, holding palm crosses, taking part in a nativity play).

Do children take part?

Making and/or eating hot-cross buns, Shrove Tuesday pancakes and Easter eggs.

Try to ensure children understand why they are eating the food!

Do children have some idea of why they are eating these particular foods?

Learning about some traditional customs for celebrating festivals in regions of Wales

Choose a custom (e.g. Plygain, Calennig, Y Fari Lwyd, Egg clapping) which may be or has been observed locally and invite an older person to come and describe it. Make artefacts to illustrate it.

ASSESSMENT FESTIVALS Nursery and Reception Most children will Knowledge Begin to be aware of celebration as a special event or happening which helps us to think

about and remember special things. Know the names of some of the special occasions that are celebrated; special occasions in schools, birthdays, Baptisms, Weddings, Harvest, Christmas, Mothering Sunday, Easter and customs in regions of Wales.

Skills Talk about some of the things that happen at the celebrations Attitudes Can take part in celebration with confidence and respect.

Respond with own feelings and ideas about celebration

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Medium term planning in six week blocks: Reception Reception Strand Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Bible x x Jesus x x Church x Christian life & values x x Festivals x x The grid gives an overview of what can be covered in any half term. The contents have been put together so that there is a coincidence with the church calendar, especially in relation to Christmas and Easter. We have not provided a similar grid for Nursery because we are aware of the flexibility inherent in arrangements for that age group.

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Reception Autumn 1

Christian life and values Thanking God for the things I can do (talents, Early Years skills) Thanking God for his gifts Identifying different types of prayers

Autumn 2 Church Appreciating changing colours in church Appreciating connection of some Welsh churches with saints Festivals Making things that can be used in services and events in the church calendar Make Christingles, Nativity figures or Christmas food Children begin to understand they can take part in services

Spring 1 Jesus Thinking about Jesus’ childhood Think about what sort of people they are

Spring 2 Festivals Making things that can be used in services and events in the church calendar Make and/or eat hot-cross buns, Shrove Tuesday pancakes and Easter eggs. Pupils begin to understand they can take part in services Learning about some traditional customs for celebrating festivals in regions of Wales

Summer 1 Bible Knowing the Bible tells us about people’s lives Beginning to know Bible stories about belonging Beginning to know Bible stories about thanking Knowing the effort made by Mary Jones to obtain a Bible

Summer 2 Bible Beginning to know Bible stories about sharing Knowing that the Bible is a book printed in various formats Jesus Thinking about Jesus’ teachings Christian life and values Beginning to understand that they belong to a family, school, church

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KEY STAGE 1

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Cross curricular skills: KS1 and KS2 The syllabus presented below follows the conventions set out by the latest syllabus revisions (2000) set out by ACCAC. Where a statement or section of a programme of study is explicitly linked to a particular common requirement, this is indicated by means of one of the symbols below.

Curriculum Cymreig Pupils should be given opportunities, where appropriate, in their study of religious education to develop and apply knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales. Communication Skills Pupils should be given opportunities, where appropriate, in their study of religious education to develop and apply their skills of speaking, listening, reading, writing and expressing ideas through a variety of media.

Mathematical Skills Pupils should be given opportunities, where appropriate, in their study of religious education to develop and apply knowledge and skills of number, shape, space, measures and handling data. Information Technology Skills Pupils should be given opportunities, where appropriate, in their study of religious education to develop and apply IT skills to obtain, prepare, process and present information and to communicate ideas with increasing independence

Problem-Solving Skills Pupils should be given opportunities, where appropriate, in their study of religious education to develop and apply their skills of asking appropriate questions, making predictions and coming to informed decisions.

Creative Skills Pupils should be given opportunities, where appropriate, in their study of religious education to develop and apply their creative skills, in particular the development and expression of ideas and imagination. Personal and Social Education Pupils should be given opportunities, where appropriate, in their study of religious education to develop and apply the attitudes, values, skills, knowledge and understanding relating to Personal and Social Education.

Spirituality Pupils should be given opportunities, where appropriate, in their study of Religious Education to develop and apply the attitudes, values, skills, knowledge and understanding relating to the spiritual dimension of life. Reflect and Respond Pupils should be given opportunities, where appropriate, in their study of Religious Education to develop and apply the attitudes and skills of reflection, meditation and creative response.

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Bible: Key Stage 1 Focus Statement At Key Stage 1 pupils should become familiar with the Bible as source of stories and teachings that encourage a variety of responses. They should be taught Bible stories appropriate to their own age (for instance those involving children, family life and kindness) as well as being made aware of biblical teaching about the natural world (caring for the environment and animals). Pupils should be given opportunities to

Hear Bible stories from readings, extempore retellings and video media

Talk about Bible stories together

See, hold and look at an illustrated Bible and identify it as a special book

Know about Bible stories and teachings underlying the value of children and about children Recognise the variety of characters in the Bible compared with modern times Understand Bible references to the use and development of gifts Understand the Bible as a guide to the way we treat other people

To know some stories of how the Bible was treasured and taught in Wales (e.g. the stories of Griffith Jones, Llanddowror and his circulating schools, Thomas Charles and the Bible Society, Ficer Prichard and ‘Cannwyll y Cymry’).

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Jesus: Key Stage 1 Focus Statement At Key Stage 1 pupils should become familiar with the sort of person Jesus was, when he lived, what he taught and did and why he is important. Pupils should be given opportunities to

Hear about the birth, life, death and resurrection of Jesus from readings, extempore retellings and video media

Talk about Jesus together

Look at illustrations of Jesus

Distinguish between parables, miracles and magic

Know about prayers of Jesus in the Bible Know about the childhood of Jesus (growing up in the Roman empire), interests at the age of 12, visit to the Temple, Bar Mitzvah, and likely religious education

Know about the way Jesus treated people (especially socially disadvantaged groups, but also people of various races)

Begin to understand the call of the disciples and the mission of Jesus

Where appropriate to the language policy of the school, hear and see the story of Jesus presented through the medium of Welsh in video, IT, CD ROM (e.g. ‘Stori Iesu’ – The story of Jesus using S4C’s video ‘Gwr y Gwyrthiau’ (Man of Miracles)).

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Church: Key Stage 1 Focus Statement At Key Stage 1 pupils should learn about church buildings, what they are for, what happens in them and what they mean to us. Where possible they should become comfortable with church buildings and appreciate the elements of church services. They should learn that the word ‘church’ also refers to the caring family of God. Pupils should be given opportunities to

Experience awe and wonder through acquaintance with the size, shape (e.g. cruciform) and atmosphere of church interiors

Become familiar with church buildings (e.g. by comparing several with each other)

Talk together about church services

Learn about the parts of church buildings (e.g. lectern, font, stained glass windows, pulpit, vestry) and explain their use

Begin to appreciate the symbolism of church buildings (e.g. candles, colours of the church calendar, font by the door, spire pointing upwards)

Begin to understand the special services that take place in church (e.g. Baptisms, Eucharist, Harvest Thanksgiving, Weddings, Carol Services)

Know about prayer books and hymn books as used in church services Know that the Bible is read during church services Know about pictures of Jesus in church (eg. icons and stained glass windows)

Begin to understand the church is a family whose members care for each other outside the church building

Begin to know about the ‘Llan’ – early Christian monastic cells and communities – Early Christian monasteries in Wales linking in with the history of the Celts (Iron Age period in Welsh history),standing stones and monuments of that era e.g. Nevern Cross.

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Christian life and values: Key Stage 1 Focus Statement Key Stage 1 pupils should learn basic moral and spiritual values beginning with an awareness that they are special to God even though they are young and small. They should also learn that what they say and do is important and how they treat other people matters. What they learn in this area will come from the Bible and from the example of Christians through the centuries (e.g. St Francis and the Saints of Wales). Pupils should be given opportunities to

Learn that individuals are valuable to God and unique

Learn that God cares about the people they care about, that God is concerned with how they treat these people and how these people treat them

Learn that speaking the truth is important to Christians

Learn that honesty is important to Christians

Learn that forgiveness is important to Christians Know that Christians care about animals as part of God’s creation (e.g. Melangell and the hare, Beuno and the curlew, Cadog and the mouse and Illtud and the birds).

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Festivals: Key Stage 1 Focus Statement At Key Stage 1 pupils should be introduced to the main universally celebrated Christian festivals and learn to see them as celebrations in which they can participate and to which they can contribute. They should also begin to appreciate Christian music and ceremonial. Pupils should be given opportunities to

Begin to celebrate Christian festivals and traditions as important and happy events (e.g. Stir Up Sunday, Christmas, Gwyl Dewi (St. David’s Day), Mothering Sunday, Easter, Rogationtide, Plough Sunday, Harvest Thanksgiving Make things that can be used in services and events in the church calendar (e.g. Advent wreath and calendar, Nativity scene, Christingles, Palm Crosses, figures for a Easter garden) Understand how children can take part in services (e.g. in singing, prayers, with Palm Crosses, during a Nativity play) By video or audio appreciate the universality of Christian festivals (e.g. Manger Square in Bethlehem at Christmas or Russian Orthodox services at Easter) Understand about giving things up for Lent as a way of preparing for Easter Make or eat hot cross buns, Shrove Tuesday pancakes and Easter eggs Be introduced to some of the following: Gwyl Dewi (St. David’s Day), Cymanfa Ganu, Cymanfa Bwnc, Gwyliau Corawl Eglwysig (Church Choral Festivals), y Plygain, Gwyliau Mabsant (Patronal Feasts)

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Other faiths: Key Stage 1 Focus Statement At Key Stage 1 pupils should learn about the life of Moses and some of his main beliefs. Pupils may also learn about Muhammad and some of his main beliefs, where the school’s context makes this desirable. Pupils should be given opportunities to

Hear about the life of Moses and e.g. Abraham, Joseph, King David, and Elijah in the Old Testament

Look at illustrations of synagogues and talk about them

Appreciate that Moses is spoken about in the Old Testament Know the story of the Exodus and the giving of the Ten Commandments

See and handle religious artefacts associated with Judaism

Learn about the Old Testament from video and other resources in Welsh

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Key Stage 1: Learning outcomes, possible learning activities and assessment BIBLE STRAND KEY STAGE 1 FORMULATED INTO YEAR GROUPS Bible Short form Year 1 Hear Bible stories from readings, extempore retellings and video media Hear Talk about Bible stories together Talk See, hold and look at an illustrated Bible and identify it as a special book See Learn and know about prayers in the Bible Learn Know about Bible narratives and teachings underlying the value of children NT - children Know some stories of how the Bible was treasured and taught in Wales Welsh Bible Year 2 Recognise the variety of characters in the Bible compared with modern times NT -characters Know that there are stories about children in the Bible Narratives Understand the Bible teaches us to look after God’s world (e.g. in caring for creation, in

the Jewish Sabbath where the land rests, in the digging of wells, biblical Jubilee) God’s world

Begin to understand the Bible as a guide to the way we treat other people (e.g. Good Samaritan and Unforgiving Servant)

Others

Begin to understand Bible references to the use and development of gifts (e.g. Parable of Talents)

Gifts

JESUS STRAND KEY STAGE 1 FORMULATED INTO YEAR GROUPS Jesus Short form Year 1 Hear about the birth, life, death and resurrection of Jesus from readings, extempore

retellings and video media (and where appropriate some in Welsh) Hear

Talk about Jesus together Talk Look at illustrations of Jesus in different artistic and cultural representations Pictures Know how Jesus treated people Treating

people Year 2 Look at illustrations of Jesus in different artistic and cultural representations Look at Distinguish between parables, miracles and magic Distinguish Know about the childhood of Jesus (growing up in the Roman empire), interests at the age

of 12, visit to the Temple, bar mitzvah, and likely religious education Know about

Know about prayers of Jesus in the Bible Prayers Know about the way Jesus treated people (especially socially disadvantaged groups, but

also people of various races) Treating people

Begin to understand the call of disciples and the mission of Jesus Call

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CHURCH STRAND KEY STAGE 1 FORMULATED INTO YEAR GROUPS Church Short form Year 1 Experience awe and wonder through acquaintance with the size, shape (e.g. cruciform)

and atmosphere of church interiors Experience

Become familiar with church buildings (e.g. by comparing several with each other) Become familiar Understand why pictures of Jesus are found in church (eg. icons) Pictures Know that the Bible is read during church services Bible reading Talk together about church services and their component parts (e.g. hymns, responses,

prayers, offertory, confession) Talk together

Learn about the parts of church buildings (e.g. lectern, font, stained glass windows, pulpit, vestry) and explain their use

Learn about

Begin to understand the special services that take place in church (e.g. Baptisms, Eucharist, Harvest Thanksgiving, Weddings, Carol Services)

Services

Year 2 Begin to appreciate the symbolism of church buildings (e.g. candles, colours of the church

calendar, font by the door, spire pointing upwards) Symbolism

Begin to understand the special services that take place in church (e.g. Baptisms, Eucharist, Harvest Thanksgiving, Weddings, Carol Services)

Special services

Know about prayer books and hymn books Prayer books Understand why pictures of Jesus are found in church (eg. icons) Pictures Know that the Bible is read during church services Bible reading Begin to understand the church is a family whose members care for each other outside

the church building Church family

To know about the Llan and early Christian monasteries and monuments in Wales Welsh Church

CHRISTIAN LIFE AND VALUES STRAND

KEY STAGE 1 FORMULATED INTO YEAR GROUPS Christian life and values

Short form

Year 1 Learn that they are valuable to God and unique Unique Learn that God cares about the people they care about, that God is concerned with

how they treat these people and how these people treat them God cares

Learn that Christians care for animals as part of God’s creation Care Year 2 Learn that speaking the truth is important to Christians Truth Learn that honesty is important to Christians Honesty Learn that forgiveness is important to Christians Forgiveness

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FESTIVALS STRAND KEY STAGE 1 FORMULATED INTO YEAR GROUPS Festivals Short form Year 1 Begin to understand that Christian festivals are celebrations of important and happy

events (e.g. Dewi Sant, Rogationtide, Plough Sunday, Harvest Thanksgiving, Stir Up Sunday)

Celebrations

Begin to learn the symbolism of things used in services and events in the church calendar (e.g. Christingles, palm crosses, figures for a nativity scene, Advent wreath and calendar, Easter garden, Pentecost, Ascension, Saints Days, Patronal Festivals)

Making things

Understand how pupils can take part in services (e.g. in singing, prayers, with Palm Crosses, during a Nativity play)

Taking part

To know about giving things up for Lent; to see Lent as a time of preparation Lent Make or eat hot cross buns, Shrove Tuesday pancakes and Easter eggs Food Year 2 By video or audio appreciate the universality of Christian festivals (e.g. Manger Square

in Bethlehem at Christmas or Russian Orthodox services at Easter) and also that some forms of celebration are particular to Wales.

International variations

Begin to understand that Christian festivals are celebrations of important and happy events and to hear related stories (e.g. Plough Sunday, Rogationtide, Dewi Sant, Harvest Thanksgiving, Stir Up Sunday)

Celebrations

Make things that can be used in services and events in the church calendar (e.g. Christingles, Palm Crosses, figures for a Nativity scene, Advent wreath and calendar, Easter garden)

Making things

Understand how pupils can take part in services (e.g. in singing, prayers, with Palm Crosses, during a Nativity play)

Talking part

Understand Lent is a time of preparation Lent Make or eat hot cross buns, Shrove Tuesday pancakes and Easter eggs Food

OTHER FAITHS STRAND KEY STAGE 1 FORMULATED INTO YEAR GROUPS Other faiths Short form Year 1 Appreciate that Moses is spoken about in the Old Testament Moses Hear about the life of Moses and other Old Testament characters OT characters Know the story of the Exodus and the giving of the Ten Commandments Exodus To think how a Jewish child might live today Jewish child Year 2 Know the story of the Exodus and the giving of the Ten Commandments Exodus Look at illustrations of synagogues and talk about them Synagogues See and handle Torah scrolls and other religious artefacts associated with Judaism Torah

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OVERVIEW FOR KEY STAGE 1

Short form of Syllabus Topics Year 1 Bible Hear, Talk, See, Learn, NT – children, Welsh Bible Jesus Hear, Talk, Pictures, Prayers Church Experience, Become familiar, Talk together, Learn about, Services,

Pictures, Bible reading Christian life and values Unique, God cares, Care Festivals Celebrations, Making things, Taking part, Lent, Food Other faiths Moses, OT characters, Exodus, Jewish child Year 2 Bible NT characters, Narratives, Know about, Teachings, Gifts Jesus Look at, Distinguish, Know about, Treating people, Parables, Call Church Symbolism, Special services, Prayer books, Pictures, Bible reading,

Church family, Welsh Church Christian life and values Truth, Honesty, Forgiveness Festivals International variations, Celebrations, Making things, Taking part, Lent,

Food Other faiths Exodus, Synagogues, Torah

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KEY STAGE 1

LEARNING OBJECTIVES

POSSIBLE LEARNING ACTIVITIES

AND ASSESSMENT

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BIBLE Year 1 Learning objectives Possible learning activities

To see, hold and look at an illustrated Bible

Find Bible in school library Bring in Bible from home to show Find Bible(s) during visit to church Use Bible as ‘big book’ in literacy session

To understand the Bible as a special book

Talk about things that are special (e.g. people we love, things that are precious, places that are unusual) Explain that the Bible is special (e.g. it is precious because it can show us how to live) e.g. the story of The Good Samaritan

To know some stories of how the Bible was treasured and taught in Wales.

Help the pupils to imagine the life and times of Griffith Jones, Llanddowror and his circulating schools Thomas Charles and the Bible Society Ficer Prichard and ‘Cannwyll y Cymry’.

To hear Bible stories Use a variety of methods to familiarise pupils with Bible stories (e.g. readings, retell, pictures, mime and video media) E.g. the story of Jonah

To talk about Bible stories together Pupils can talk about Bible stories in pairs, in groups or as a class; the purpose is to engage their attention and imagination: ask how people in the stories felt and what they thought.

To know some Bible stories, especially those speaking of the value of children

Talk about whether small things are more important than big things; do grown-ups value children? Let pupils talk about people who matter to them. Does Jesus value children? Tell the story of the disciples who tried to keep children away from Jesus (Mt. 19.13,15). What does it show? Tell the story of Moses and the way his mother cared for him and how miraculously he was brought up under the protection of the king who tried to kill him (Ex. 2); draw or dramatise The story of the Lost Sheep Mt 18.12, 13

ASSESSMENT BIBLE Year 1 Most pupils will Some pupils will not have made

so much progress and will Some pupils will have progressed further and will

Knowledge Know how to recognise a Bible and realise that it is a special book containing a variety of stories. Know that it can teach people how to live. Understand that it teaches the value of children.

Be able to recognise a Bible and realise that it is a special book containing a variety of stories. Know that it can teach people how to live. Begin to understand that it teaches the value of children.

Know how to recognise a Bible and realise that it is a special book containing a great variety of stories. Know that it can teach people how to live. Understand how it teaches the value of children.

Skills Be able to re-tell Bible stories. Be able to recall some Bible stories. Be able to re-tell a number of Bible stories.

Attitudes Begin to realise that the Bible is to be both enjoyed and treasured.

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BIBLE Year 2 Learning objectives Possible learning activities

To know that there are stories about children in the Bible

Take a Bible story (e.g. Joseph and his brothers showing how his father feels when the boy is lost or the Feeding of the 5000 where the boy helps the miracle happen by giving up his own food) and retell it from a perspective that shows that children matter. Other suitable stories include Samuel, David, Joseph, Jesus and the children, Jairus’ daughter; each story, among other things, shows the value of children

To recognise the variety of characters in the Bible compared with modern times

Show a picture of modern Britain: identify different groups (policemen, firemen, mayors, judges, traffic wardens) Use pictures to show the different people who appear in the NT: fishermen, tax collectors, Pharisees, Romans, disciples, ordinary people; discuss what they all did and how they lived; Write a ‘Day in the life of…’ and choose one person from one group

To begin to understand the Bible as a guide to the way we treat other people

Re-tell appropriate Bible stories: e.g. The Good Samaritan (caring for others, Lk 10.30f) or the Unforgiving Servant (forgiveness, Mt. 18.23f) Ask pupils to dramatise or illustrate the story; you might want to make a video of a class drama based on the story; you could provide a partially drawn set of pictures that pupils complete; you could modernise the stories replacing people in them with modern equivalents.

To begin to understand Bible references to the use and development of gifts

Read the Parable of Talents (Mt. 25.14f); what is it about? Who gives the money to the servants (the master)? What should they do with it (increase it)? Is this a story about money? What is a talent? How should we use our natural abilities? What might this story mean for us? (e.g. learn a musical instrument, become good at a new sport, be thankful if we are good at things, not be lazy); in General what we can do now and celebrate our gifts in the eyes of God

To understand the Bible teaches us to look after God’s world

Show pictures of the world around us (beautiful landscapes and polluted beaches); how do we feel when the beaches are polluted (sad because animals die and everything is spoilt)? How do we feel when we see everything as it is meant to be (happy)? How is the world meant to be? (read parts of Genesis 1 [‘…and God saw that it was good’, verses 10, 12, 18, 21, 25]); show how human beings are meant to care for the world (Gen. 2.15) Tell the story of creation stressing the order of events (first plants and then animals and, last of all, human beings) so as to avoid creating problems about science-religion conflicts later. Tell the story of Isaac (Gen. 26.12-19) digging fresh wells (draw, given modern examples of this e.g. in the work of TEAR Fund [The Evangelical Alliance Relief Fund]) If you want to work on a small scale use the classroom as an example of a place that we value and keep tidy (why? how?) and then plant a small rock garden with bulbs showing how it needs to be looked after (watering, weeding)

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ASSESSMENT BIBLE Year 2 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Know something about the background to New Testament characters. Be able to describe what Jesus said about caring for others and Bible teaching on caring for the environment.

Know something about the daily life of some New Testament characters. Be able to describe simply what Jesus said about caring for others and Bible teaching on caring for the environment.

Know something about the background to New Testament characters. Be able to describe and explain what Jesus said about caring for others and Bible teaching on caring for the environment.

Skills Be able to re-tell a range of Bible stories and explain their meaning. Be able to take part in an environmental or caring project.

Be able to recall some Bible stories and explain their meaning. Be able to take a part in an environmental or caring project.

Be able to re-tell a range of Bible stories in detail and explain their meaning. Be able to plan and take part in an environmental or caring project.

Attitudes Begin to understand that the teachings of the Bible can influence the whole of life, including their own. JESUS Year 1 Learning objectives Possible learning activities

To look at illustrations of Jesus Show pictures of Jesus in different artistic and cultural representations

Ask pupils which they like best and what they think Jesus looked like

To hear about the birth, life, death and resurrection of Jesus

Use readings, retelling the story and video media Use both Welsh and English resources.

To know about the way Jesus treated people

Tell the story of Bartimaeus (Mk. 10.46-52); ask the pupils to close their eyes to imagine what it is like not to see. Play tapes of sounds and ask them to identify them. Tell the pupils about a man who had to rely on his sense of hearing, a blind beggar in Jericho. Set the scene – how did he live, how was he treated, why did a blind person have to beg in Bible times. Tell the story of Louis Braille. Mention the Braille machine and the Braille alphabet. If possible invite a blind person to school so as to make the issue of blindness real.

To talk about Jesus together Pupils can talk about Jesus in pairs, in groups or as a class; the purpose is to engage their attention and imagination: ask how people might feel when they met Jesus.

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ASSESSMENT JESUS Year 1 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Begin to understand what sort of person Jesus was. Know that he has been depicted in various ways. Know something of the main events in his life.

Be able to talk about what sort of person Jesus was. Know that he has been depicted in various ways. Recall some of the main events in his life.

Begin to understand what sort of person Jesus was. Know that he has been depicted in various ways. Know the main events in his life and be able to give an account of them.

Skills Be able to imagine and respond to events in the life of Christ.

Be able to imagine and respond to events in the life of Christ in ways appropriate to their ability.

Be able to imagine and respond to events in the life of Christ in ways appropriate to their ability.

Attitudes Be able to appreciate the feelings of those who met Jesus and to realise something of his unique nature. JESUS Year 2 Learning objectives Possible learning activities

To look at illustrations of Jesus Show pictures of Jesus in different artistic and cultural representations

Discuss why the representations are different; try to copy one of the pictures; which are the happiest or saddest pictures? Write a poem based on one of the pictures

To distinguish between parables, miracles and magic

Use secular literature to illustrate stories with a moral ending (e.g. one of Aesop’s fables) Explain that a parable is a story with a special meaning Show how the parables of Jesus convey meaning (e.g. the Good Samaritan shows how we should treat other people in trouble by being a neighbour to them); ask pupils to write a story themselves illustrating the idea that we should help others whether we like them or not Explain that the miracles of Jesus are things he did, not things he said; distinguish between miracles and magic; miracles are performed by the power of God for a moral reason, magic has no moral basis

To know about the way Jesus treated people

Show two apples, one red and the other green, and cut them open. Inside they are the same. Talk about various groups in our society; explain that many people in Jesus’ time disliked the Samaritans; illustrate this by thinking of the football supporter from one team helping a bitter rival Read Mt 8.2-4; Jesus touched the leper and healed him; he cared for those no one else cared for; compare with modern AIDS victims e.g. children in Africa

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To know about prayers of Jesus in the Bible

Ask pupils to relate each sentence of the Lord’s prayer. Hold up a card saying, ‘Father, help us to honour your name’ and discuss this; follow this for each part of the prayer. Build up a display with the words: Father, kingdom, honour, sins, food, tempted, in a circle and explanations about how these words apply to our own lives (e.g. daily bread to our own food); if single words are too difficult to pin down meaning, use phrases Or teach about the Lord’s Prayer using the Lion Big Book Learn the Lord’s Prayer in Welsh

To know about the childhood of Jesus Talk about the kind of world we are in: cars, football, TV, travel, airplanes, computers; Read Lk. 2.41-52. Jesus visited the temple in Jerusalem and was interested in what was taught there; he asked and answered questions; he took part in the Passover festival (v 41); he probably learnt carpentry from Joseph; he probably went to the local school in the synagogue and learnt to read there

To understand the call of disciples and the mission of Jesus

The calling of the disciples: ask pupils what they want to do when they grow up; read Mt. 4.18-22 and talk about the jobs the disciples had and why they followed Jesus; did life become more interesting or more boring when they followed Jesus (more exciting)?; did they see the miracles of Jesus (yes)? did they understand all that he did and said (no)? do we remember them today (yes)?

ASSESSMENT JESUS Year 2 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Know that Jesus had a special mission to the outcasts of society. Know some examples of parables and miracles (and the difference between them). Know about the disciples of Jesus and be able to talk about why they followed him.

Know that Jesus had a special mission to the outcasts of society. Know an example of a parable and a miracle (and the difference between them). Know something about the disciples of Jesus and be able to talk simply about why they followed him.

Give examples to show that Jesus had a special mission to the outcasts of society. Know some examples of parables and miracles (and the difference between them). Know about the disciples of Jesus and be able to explain why they followed him.

Skills Be able to remember the Lord’s Prayer in both English and Welsh and to talk about its meaning.

Be able to say the Lord’s Prayer in both English and Welsh together with other people and to begin to understand its meaning.

Be able to remember the Lord’s Prayer in both English and Welsh and to talk about its meaning and why it is important.

Attitudes Begin to apply Jesus’ teaching on the treatment of others and on prayer to their own lives.

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CHURCH Year 1 Learning objectives Possible learning activities

To experience awe and wonder of church interiors

Visit a church; sit quietly with eyes shut for a few moments; what thoughts come to mind?; look at materials: wood, stone, glasswork Later talk about the size of the church (big enough to accommodate the people in the village); the shape of the building (cross shaped)

To become familiar with church buildings If possible visit another church building within the parish; compare this with the parish church; what is the same? What is different?

To understand why pictures of Jesus are found in church (eg. icons)

Read Mt 16.18 ‘I will build my church’; whose church is it (Jesus’)? Explain how the church is to carry on the work of Jesus Link this with the idea of the church being the ‘people of God’ in year 2

To know that the Bible is read during church services

Visit a church and see the Bible on the lectern; look at the shape and decorations on the lectern; see where in the building the lectern is situated; choose one or two pupils to read some verses out to the class; look at the size of the Bible. Tell pupils that 200 years ago the Bible on the lectern might be the only one in the village – and it would be chained to the lectern to stop it being stolen. Concentrate on font, pulpit, lectern altar as the important furnishings

To talk together about church services If possible, prepare to attend a church service (e.g. morning service) and talk about what will happen; who will do what; what the purpose of the service is; practise hymns and children’s participation (prayers? readings? bringing things to church?); maybe link to festivals and a service in school, or prepare in school before attending church service

To learn about the parts of church buildings Learn about parts of the church they have not considered earlier; explain the use of parts; talk how the church is laid out to teach (pulpit and lectern) and for worship (everyone facing the front; choir leading singing; priest leading in prayer); use diagram of interior of church and ask pupils to identify parts from it

To understand special services in church Talk about special services that take place in church (e.g. Baptisms, Harvest Thanksgiving, Weddings, Carol Services) and their purpose; it is probably best to concentrate on Baptism and Harvest making them the important ones

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ASSESSMENT CHURCH Year 1 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Begin to realise that the Church is a special place. Recognise and explain the purpose of the font, lectern, pulpit and altar. Begin to understand what is meant by “sacred” and “holy”.

Begin to realise that the Church is a special place. Begin to recognise the font, lectern, pulpit and altar. Begin to understand what might be meant by “sacred” and “holy”.

Begin to realise that the Church is a special place. Recognise and explain the purpose of the font, lectern, pulpit and altar and their symbolism. Begin to understand what is meant by “sacred” and “holy”.

Skills Be able to talk about church services and their purpose. Possibly take part in a service.

Be able to talk about some of the features of a church service. Possibly take part in a service.

Be able to talk about a variety of church services and their purpose. Possibly take part in a service.

Attitudes Feel a sense of wonder in the special atmosphere of the church.

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CHURCH Year 2 Learning objectives Possible learning activities

To know about prayer books and hymn books

Pick up and look at a prayer book; identify the table of contents and a simple service; look at the lay-out of a selected page with instructions about what to do and say; explain how the prayer book keeps the whole congregation together in one act of worship; if reading is too difficult, photocopy a page from a prayer book and turn it into a little worksheet; alternatively make use of a children’s version of the prayer book Pick up and look at a hymn book; see how the hymns are laid out in verses; look at the patterns of rhyme; show how hymns are like poems and that some hymns were written as poems.

To know about pictures of Jesus in church Look at the pictures of Jesus in church (eg. icons or stained glass windows) Talk about why stained glass windows are there (because they told the story of Jesus to people who could not read) In groups pupils make their own ‘stained glass window’ from coloured paper; perhaps use a brass rubbing to give a shape to work from

To know how parts of the Bible are read during church services

Visit a church and see the Bible on the lectern; choose one or two pupils to read some verses out to the class; prepare pupils to take part in a service (e.g. a carol service where there are set readings)

To begin to appreciate the symbolism of church buildings

Look at the inside and outside of a church; see what things are made of; give pupils a list of things to find in the church; what are the parts for (e.g. pews for sitting; kneelers for kneeling)?; note especially: candles, colours of the altar cloth, font by the door, spire pointing upwards and ask pupils to think about what they have seen e.g. can they suggest why the font is by the door or what the colours of the altar cloth might mean?

To know more about the special services that take place in church

Select a special service (e.g. Baptisms, Eucharist, Weddings,) and talk in greater depth about its meaning (e.g. Baptism about belonging)

To know about the Llan and early Christian monasteries and monuments in Wales

Make links with work on the Celtic era in History. Explore evidence for local monastic communities. Examine patterns on standing stones and create pupils’ own art work.

To know the church is a family whose members care for each other outside the church building

Talk about families; do all members live in the same house (no)? Do members of families only care about each other when they are in the house (no)? Do members of the church only care about each other when they are in the church building (no)? Link this with the Lord’s prayer (Our Father…) Talk with people who have jobs in the church e.g. organist, bellringer, warden, choir, flower arranger, brass cleaners

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ASSESSMENT CHURCH Year 2 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Be aware that objects in a church and services held there have a special meaning. Be able to explain the main features and the significance of a church service. Know about early Christian crosses and buildings in Wales.

Be aware of the special meaning of some of the objects in a church. Be able to explain the main features and some of the significance of a church service. Know something about early Christian crosses and buildings in Wales.

Be aware that objects in a church and services held there have a special meaning. Be able to explain in detail the main features and the significance of a church service. Know about the origins of early Christian crosses and buildings in Wales.

Skills Be able to investigate the differences between prayer books, hymn books and the Bible. Be able to investigate further objects in the church and create artefacts to illustrate what they have learnt.

Begin to investigate the differences between prayer books, hymn books and the Bible. Be able to investigate some further objects in the church and create artefacts to illustrate what they have learnt.

Be able to investigate the differences between prayer books, hymn books and the Bible and explain them. Be able to investigate a number of different objects in the church and create artefacts to illustrate what they have learnt.

Attitudes Realise that the church is not only a well-loved building but also a community of people.

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CHRISTIAN LIFE AND VALUES Year 1 Learning objectives Possible learning activities

To learn that individuals are valuable to God and unique

Show pictures of identical twins and look for differences between them; tell the story of the shepherd who lost one sheep (Mt 18.12,13) and went out to find it; God is like the shepherd, even one missing sheep matters; make sheep from cardboard cut outs and wool

To learn that God cares about the people pupils care about

Ask pupils to bring in photos of family (be sensitive about pupils with broken or unusual families); link this with the idea of ‘belonging’ raised in reference to services like Baptism. Tell the story of Zacchaeus (Lk. 19.1-10) as the story of a man who collected more tax from people than he ought to have done because he did not care about people. After meeting Jesus, his attitude changed.

To learn that God is concerned with the way we treat each other

Talk about thankfulness and think of the things we are thankful for: friends, food, family, houses, clothes, our five senses, water, scenery, and so on. Use the story of the 10 lepers (Lk. 17.12-19) to show how Jesus noticed and appreciated gratitude. Or use the story of the Pharisee in Lk. 18.11-14 to show that it is possible to be thankful for the wrong things.

To learn that Christians care for animals as part of God’s creation.

Ask pupils how they treat their pets (feed them, take them for walks, etc); why do they care for them (because they like them); bring pets in to show, talk about their needs; read and learn Mt 7.12 ‘do to others what you would have them do to you’ and illustrate this. Learn about the stories that associate some Welsh Saints with creatures, e.g. Melangell and the hare, Beuno and the curlew, Cadog and the mouse and Illtud and the birds

ASSESSMENT CHRISTIAN LIFE AND VALUES Year 1 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Know that Jesus taught that God loves everyone. Know that Jesus taught how people should treat each other and be able to recall stories or words of Jesus which illustrate this.

Know that Jesus taught that God loves everyone. Know that Jesus taught how people should treat each other and be able to recall a story or copy some words of Jesus which illustrate this.

Know that Jesus taught that God loves everyone. Know that Jesus taught how people should treat each other and be able to explain stories or words of Jesus which illustrate this.

Skills Be able to relate the words and actions of Jesus and his followers to their own experience.

Be able to relate the words and actions of Jesus and his followers to their own experience in simple terms.

Be able to consider and relate the words and actions of Jesus and his followers to their own experience.

Attitudes Begin to understand the concepts of belonging, caring and thankfulness.

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CHRISTIAN LIFE AND VALUES Year 2 Learning objectives Possible learning activities

To learn that speaking the truth is important to Christians

Tell the story of the little boy who cried ‘wolf’ (no one believed him when there really was a wolf) Use circle time to talk about why telling the truth matters Illustrate the text Col. 3.9 ‘Do not lie to each other’ If you decide to illustrate telling the truth by focusing on people, you can use the story of Corrie Ten Boom, the Dutch woman who hid Jews from the Nazis during World War 2. She was interrogated and asked where the Jews were. She felt she must tell the truth, but the Nazis did not believe her and so the people she was hiding remained safe!

To learn that honesty is important to Christians

Ask pupils how they feel when something of theirs is taken (annoyed, upset)? Use circle time to talk about honesty For instance, make up a story of two children. Both receive the same amount of pocket money. One saves his money for a special toy and the other spends it on sweets. The child who does not bother to save his money then steals the toy from the other child. How would you feel if you had saved up for a toy that was stolen? Is stealing fair? What should be done to the child who steals (he should give back what he has stolen; what else can be done to stop him stealing again?) Ask pupils to make up a story about honesty

To learn that forgiveness is important to Christians

Refer to teaching about forgiveness in the Lord’s prayer (Jesus year 2); tell the story of the Unforgiving Servant Mt. 18.22-35. This is a long and involved story. It can be turned into a play script and acted out, or retold using a comic strip with some pictures already provided for the pupils; the purpose of the story is to show that the king forgives a servant and so he should forgive his fellow servant – we should treat others with the kindness God has shown to us; the man who fails to forgive ends up in prison. Alternatively, focus on people who have been forgiven (e.g. St Paul/Saul) and tell the story of their lives. Saul attacked the church, but later became a member; Saul was present when Stephen was martyred (Acts 6.55-58) and then nearly laid down his life for Jesus himself; he felt himself to be forgiven by God

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ASSESSMENT CHRISTIAN LIFE AND VALUES Year 2 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Know about Christian teaching on truth, honesty and forgiveness and be able to talk about it.

Know about Christian teaching on truth, honesty and forgiveness and be able to talk about some examples of it.

Know about Christian teaching on truth, honesty and forgiveness and be able to talk in some depth about it.

Skills Be able to understand the meaning of a complicated story and to re-tell it in a different form.

Be able to understand the meaning of a complicated story and to represent its outline in a different form.

Be able to understand the meaning of a complicated story and to re-tell it through different media.

Attitudes Begin to understand the concept of right and wrong and to know that Christians learn about this from the Bible.

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FESTIVALS Year 1 Learning objectives Possible learning activities

To understand that pupils can take part in services

Talk about taking part Pupils take part in sport, in plays, indoor games Pupils can also take part in church services (e.g. in singing, readings, prayers, with palm crosses, during a nativity play) Ask local vicar to come to school and help prepare pupils to take part in a service

To celebrate Christian festivals as important and happy events

Prepare pupils for a service (e.g. Plough Sunday, Rogationtide, Dewi Sant, Harvest Thanksgiving, Stir Up Sunday)

To begin to learn the symbolism of things used in services and events in the calendar

Make a Christingle; invite pupils to hold each part and describe the meaning: orange=world, red ribbon =Jesus’ love, cocktail sticks= four seasons and fruits of the earth, candle=Jesus light of the world; sing Christingle song, write about parts of the Christingle. Pupils could also make palm crosses, figures for a nativity scene, an Advent wreath and calendar, or Easter garden.

To understand about giving things up for Lent

Explain that people used to give up pleasant food in the six weeks before Easter as a way of preparing for the Easter celebrations; draw a timeline showing Christmas (feast), Lent (giving up), Easter (feast)

To make or eat food associated with church seasons

Make and eat Shrove Tuesday pancakes, hot cross buns and Easter eggs; and food associated with specifically Welsh festivals.

ASSESSMENT FESTIVALS Year 1 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Know that many festivals are times of joy and thanksgiving. Recognise that many festivals are celebrated with special foods and to be aware of their meaning. Begin to know the shape of the Christian Year.

Know that many festivals are times of joy and thanksgiving. Recognise that many festivals are celebrated with special foods and to be aware of their meaning. Begin to know some festivals in the Christian Year.

Know that many festivals are times of joy and thanksgiving. Recognise that many festivals are celebrated with special foods and to know their meaning. Begin to know the shape of the Christian Year.

Skills Be able to create artefacts associated with Christian festivals.

Be able to create artefacts associated with Christian festivals according to their abilities.

Be able to create artefacts associated with Christian festivals according to their abilities.

Attitudes Experience the atmosphere of different festivals by preparing for and taking part in them.

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FESTIVALS Year 2 Learning objectives Possible learning activities

To understand how pupils can take part in services

Prepare pupils to take part in a service

To understand that Christian festivals are celebrations of important and happy events

Prepare pupils for a service. Try to choose a service that pupils did not participate in during year 1. If year 1 and year 2 go to the same service then perhaps alternate services year by year or give year 2 pupils something different to do from what they did in year 1.

To appreciate the universality of Christian festivals and also that some forms of celebration are particular to Wales.

By video or audio (e.g. Manger Square in Bethlehem at Christmas or Russian Orthodox services at Easter) and also, for example, take part in or hear about one or more of the following: Gwyl Dewi (St. David’s Day), Cymanfa Ganu, Cymanfa Bwnc, Gwyliau Corawl Eglwysig (Church Choral Festivals), y Plygain, Gwyliau Mabsant (Patronal Feasts)

To make things that can be used in services and events in the church calendar

Pupils could make palm crosses, figures for a nativity scene, an Advent wreath and calendar, or Easter garden. Choose an activity not covered in year 1. Advent calendars can be very varied as the doors can open onto many different sequences (e.g. biblical events leading to Christmas, miscellaneous facts about Christmas in different parts of the world, etc).

To understand Lent as a time of preparation

Jesus went into the desert to prepare for his ministry (Mt. 4); show a picture of the lonely desert We prepare ourselves for athletic events by going into training; we can see Lent in this way

To make or eat food associated with church seasons

Make and eat Shrove Tuesday pancakes, hot cross buns and Easter eggs; talk about pancakes as a simple food intended to use up eggs and fat before Lent

ASSESSMENT FESTIVALS Year 2 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Extend their knowledge of the Christian Year Explore the meaning of the seasons of preparation, Advent and Lent. Learn how the festivals are celebrated in other countries and Christian traditions.

Extend their knowledge of the Christian Year. Begin to explore the meaning of the seasons of preparation, Advent and Lent. Learn how some of the festivals are celebrated in other countries and Christian traditions.

Extend their knowledge of the Christian Year. Explore the meaning of the seasons of preparation, Advent and Lent, and relate them to their own experience. Learn how the festivals are celebrated in other countries and Christian traditions.

Skills Be able to create artefacts associated with further Christian festivals, and link them with events in the life of Christ.

Be able to create artefacts associated with further Christian festivals, and begin to learn their significance.

Be able to create artefacts associated with further Christian festivals, and be able to explain their meaning to others.

Attitudes Be aware that Christianity involves times of reflection and preparation as well as joy.

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OTHER FAITHS Year 1 Learning objectives Possible learning activities

To appreciate that Moses is spoken about in the Old Testament

Show pupils a Bible and explain that it falls into two parts of unequal length Explain that the first part concerns people before the time of Jesus Explain that the story of Moses comes in the first part

To hear about the life of Moses and other Old Testament characters

Tell the story of Moses (birth, rescue from the Nile, upbringing, escape from Egypt, burning bush, return and confrontation with Pharaoh, leading the slaves to freedom across the Red Sea) and giving of the law on Mount Sinai; in this story you are laying the foundation for an understanding of Judaism but part of the story may be held over till Year 2; illustrate this story by pictures, videos or music in both English and Welsh Tell the story of another OT character (e.g. Abraham, Joseph or David)

To know the story of the Exodus and the giving of the Ten Commandments

Use first activity suggested above or work on the Ten Commandments themselves; are they displayed in the local church anywhere? what do they say about the way we should treat parents?

To think about how a Jewish child might live today

Consider the life of a Jewish child today, celebrating the Sabbath and other festivals; what might he or she wear or eat at festival time?

ASSESSMENT OTHER FAITHS Year 1 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Know stories from the Old Testament and what they teach about God and humanity. Know that stories about Moses and other important figures in Judaism can be found in the Old Testament.

Know some stories from the Old Testament and what they teach about God and humanity. Know that stories about Moses and other important figures in Judaism can be found in the Old Testament.

Know a range of stories from the Old Testament and what they teach about God and humanity. Know that stories about Moses and other important figures in Judaism can be found in the Old Testament.

Skills Investigate the life of a modern Jewish child.

Investigate some aspects of the life of a modern Jewish child.

Investigate and consider the life of a modern Jewish child.

Attitudes Respect the long history of Judaism and its way of life today.

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OTHER FAITHS Year 2 Learning objectives Possible learning activities

To know the story of the Exodus and the giving of the Ten Commandments

Tell the story of Moses (birth, rescue from the Nile, upbringing, escape from Egypt, burning bush, return and confrontation with Pharaoh, leading the slaves to freedom across the Red Sea) and giving of the law on Mount Sinai; add to the foundations you laid in Year 1; help pupils to see the pattern of an escape from Passover, escape from slavery and then the setting up of the Tabernacle and the giving of the law; part of this may be held over till Year 3 but the basic shape, which follows the life of Moses, leads to an understanding of Judaism; illustrate by writing or drawing part of the story.

To look at illustrations of synagogues and talk about them

Explain that a synagogue is a place where Jewish people met to pray Show pictures of the interior of a synagogue; pick out the bema, the rabbi’s seat, the ark, lights and symbols (e.g. star of David) and talk about them.

To see religious artefacts associated with Judaism

Show a Torah scroll, skullcap, Passover dish, prayer shawl, phylactery or mezuzah and explain the purpose of each.

ASSESSMENT OTHER FAITHS Year 2 Most pupils will Some pupils will not have

made so much progress and will

Some pupils will have progressed further and will

Knowledge Know the story of Moses. Become familiar with the Ten Commandments. Know something about the synagogue and prayer in Judaism.

Know the story of Moses. Begin to learn something about the Ten Commandments. Begin to learn something about the synagogue and prayer in Judaism.

Know the story of Moses. Become familiar with the Ten Commandments and be able to discuss their meaning. Know something about the synagogue and prayer in Judaism.

Skills Be able to handle Jewish artefacts with respect.

Be able to handle Jewish artefacts with respect.

Be able to handle Jewish artefacts with respect.

Attitudes Appreciate that Judaism is based on a belief in God’s saving power in the Exodus and his gift of the Law.

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Medium term planning in six week blocks: Key Stage 1 Year 1 Strand Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Bible x Jesus x x Church x x Christian life & values x Festivals x x x x Other faiths x Year 2 Strand Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Bible x Jesus x x Church x Christian life & values x Festivals x x x Other faiths x The grid shows there are 6 six-week blocks per year and altogether 12 blocks in Key Stage 1. It gives an overview of what can be covered in any half term. The contents have been put together so that there is a coincidence with the church calendar, especially in relation to Christmas and Easter.

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Year 1 Autumn 1 Church To experience awe and wonder of church interiors To become familiar with church buildings To understand special services in church Festivals To understand that pupils can take part in services To understand that Christian festivals are celebrations or important and happy events Autumn 2 Jesus To look at illustrations of Jesus To hear about the birth of Jesus To know about the way Jesus treated people To talk about Jesus together Festivals To make things that can be used in services and events in the church calendar To make or eat food associated with church seasons Spring 1 Church To understand why pictures of Jesus are found in church (eg. icons) To know that the Bible is read during church services To talk together about church services To learn about the parts of church buildings Festivals To understand about giving things up for Lent Spring 2 Christian life and values To learn that individuals are valuable to God and unique To learn that God cares about the people pupils care about To learn that God is concerned with the way we treat each other To learn that Christians care for animals as part of God’s creation Jesus To hear about the life, death and resurrection of Jesus Festivals To make things that can be used in services and events in the church calendar To make or eat food associated with church seasons

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Summer 1 Bible To see, hold and look at an illustrated Bible To identify the Bible as a special book To hear Bible stories To talk about Bible stories together To know some Bible stories especially those speaking of the value of children To know some stories of how the Bible was treasured and taught in Wales Summer 2 Other faiths To appreciate that Moses is spoken about in the Old Testament To hear about the life of Moses and other Old Testament characters To know the story of the Exodus and the giving of the Ten Commandments To think how a Jewish child might live today

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Year 2 Autumn 1 Festivals To understand how pupils can take part in services To understand that Christian festivals are celebrations of important and happy events Christian life and values To learn that speaking the truth is important to Christians To learn that honesty is important to Christians To learn that forgiveness is important to Christians Autumn 2 Jesus To look at illustrations of Jesus To know about the way Jesus treated people To distinguish between parables, miracles and magic To know about prayers of Jesus in the Bible To know about the childhood of Jesus To understand the call of disciples and the mission of Jesus Festivals To make or eat food associated with church seasons To make things that can be used in services and events in the church calendar Spring 1 Church To know about prayer books and hymn books To know about pictures of Jesus in church To know how parts of the Bible are read during church services To begin to appreciate the symbolism of church buildings To know more about the special services that take place in church To know the church is a family whose members care for each other outside the church building To know about the Llan and early Christian monasteries and monuments in Wales Spring 2 Festivals To understand how pupils can take part in services To understand that Christian festivals are celebrations of important and happy events To appreciate the universality of Christian festivals and that some forms of celebration are particular to Wales. To make things that can be used in services and events in the church calendar To understand about Lent as a time of preparation To make or eat food associated with church seasons

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Summer 1 Other faiths To know the story of the Exodus and the giving of the Ten Commandments To look at illustrations of synagogues and talk about them To see religious artefacts associated with Judaism Summer 2 Bible To know that there are stories about children in the Bible To recognise the variety of characters in the Bible compared with modern times To begin to understand the Bible as a guide to the way we treat other people To begin to understand Bible references to the use and development of gifts Jesus To distinguish between parables, miracles and magic

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KEY STAGE 2

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Bible: Key Stage 2 Focus Statement At Key Stage 2 pupils should be taught Bible stories and helped to respond to them in a variety of moral (e.g. value of truth telling) and spiritual (e.g. value of prayer) ways. They should also become aware of the range of biblical literature and its figurative and non-figurative aspects and so respond differently to historical narrative and parable. In their appreciation of biblical events, they should begin to understand dating conventions describing historical epochs. At the same time they should grow in awareness of the process by which the Bible was written and transmitted to us and begin to grasp its historical and cultural value and relevance for today. Pupils should be given opportunities to

Hear Bible stories from readings, extempore retellings and video media

Talk about Bible stories together exploring moral and spiritual meanings

Respond to Bible stories (e.g. by reflection, by prayers, by pictures, by poems and songs and by drama) and see how the life of a major Bible character is unfolded in the text

Understand the basic textual divisions into Testaments, books, chapters and verses within the Bible and Apocrypha Understand the presence of figurative language in the Bible (e.g. in the Parable of the Sower and its explanation)

Understand the origin, transmission and translation of the Bible (e.g. by appreciating the Bible was originally written in Hebrew and Greek and that through a process of transmission different English and Welsh translations now exist); know what the heroes of this process did (e.g. Wycliff, William Morgan

and the first Welsh Bible of 1588); consequently, begin to appreciate people like William Salesbury and his translation of the New Testament into Welsh and Edmwnd Prys and his translation of the Psalter into Welsh.

Know about the basic chronology of the Bible (e.g. Abraham was before Moses, David was before Jesus) and the use of BC (BCE) and AD (CE) for dating historical events

Appreciate the way the trial of Christ is detailed in the Gospels

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Work from a Bible and comprehend the reality of journeys made by Jesus (e.g. from Galilee to Jerusalem or within Jerusalem itself)

Hear about the background to the life of Jesus (e.g. to Roman customs, currency and law) and references back to Old Testament texts (e.g. in respect of Jesus riding into Jerusalem on a donkey)

Work from a Bible and know about the contrasting birth narratives in Luke and Matthew and the possible reasons for this

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Jesus: Key Stage 2 Focus Statement At Key Stage 2 pupils should be taught about Jesus so that they can see the impact he had on many kinds of people in his own day. Rather than seeing his life as a series of disconnected and miscellaneous miracles and parables they should begin to appreciate the purposeful shape of his ministry. Rather than seeing his teachings as being found in one or two familiar parables, they should begin to see what he taught in relation to Judaism, representatives of various cultures and the church itself; to human beings and to God. Pupils should begin to understand the theological meaning and saving purpose of the death and resurrection of Jesus. Pupils should be given opportunities to

Hear about the birth, life, death, resurrection and ascension of Jesus from readings, extempore retellings and video media

Talk about why people believed Jesus and responded to him

Explore the symbolism connected with illustrations of Jesus in different cultural and artistic representations

Know Old Testament passages that Jesus would have heard Identify the Old Testament passages that Christians have traditionally understood to point forward to the birth and ministry of Jesus (e.g. Isaiah 7.14) Know the places Jesus visited and where he lived Understand the basic teaching of Jesus in relation to other people and to God (Who is my neighbour?, the Great Commandments, the Golden Rule) Raise concerns suggested by the teaching of the Sermon on the Mount Know what happened at the Last Supper and its connection with Holy Communion/Eucharist (Mass, Lord’s Supper) and Passover Understand why Christians celebrate Easter Consider the political background of first century Palestine, the realities of Roman occupation and appreciate different religious groups in Judaism – in other words, to hear about the background to the life of Jesus Consider expectations about the Messiah, appreciate the purpose of the Passover lamb and to appreciate what Jesus’ followers said about his resurrection

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See Jesus through the eyes of his contemporaries (Peter, Pontius Pilate, his mother Mary and Mary Magdalene)

Consider how the teachings of Jesus are carried forward by the church (e.g. Matthew 18 or Luke 22.19)

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Church: Key Stage 2 Focus Statement At Key Stage 2 pupils should be learning about the architecture and cultural and religious value of church buildings and begin to appreciate the structure and purpose of church services. They should also begin to see how the church, as the caring people of God, exists outside the church building and that a variety of denominational expressions of Christian life are found. The beginnings of a perspective on church history should also be put in place, starting with the work of St Paul and St David. Pupils should be given opportunities to

Learn about the site of church buildings (e.g. at the centre of a village), their orientation (e.g. east facing), construction (e.g. of stone and with buttresses) and historical worth (e.g. telling us how people lived in the past and what they cared about, using if necessary Faith Quest CD-ROM) Understand how and why their local church is named as it is and understand the history of their church and its churchyard

Talk together about services and sacraments that characterise the church and exploring spiritual meanings (e.g. confession before Holy Communion/Eucharist, the Peace, standing, sitting and kneeling, promises at Baptism)

Talk together about the roles of people involved in services (priest, servers, choir, congregation) Understand about the ‘family’ of the Church in Wales

Understand the actions and symbols (e.g. light and darkness, flowers and fruit, Bishop’s crook, mitre, exchanging rings in the marriage service, water at Baptism, bread and wine in Communion/Eucharist)

Begin to understand vestments and liturgical colours

Compare prayer (or hymn) books used within the local parish

Appreciate the confirmation service, the role of the Bishop and the significance this could have for their own lives

Begin to understand the church cares about its local community, its village, town or city Begin to understand that the church is a world-wide community with Jesus as its head; that the church is seen as the vehicle to carry on the work of Jesus; that the church is characterised by its sacraments and its ministry

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Begin to understand the importance of the life and teachings of St Paul and the Early Church

Begin to understand the Methodist Revival of the 18th century and the role of people like William Williams Pantycelyn, Ann Griffiths, Hywel Harris, and any local connections

Begin to understand the historical role of the church in the life of the Welsh people

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Christian life and values: Key Stage 2 Focus Statement Key Stage 2 pupils should begin to work out how beliefs about other people and about right and wrong are linked with behaviour. They should begin to realise that rules of behaviour and moral values are expressed in the life of communities and in human relationships and also, in a more General sense, in our concerns for people we have never met and in our treatment of the natural world. Pupils should be given opportunities to

Learn about the lives of some Early Welsh Saints and other more modern exemplars of Christianity (e.g. Lewis Valentine, Waldo, Gwenallt). Research the life of a local Saint

Learn about Welsh Christian Martyrs (e.g. Julius and Aaron and St. Richard Gwyn a 16th century Welsh Martyr).

Learn about the connection between belief and behaviour (e.g. in the lives of Dr Barnardo, Mother Teresa, William Booth, Christian Aid, Cafod, Hope House, Operation Christmas Child)

Think about Christian values and why communities need rules (e.g. to be fair to everyone, to protect the weakest, to prevent arguments)

Learn about balancing obligations to God and to others (e.g. in the Ten Commandments and the two Great Commandments; in worship and service; in giving to the church and to the poor; in paying tax and in showing Generosity to others; in giving time as well as money)

Learn how obligations can create dilemmas and discuss how these might be resolved (e.g. giving to relieve famine abroad or to help someone nearer home, and by prioritising the two)

Learn how moral values are connected with each other and God (e.g. telling the truth is parallel with honesty over possessions but, if these things are lacking, the only remedy is forgiveness; Christians believe God is the ultimate source of all truth and value)

Learn how Christian beliefs are relevant to concern for the environment (e.g. in the idea of stewardship or not being cruel to animals; in concern for the beauty of the coastline and mountains which express the work of God)

Learn how Christian beliefs are relevant to personal relationships (e.g. in the family, honouring parents, sharing, forgiveness)

Learn how Christian beliefs are relevant to the whole school community (e.g. because the life of the school is lived out in service of God and neighbour, a life in which we all learn to develop our gifts and care for the earth).

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Festivals: Key Stage 2 Focus Statement At Key Stage 2 pupils should begin to grasp the annual pattern of Christian festivals and their purpose in keeping the life of Christ and the work of God constantly before the church. They should begin to associate Christian festivals with words, music and representational art whose theological and artistic meaning they are able to explore. They should continue to be given opportunities to understand and to take part in Christian festivals. Pupils should be given opportunities to

Talk about, understand and prepare for the cycle of church services reflecting the life of Jesus (e.g. Advent, Christmas carol services, Epiphany, Lent [Ash Wednesday], Easter, Ascension) and the cycle of services that do not reflect the life of Jesus (e.g. Whitsun/Pentecost, Trinity, All Saints, Harvest Thanksgiving)

Talk about and understand festivals and learn how they are celebrated in church

Talk about the cycle of services that do not reflect the life of Jesus

Read or sing carols, hymns and prayers

Hear or participate in the music of Christian festivals Appreciate the variety of Christian festivals around the world and understand what they mean

Listen to Welsh festival celebrations (e.g. Neges Ewyllys Dda by Urdd Gobaith Cymru – broadcast world-wide annually on the 18th of May)

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Other faiths: Key Stage 2 Focus Statement At Key Stage 2 pupils should begin to appreciate the function of Mosaic Law in the development of Judaism and its impact on the life of Jewish believers. If appropriate, they should also begin to appreciate the shape of Muhammad’s life, the emergence of the Muslim community and the role of the Qur’an in relation this. They should also learn about the distance in historical time and Geographical situation between Moses, Jesus and Muhammad so as to avoid confusing their lives or their missions. In essence, they should acquire an appreciation and sensitivity toward some of the principal religions of the world, selecting those appropriate to the school’s context. Pupils should be given opportunities to

Hear about the early life of Moses and other characters in the history of Israel

Talk about why Moses and/or Muhammad are important

Begin to understand the basic historical sequence of Moses, Jesus and Muhammad (e.g. Jesus refers to Moses, Muhammad refers to Moses and to Jesus)

Begin to understand the scope and function of Mosaic law and what it would be like to live according to it (e.g. in contemporary dietary requirements and Jewish festivals)

Learn about the building of Solomon’s Temple and its later destruction and the consequences for the Jewish people (e.g. the Babylonian exile, the development of the synagogue, the shaping of the Torah) Begin to understand how Judaism in the Common Era developed from Mosaic law (e.g. the Talmud as a commentary on the Torah) Understand the celebration of Jewish festivals (e.g. Passover) Begin to hear about the life of Muhammad (e.g. the establishment of the Muslim community at Medina and later at Mecca and the Five Pillars of Islam) Begin to understand Muslim festivals in relation to the life of Muhammad (e.g. the recitation of the Qur’an and Ramadan)

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BIBLE STRAND KEY STAGE 2 FORMULATED INTO YEAR GROUPS Bible Short form Year 3 Hear Bible stories from readings, extempore retellings and video media Hear Talk about Bible stories together exploring moral and spiritual meanings Talk Respond to Bible stories by reflection, by prayers, by making up modernised versions of

parables, by pictures, by poems and songs and by drama Respond

Year 4 See how the life of a major biblical character is unfolded in the text Character Understand the basic textual divisions into Testaments, books, chapters and verses within

the Bible and Apocrypha Divisions

Work from a Bible and comprehend the reality of journeys made by Jesus (e.g. from Galilee to Jerusalem or within Jerusalem itself)

Journeys

Year 5 Understand the presence of figurative language in the Bible (e.g. in the Parable of the

Sower and its explanation) Figurative language

Know about the basic chronology of the Bible Chronology Show how the trial of Christ is detailed in the gospels Trial Appreciate how the ancient world is reflected in the Bible Past Work from a Bible and comprehend sequences of events (e.g. in contrasting reactions to

Jesus’ miracles or in the events of Holy Week) Sequences

Year 6 Consider the origin of the Bible Origin Consider the transmission of the Bible Transmission Understand the process of translation Translation Work from all four Gospels and know about the contrasting birth narratives and possible

reasons for this Contrasts

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JESUS STRAND KEY STAGE 2 FORMULATED INTO YEAR GROUPS Jesus Short form Year 3 Hear about the life of Jesus Life Hear about the background to the life of Jesus Background Talk about why people believe in Jesus and responded to him Response Year 4 Know Old Testament passages that Jesus would have heard Know Understand the basic teaching of Jesus in relation to other people and to Jesus (Who is my

neighbour?, the Great Commandments, the Golden Rule) Understand teaching

Understand why Christians celebrate Easter Understand Easter

Identify the Old Testament passages that Christians have traditionally understood to point forward to the birth and ministry of Jesus (e.g. Isaiah 7.14)

Understand OT/NT

Year 5 Explore the symbolism connected with illustrations of Jesus in different cultural and artistic

representations Symbolism

Know the places Jesus visited and where he lived Places Know what happened at the Last Supper and its connection with Holy

Communion/Eucharist (Mass, Lord’s Supper) and Passover Last Supper

Raise concerns suggested by the teaching of the Sermon on the Mount Mount Year 6 Consider the tensions and expectations in first century Palestine and how Jesus fitted into

them (e.g. expectations of freedom from Rome, of a political Messiah, of conflict between Sadducees and Pharisees)

Political and historical background

See Jesus through the eyes of his contemporaries (Peter, Pontius Pilate, his mother Mary and Mary Magdalene)

Contrasting perspectives

Work from a Bible to comprehend why Jesus was crucified, what his followers thought he accomplished (dying as a sacrificial lamb for their sins) and what sort of Messiah (or Christ) they believed him to be, and how his teachings were carried on in the church

Work from text

Identify Old Testament passages traditionally understood to point forward to the birth and ministry of Jesus

Pointing forward

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CHURCH STRAND KEY STAGE 2 FORMULATED INTO YEAR GROUPS Church Short form Year 3 Learn about the site of church buildings (e.g. at the centre of a village), their orientation

(e.g. east facing), construction (e.g. of stone and with buttresses) and historical worth (e.g. telling us how people lived in the past and what they cared about, using if necessary Faith Quest CD-ROM)

Buildings

Understand how and why their local church is named as it is and understand the history of their church and its churchyard

Names

Understand the church is characterised by its sacraments Sacraments Talk together about the roles of people involved in services (priest, servers, choir,

congregation) Roles

Year 4 Compare prayer (or hymn) books used within the local parish Prayer books Begin to understand the life, teachings and influence of St David and other Early Welsh

Saints. St David

Liturgical colours Colours Begin to understand that the church cares about its local community, its village, town or

city Community

Year 5 Begin to understand that the church is a family in many countries and with many parts International

dimension Understand the importance of actions and symbols (e.g. exchanging rings in the marriage

service, water at Baptism, bread and wine in Communion/Eucharist) and, where appropriate, relate these to the life of Jesus

Symbolic actions

Talk together about the ‘family’ of the Church in Wales (e.g. illustrate this by visiting a Cathedral)

Church family

Year 6 Begin to understand that the church is a world-wide community with Jesus as its head;

that the church is seen as the vehicle to carry on the work of Jesus International dimension

Begin to understand the varied religious revivals that have occurred since the 18th Century as appropriate to the school’s local parishes.

Historical background

Begin to understand the historical role of the church in the life of the Welsh people (e.g. in the Roman period, in the preservation of the Welsh language and in the Religious Revival of 1904)

Church in Welsh history

Confirmation and the Bishop Confirmation Begin to understand the importance of the life and teachings of St Paul and the Early

Church St Paul

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CHRISTIAN LIFE AND VALUES STRAND KEY STAGE 2 FORMULATED INTO YEAR GROUPS

Christian life and values

Short form

Year 3 Learn about the lives of Early Welsh Saints. Research some local Welsh Saints Welsh saints Learn about the connection between belief and behaviour and how people can suffer

for their beliefs Belief and behaviour

Think about Christian values (e.g. to be fair to everyone, to protect the weakest, to prevent arguments) and apply these ideas to communities

Values

Year 4 Learn how Christian beliefs are relevant to concern for the environment (e.g. in the

idea of stewardship or not being cruel to animals; in concern for the beauty of the coastline and mountains which express the work of Jesus)

Belief and environment

Learn how Christian beliefs are relevant to personal relationships (e.g. in the family, honouring parents, sharing, forgiveness)

Personal relationships

Christian life as a journey Life’s journey Year 5 Learn about Welsh exemplars of Christianity Welsh Christians Learn about balancing obligations to Jesus and to fellow human beings (e.g. in the Ten

Commandments and the two Great Commandments; in worship and service; in giving to the church and to the poor; in paying tax and in showing Generosity to others; in giving time as well as money)

Balancing obligations

Learn how moral values are connected with each other and Jesus (e.g. telling the truth is parallel with honesty over possessions; Christians believe Jesus is the ultimate source of all truth and value); people exemplify these values; the Jubilee in Israel wiped out debts.

Connecting moral values

Year 6 Learn how Christian beliefs are relevant to personal relationships Personal

relationships Laying the ground for Christian beliefs to provide the integrating factor to the life of the

school. The life of the school is lived out in service of Jesus and neighbour, a life in which we all learn to develop our gifts and care for the earth etc.

Christian belief and community

Learn how obligations can create dilemmas and discuss how these might be resolved (e.g. giving to relieve famine abroad or to help someone nearer home, and by prioritising the two)

Moral dilemmas

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FESTIVALS STRAND KEY STAGE 2 FORMULATED INTO YEAR GROUPS Festivals Short form Year 3 Talk about, understand, learn to take part in festivals Talk, Prepare Year 4 Talk about, understand and prepare for the cycle of church services

reflecting the life of Jesus (e.g. Advent, Christmas carol services, Epiphany, Lent [Ash Wednesday], Easter, Ascension) and the cycle of services that do not reflect the life of Jesus (e.g. Whitsun/Pentecost, Trinity, All Saints, Harvest Thanksgiving)

Understand/participate Talk

Year 5 Read or sing carols, hymns and prayers and be encouraged to write their

own Read, write and sing

Understand connections between biblical text and festivals Connect Year 6 Hear or participate in music composed specially to accompany Christian

festivals Hear/participate

Understand Christian celebrations and services around the world and what they mean

International dimension

OTHER FAITHS STRAND KEY STAGE 2 FORMULATED INTO YEAR GROUPS Other faiths Short form Year 3 Hear about early life of Moses and other characters in the history of Israel Hear about Year 4 Talk about why Moses and/or Muhammad are important Moses/

Muhammad Understand Jewish festivals Understand

Jewish festivals Year 5 Hear about Muhammad’s life Muhammad’s life Begin to understand the basic historical sequence of Moses, Jesus and Muhammad

(e.g. Jesus refers to Moses, Muhammad refers to Moses and to Jesus) Chronology

Year 6 Begin to understand the scope and function of Mosaic law and what it would be like to

live according to it (e.g. in contemporary dietary requirements and Jewish festivals) Law

Learn about the building of Solomon’s Temple and its later destruction and the consequences for the Jewish people (e.g. the Babylonian exile, the development of the synagogue, the shaping of the Torah)

Temple

Begin to understand the shape of Muhammad’s life (e.g. in the recitation of the Qur’an and the establishment of the Muslim community at Medina and later at Mecca and the Five Pillars of Islam)

Muhammad and Qur’an

Artefacts and visits Islamic life

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OVERVIEW FOR KEY STAGE 2

Short form of Syllabus Topics Year 3 Bible Hear Talk Respond Jesus Life, Background, Response Festivals Talk, Prepare Christian life and values Welsh saints, Belief and behaviour, Values Church Buildings, Names, Services, Roles Other faiths Hear about Year 4 Bible Festivals and text, Chronology, Divisions, Geography Jesus Know, Understand teaching, Understand Easter, Understand OT/NT Festivals Understand/participate, Talk Christian life and values Belief and environment, Personal relationships, Life’s journey Church Prayer books, St David, Colours, Community Other faiths Moses/Muhammad, Understand Jewish festivals Year 5 Bible Figurative language, Chronology, Trial, Past, Sequences, Jesus Symbolism, Places, Last Supper, Mount Festivals Read, write and sing, Connect Christian life and values Welsh saints, Balancing obligations, Connecting moral values, Welsh

Christians Church International dimension 1, Symbolic actions, Church family Other faiths Muhammad’s life, Chronology of common era Year 6 Bible Origin, Transmission, Translation, Contrasts Jesus Political and historical background, Contrasting perspectives Festivals Hear/participate, International dimension Christian life and values Personal relationships, Christian belief and community, Moral dilemmas Church International dimension 2, Historical background, Church in Welsh

history, Confirmation, St Paul Other faiths Law, Temple, Muhammad and Qur’an, Islamic life

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KEY STAGE 2

LEARNING OBJECTIVES

POSSIBLE LEARNING ACTIVITIES

AND ASSESSMENT

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BIBLE Year 3 Learning objectives Possible learning activities

To hear Bible stories Tell Bible stories to the class (do not be afraid to select the famous stories which, often, the current

Generation of pupils does not know: for instance: Noah’s flood, Joseph and his brothers, Moses in Egypt, David and Goliath, Jonah and the Whale). Show Bible stories on video Ask children to re-enact Bible stories with impromptu drama or mime Turn Bible stories into wall displays Make Bible stories into plays or poems

To talk about Bible stories together

Reflect on Bible stories in big or small groups Take well known Bible stories (especially parables) and ask children what the stories teach or mean (e.g. Lk. 11.5-8; Lk. 10.30-37)

To respond to Bible stories

Draw pictures of Bible events or characters, make up poems about Bible people or events, write dramas based on Bible stories; allow children to express themselves and encourage them to engage with the biblical text imaginatively using their mental and artistic skills Pupils can learn from the Bible: they can see that it is a book about people who are in many ways like us - they sang songs and wept tears; they can appreciate these people expected God to act in their lives; they knew about right and wrong; they built houses and planted fields; they married and had children; they were young and became old. Look at the jobs of people in the Gospels (fishermen, tax collectors, owners of vineyards, shepherds) Let children write their own prayers; find the Lord’s Prayer and copy it out. Let children tell Bible stories from the point of view of the children in them (e.g. Feeding of 5000, Mt 14; Jairus’ daughter, Mk 5; you can also select from Mt 18.1-6; Jn 4.49-53;)

ASSESSMENT BIBLE Year 3 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Become familiar with the details and possible meaning of a range of Bible stories.

Become familiar with the details and possible meaning of selected Bible stories.

Become familiar with the details of a wide range of Bible stories and know that they can have different meanings.

Skills Be able to convey the force and meaning of a range of Bible stories through different media.

Be able to convey the force and meaning of selected Bible stories in a form appropriate to their abilities.

Be able to convey the force and meaning of a range of Bible stories in several forms appropriate to their abilities.

Attitudes Be able to identify with the emotions of those, especially children, who first came into contact with Jesus. Realise that the Bible is a book about recognisable people.

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BIBLE Year 4 Learning objectives Possible learning activities

To see how the life of a major biblical character is unfolded in the text

Take a major biblical character (e.g. Abraham, Joseph, Moses, David, Paul) and show how his life is told; notice reference to problems, temptations and travels, to his relationship with God expressed through prayer, his friends and family, achievements and failures, and so on.

To understand the basic textual divisions into Testaments, books, chapters and verses within the Bible and the Apocrypha

Take a Bible and look at the division into books; examining briefly how the books are grouped: history, law, prophets Examine a page and show chapter and verse divisions; practise finding particular verses on the basis of book, chapter and verse (why don’t we use page numbers?); discuss why chapters and verse numbers were added (for lectionaries); discuss the convenience of the chapter and verse system for finding a small portion of text in a big book; if appropriate illustrate this with other indexing systems (e.g. library cards and library books).

To work from a Bible and comprehend the reality of journeys made by Jesus

Work with a map of Israel showing where Jesus travelled from Nazareth to Jerusalem; note at least one journey through Samaria (Jn. 4.3,4); draw a map showing his journey after the Last Supper to the place of crucifixion (Mt. 26.20-30; 57, 58, 27.1,27, 32, 33). If available, make use of a CD-ROM to allow pupils to engage interactively with the land and to Get a feel for it

ASSESSMENT BIBLE Year 4 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Be able to discuss the life story of a major Biblical character. Begin to understand the “shape” of the Bible and the centrality of Jesus within it for Christians.

Be able to relate the life story of a major Biblical character. Know that the Gospel stories are found in the New Testament.

Be able to discuss and evaluate the life story of a major Biblical character. Begin to understand the variety of material found in the Bible and the centrality of Jesus within it for Christians.

Skills Be able to access a given passage in the Bible. Use mapping skills to identify the journeys of Jesus and realise why they are significant.

Be able to identify the Old and New Testaments and know where to look for stories of Jesus Use mapping skills to find some of the places Jesus visited.

Be able to access a given passage in the Bible and say what sort of book it comes from. Use mapping skills to identify the journeys of Jesus and appreciate their significance.

Attitudes Be able to appreciate the diversity of the Bible and the people and places to be found in it.

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BIBLE Year 5 Learning objectives Possible learning activities

To know about the basic chronology of the Bible

Talk about dates and measuring time; where they are counted from and why; explain AD or CE and BC or BCE; draw a time line with biblical characters in chronological order (e.g. Abraham, Moses, David, Jesus, Paul); if you wish explain Jewish dates counted from the beginning of the world.

To understand figurative language (particularly metaphor and parable) To identify figurative language in the Bible

Review literacy work on metaphors Invent a story with a meaning (allegory or parable) Read or retell one of Jesus’ parables (e.g. Mt. 18. 21–35; Mt 21.33-40) and discuss its meanings; Look at shorter sayings of Jesus (Mt. 7.3) ‘speck’ and ‘plank’ or ‘I am’ sayings (e.g. Jn. 9.5) ‘Light of the world’ and discuss their meaning and make drawings to illustrate their meaning; compare these sayings with statements that are obviously not figurative. Feel free to use all the ‘I am’ sayings if you have time (Jn. 6.35, 8.12, 10.7, 10.11, 11.25, 14.6, 15.1) Make up modernised versions of parables as a method of responding to, and learning from, the biblical text.

To show how the trial of Christ is detailed in the gospels

Visit a modern law court when empty; look at the dock, the bench and the witness box Read modern accounts of court cases Talk about the process of law, accusation, defence, evidence and witnesses Look at paintings of Christ before Pilate Compare the different accusations made against Christ in different courts Draw a map of Jerusalem showing where Jesus would have walked after being arrested

To appreciate how the ancient world is reflected in the Bible

Talk about Roman soldiers in the streets of Jerusalem. Why were they there? Explain Jewish customs (visiting the temple) Compare Roman and Jewish law: look at Torah scrolls and Roman law on slavery

To work from a Bible and comprehend sequences of events

Take a connected narrative that fits thematically with other work you are doing and show how the events are linked (e.g. Joseph and his brothers in Egypt [Gen. 37 onwards]; plotting against Jesus after the Triumphal entry [Mt. 21.1-15]; prodigal son [Lk. 15])

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ASSESSMENT BIBLE Year 5 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Be able to appreciate the different ways in which Jesus taught and why. Identify some of the different types of writing which are used in the Bible. Understand the basic chronology of the Bible.

Be able to retell some stories of Jesus and explain their meaning Identify some of the different types of writing which are used in the Bible. Understand something about the basic chronology of the Bible.

Be able to appreciate the different ways in which Jesus taught and why he used figurative language. Identify some of the different types of writing which are used in the Bible. Understand the basic chronology of the Bible.

Skills Be able to use Knowledge of modern and ancient conditions to throw light on the Biblical narrative. Be able to follow a connected Biblical narrative.

Be able to use Knowledge of modern and ancient conditions to throw light on the Biblical narrative. Be able to follow a simple connected Biblical narrative.

Be able to use Knowledge of modern and ancient conditions to throw light on the Biblical narrative. Be able to follow a complex connected Biblical narrative.

Attitudes Be able to appreciate the force and beauty of some Biblical passages and reflect upon their deeper meaning.

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BIBLE Year 6 Learning objectives Possible learning activities

To consider the origin of the Bible To consider the transmission of the Bible To understand the process of translation To take the birth narratives of Jesus in Matthew and Luke and compare them To suggest reasons why the two birth narratives are different

Examine writing on clay tablets; make your own clay tablets Look at early writing; discuss the problems of making ink and paper and early writing implements Look at scrolls; make your own; turn a scroll into a book by cutting it up; what are the advantages of books over scrolls? Discuss the work of medieval monks; look at illuminated manuscripts; make your own Discuss the printing press; explore the technology of pressing shapes onto paper to make text; experiment with forms of printing Tell the story of William Tyndale Explore the work of William Salesbury and the translation of the New Testament into Welsh Explore the work of Edmwnd Prys and his work in translating the Psalter into Welsh Explore the work of Bishop William Morgan and the first Welsh translation of the Bible in 1588 and the help he was given by people like John Davies, Mallwyd to accomplish this work. Translate to or from Welsh Look at Welsh and English Bible translations Look at Hebrew and Greek texts; where are they stored; how long did it take to make them; why were these languages used Tell the story of the discovery of the Dead Sea Scrolls; look at pictures of these scrolls and the modern museum where they are housed Write letters to people you know read the Bible and ask them about why they read it and what their favourite verses are Discuss how accounts of the same event may differ Compare newspaper reports of the same event (e.g. football match) Read, act or re-tell the birth narrative in Luke (shepherds but no wise men) Read, act or re-tell the birth narrative in Matthew (wise men but no shepherds) What is similar, and what is different, about the two accounts? Might they be written for different sets of people?

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ASSESSMENT BIBLE Year 6 Most children will Some children will not have

made so much progress and will Some children will have progressed further and will

Knowledge Know that the Bible is a very ancient collection of writings and has been transmitted in various forms. Know the story of its translation into English and Welsh. Know that it gives differing accounts of important events.

Know something about the way in which the Bible came to us. Know the story of William Morgan and the translation of the Bible. Know that it gives differing accounts of important events.

Know that the Bible is a very ancient collection of writings and has been transmitted in various forms. Know the story of its translation into Welsh and English and the significance of this, especially for the Welsh language. Know that it gives differing accounts of important events.

Skills Investigate and experiment in writing in Hebrew and Greek and on scrolls and clay tablets. Be able to compare differing accounts of e.g. the Birth of Christ.

Investigate and experiment in writing in Hebrew and Greek and on scrolls and clay tablets. Begin to be able to compare the Birth narratives in Matthew and Luke.

Investigate and experiment in writing in Hebrew and Greek and on scrolls and clay tablets. Be able to compare the Birth narratives in Matthew and Luke and suggest reasons for the difference.

Attitudes Appreciate the faith, courage and dedication of those who preserved the Bible text or translated it and come to understand its value.

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JESUS Year 3 Learning objectives Possible learning activities

To hear about the life of Jesus Talk about education in the time of Jesus (schools connected with synagogues)

Tell the story of the life of Jesus to the class; try to build an overall narrative framework from birth, through ministry to death and resurrection Show stories about Jesus on video Turn stories about the life of Jesus into wall displays

To hear about the background to the life of Jesus

Talk about the kind of world Jesus grew up in: donkeys, soldiers in the streets because the Romans ruled the world (even Britain) and schools attached to synagogues; design a wall display contrasting the world of Jesus and today’s world

To talk about why people believed in Jesus and responded to him

Pick examples of two or three people in the Gospels who became followers of Jesus (e.g. Peter and the miraculous draft of fish Lk. 5; Zacchaeus the tax collector Lk. 19)

ASSESSMENT JESUS Year 3 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Be able to describe the main events in the life of Jesus and say why people felt that he was special.

Be able to describe some events in the life of Jesus and say why people wanted to follow him.

Be able to describe the main events in the life of Jesus and discuss why people felt that he was special.

Skills Be able to see a pattern in the life of Jesus. Be able to present the background to the life of Jesus in various media.

Be able to see a pattern in the life of Jesus Be able to present some elements of the background to the life of Jesus in different media.

Be able to see a pattern in the life of Jesus. Be able to present the background to the life of Jesus creatively in various media.

Attitudes Begin to realise why Jesus is believed to be a special person.

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JESUS Year 4 Learning objectives Possible learning activities

To know Old Testament passages that Jesus would have heard

Discuss how Jesus learned the Old Testament (from his mother? from attending the synagogue? from reading?) Look at some of the Old Testament passages quoted by Jesus (e.g. Luke 4.4/ Deut 8.3; Mt.22.32/Ex 3.6; Lk. 4.24-27 1 Ki. 17.9f).

To understand the basic teaching of Jesus in relation to other people and to God

Talk about rules in school. Imagine what would happen if there were no rules (chaos); talk about various types of rules (in games, for road safety, in grammar); talk about what sort of General rules might govern the way we treat others. Look at the great commandments (Mt. 22.36-39) – loving God and neighbour; think about the way people love themselves (look after themselves) and talk about what happens if we take a similar attitude to others; Look at Mt. 7.12 ‘do to others what you would have them do to you’ and try to work out what this would mean in practice; does this rule cover all other rules of behaviour?; how does this rule affect the way we treat people who are younger and weaker than we are?

To understand why Christians celebrate Easter

Talk about celebrating birthdays (that is, happy events we want to remember) Read one of the resurrection narratives and talk about Jesus coming to life after crucifixion; look at the reactions of the followers of Jesus, sadness is replaced by joy, doubt by faith (Thomas in Jn 20.24f); connect this with words or music in Easter hymns; write poems or plays illustrating the feelings of the women at the tomb on the first Easter Sunday

ASSESSMENT JESUS Year 4 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know that the Old Testament influenced Jesus. Know the basis of Jesus’ teaching was love of God and neighbour. Be able to discuss a narrative of the resurrection.

Know that the Old Testament was important to Jesus. Know the basis of Jesus’ teaching was love of God and neighbour. Be able to talk about a narrative of the resurrection.

Know how the Old Testament influenced Jesus. Know the basis of Jesus’ teaching was love of God and neighbour. Be able to discuss with perception a narrative of the resurrection.

Skills Be able to convey the impact of the resurrection imaginatively through appropriate media.

Be able to convey the impact of the resurrection imaginatively through a medium appropriate to their ability.

Be able to express the impact of the resurrection imaginatively through various media.

Attitudes Be able to appreciate the special nature of Jesus’ teaching and see how it might affect their own lives.

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JESUS Year 5 Learning objectives Possible learning activities

To explore the symbolism connected with illustrations of Jesus in different cultural and artistic representations

Look at Russian icons, African pictures of Jesus, folk pictures, pictures from famous artists (e.g. Michelangelo, Rembrandt), sculptures, mosaics and drawings (e.g. Leonardo). Discuss, copy, make your own illustrations. Notice styles of representation and physical postures.

To know the places Jesus visited and where he lived

Draw a time line showing where Jesus began his ministry and where it ended Using a map or CD-ROM show where some of the key points of the ministry of Jesus occurred (temptation in the wilderness; healings in Nazareth; cleansing of the temple in Jerusalem)

To know what happened at the Last Supper and its connection with Holy Communion/ Eucharist

Bible reading from Mark 14.12-26. Discover the meaning for Christians today of bread and wine in Communion. Imagine yourself having a celebration meal. Who would you invite?

To raise concerns suggested by the teaching of the Sermon on the Mount

Discuss inner attitudes and outer behaviour; show how the first is connected with the second; look at Jesus’ teaching on inner disposition Mt 12.33,34: discuss how the fruit shows what sort of tree you have Talk about the Beatitudes Tell stories Jesus told about forgiveness (Mt. 18.23-35)

ASSESSMENT JESUS Year 5 Most children will Some children will not have

made so much progress and will Some children will have progressed further and will

Knowledge Begin to appreciate that Jesus has been depicted in various ways in various civilisations. Know the main outline of Jesus’ teaching in the Sermon on the Mount.

Be able to describe different images of Jesus. Know something about Jesus’ teaching in the Sermon on the Mount.

Understand that Jesus has been represented in different ways in various civilisations. Discuss some of the main issues in Jesus’ teaching in the Sermon on the Mount

Skills Make connections between the Last Supper and Holy Communion/Eucharist.

Make some connections between the Last Supper and Holy Communion/Eucharist.

Make connections between the Last Supper and Holy Communion/Eucharist and explain their significance.

Attitudes Realise that everyone has their own ideas of Jesus and appreciate those of others. Appreciate the challenge of the teaching of the Sermon on the Mount and begin to see how Jesus’ teaching of love and forgiveness can be applied to their own lives.

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JESUS Year 6 Learning objectives Possible learning activities

To consider the political background of first century Palestine To understand the realities of Roman occupation To appreciate different religious groups in Judaism

Talk about how our Parliament is elected; contrast this with situations where rulers are imposed by military force Explain national and local government; compare this with government in New Testament times – Roman national government over Jewish religious government Make links to work on the Romans and review this

To see Jesus through the eyes of one of some of his contemporaries

Discussion between Jesus and disciples (who do men say that I am?[Mt. 16.13-16]) The common people heard him gladly Write an imaginary diary of someone who became a follower of Jesus Saul who became Paul, Acts 9

To consider expectations about the Messiah To appreciate the purpose of the lamb at Passover To appreciate what Jesus’ followers said about his resurrection

Attempts to make Jesus king (Jn. 6.14,15); why was this? Review work on the Exodus. Eat some Jewish Passover food and understand its symbolism. Discuss the account of the resurrection of Jesus and how the followers shared the news with each other

To identify the Old Testament passages that Christians have traditionally understood to point forward to the birth and ministry of Jesus

Look at traditional carol service readings from Gen. 3.15, Isaiah 7.14, Isaiah 9.2,6 and Micah 5. Read what is said about Jesus and link this by writing and pictures with his life A Jesse Tree could be used here

To consider how the teachings of Jesus were carried forward by the church

Consider Jesus’ words ‘Do this in remembrance of me’ (Lk. 22.19) and link this with the Eucharist

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ASSESSMENT JESUS Year 6 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know the background to the opposition to Jesus. Know the account of the Last Supper and the Easter Story. Know that Christians have seen the Old Testament as pointing towards Christ.

Know why some people opposed Jesus. Know the account of the Last Supper and the Easter Story. Know that Christians have seen the Old Testament as pointing towards Christ.

Know the background to the opposition to Jesus in some detail. Know the account of the Last Supper and the Easter Story and their significance. Know that Christians have seen the Old Testament as pointing towards Christ.

Skills Be able to discuss why Jesus aroused both faith and opposition. Revise the connections between the Exodus, the Passover meal, the Last Supper and the Eucharist.

Be able to see that Jesus was both loved and hated. Revise the connections between the Exodus, the Passover meal, the Last Supper and the Eucharist.

Be able to discuss why Jesus aroused both faith and opposition. Revise the connections between the Exodus, the Passover meal, the Last Supper and the Eucharist.

Attitudes Be able to understand the importance of the Resurrection. Be able to appreciate differing attitudes to Jesus in his own times and ours and his influence today.

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CHURCH Year 3 Learning objectives Possible learning activities To learn about the site of the church building

Visit the local church Is it associated with a local saint? Talk about where it lies in relation to the rest of the town or village (at the centre? in the oldest part?); did the town grow up round the church? Did the church come later? Look at the earliest Baptismal record in the church you visit; look for plaques commemorating people connected with the church. Look at the land and buildings round the church (is there a vicarage nearby? If there is, that suggests that there has been a resident priest in the parish for many years) and does this tell us anything about the place of the church in the community?

To learn what the building is made of and how it is made

Discuss when and how the church building was constructed (of stone? Was it added to? Did it take a long time to build? Was there an earlier wooden construction on the site?) How do buttresses work? How did the workmen Get the bells into the tower? How is the church furnished? Who carved the wood or stone? Who designed it? Would the whole community have been involved in building? Where did the stone come from and how was it moved? How similar is the lay-out to other church buildings (in the shape of a cross, the congregation facing east)? Note the care taken by craftsmen – carving carefully where only God would see; the whole building being a community effort to the glory of God. Give children a list of things they should be able to find in church and ask them to write down what each thing is for (e.g. font, pulpit, lectern, cross, stained glass, organ, bells, choir stalls, nave)

To understand why their local church is named as it is

Talk about the local saint after whom the church is named or, if not named after a local saint, why the particular name was chosen? Who remembers? How do they know? What does the name tell us about what is important?

To understand that the church is characterised by its sacraments and its ministry

Explain and discuss what sacraments are, explain the role of ministers in sacraments; ask local vicar to come in to talk about the work he or she does

To talk about the roles of people involved in the church

Attend a service and ask children to watch who takes part and what all the people do; discuss this afterwards; what is the role of the priest? What do the servers do? And so on. Ask a local vicar to role play Baptism by using a doll, with pupils playing the parts of parents, godparents, relatives and friends. Talk about the Bishop and the Cathedral as an introduction to work in year 5

ASSESSMENT CHURCH Year 3 Most children will Some children will not have

made so much progress and will Some children will have progressed further and will

Knowledge Know the story of their local saint. Know the nature and purpose of features of their church building and the roles of priest and Bishop.

Know something of the story of their local saint. Know the nature and purpose of some of the features of their church building and the roles of priest and Bishop.

Know the story of their local saint. Discuss the nature and purpose of the features of their church building and the roles of priest and Bishop.

Skills Be able to investigate the nature and history of their local church using all their senses and investigative skills.

Be able to investigate the nature and history of their local church using all their senses and investigative skills.

Be able to investigate the nature and history of their local church using all their senses and investigative skills.

Attitudes Be able to respond to the sacred nature of a church and to appreciate the skill, dedication and faith of those who constructed it.

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CHURCH Year 4 Learning objectives Possible learning activities

To begin to understand the life and teachings of St David and other Early Welsh Saints.

Tell the story of St David paying attention to its spiritual, historical and ecological dimensions Investigate some other Early Welsh Saints, their churches and pilgrimages to them, (e.g. Enlli (Bardsey), Ty Ddewi (St. David’s), Pennant Melangell) Visit historical sites associated with St David; review work in history dealing with the use of ancient documentation and evidence Read prayers attributed to St David Make a book entitled ‘This is Your Life St David’

To compare prayer (or hymn) books used within the local parish

Familiarise children with prayer (or hymn) books; find prayer books used within local parish and look at lay-out and ease of use; compare similar passages; you might want to look at the wording of prayers; see how instructions to the congregation are given showing when to sing, respond or kneel; the purpose of this exercise is to not to raise issues about why and how liturgical revision occurs.

To begin to understand vestments and liturgical colours

Look at vestments, especially the clerical collar and cassock; what do they represent and why are they worn? Ask your local cleric to explain. Look at the colours worn during services. What do white, red, green and purple suggest to you and why might they be worn?

To begin to understand the church cares about its local community, its village, town or city

Visit or otherwise explore any work being done by the local church in the community – youth hostels, counselling agencies, charitable functions; if necessary use an example from the Salvation Army or Church Army showing how homeless people are cared for; the purpose of this section is to show that the church operates outside the church building in humanitarian ways so a variety of local initiatives might be relevant here. You might wish to visit another church/chapel in the village/town

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ASSESSMENT CHURCH Year 4 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know ways in which the Church continues the work of Christ in the local community. Know something about the other places of worship in the community. Know something about the significance of liturgical colours and vestments.

Know some ways in which the Church continues the work of Christ in the local community Know something about the other places of worship in the community. Look at vestments and think about the meaning of liturgical colours.

Know ways in which the Church continues the work of Christ in the local community Know something about the other places of worship in the community. Know about the significance of liturgical colours and vestments.

Skills Become familiar with the arrangement of the prayer book used in their local Church. Learn a special prayer from it. Investigate the sources for the life of St. David and other saints.

Learn that prayer books are used in services. Learn a collect or special prayer from the book. Begin to look at some of the sources for the life of St. David and other saints.

Become familiar with the arrangement of the prayer book used in their local Church. Learn some prayers from it. Investigate and evaluate the sources for the life of St. David and other saints.

Attitudes Understand and respect the importance of places of worship in the community.

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CHURCH Year 5 Learning objectives Possible learning activities

To begin to see the church as a family at work in many countries

You may want to use CMS resources here. Or, discuss the nature of families (people related to each other genetically and by a formal recognition, usually marriage, that creates stability and intimacy; be careful not to embarrass children from single parent families or children of cohabiting couples); apply the image of family to the church (a network of people in close relationship praying to the same God as Father and living across the world); use the ideas of family resemblance or of brotherhood or sisterhood; bring in pictures of members of their own families that show similarity of appearance; transfer this idea to the church.

To understand the importance of actions and symbols

Discuss and show symbols (Olympic rings, dove of peace, Welsh dragon, Microsoft logo, road signs, church school sign etc) and show how these convey meaning non-verbally; discuss symbols in the church; choose a suitable one for your school (e.g. altar or vestment colours; position of font by church door; Bishop’s crook; cross on wall; wedding ring); discuss or act out symbolic actions (army salute, handshake, greeting during ‘the peace’, exchange of rings in wedding, Baptismal service); write or display the results of this discussion. Review or revisit local church looking for symbols, stained glass windows, decorative motifs

To understand the ‘family’ of the Church in Wales

Discuss order of the church. Show how the Church in Wales is organised with Archbishop, Bishops, Archdeacons and parish clergy; show how the country is divided up into parishes and dioceses. Introduce the role of the Cathedral Give children a picture of a Bishop and label his attire. Children draw each of the significant items (e.g. crozier, mitre, cross, ring). Explain two things only a Bishop can do.

ASSESSMENT CHURCH Year 5 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know about the working of the Church in Wales and the work of a Bishop. Begin to understand the nature of symbols.

Know something about the working of the Church in Wales and the role of a Bishop. Begin to understand the nature of symbols.

Know more about the working of the Church in Wales and the role of a Bishop. Understand the nature of symbols.

Skills Be able to recognise many of the symbols found in churches and Cathedrals and explain their meaning.

Be able to recognise some of the symbols found in churches and Cathedrals and indicate their meaning.

Be able to recognise many of the symbols found in churches and Cathedrals and explain their meaning and significance.

Attitudes Have begun to appreciate the concept of the Church as a family and the importance of a sense of belonging and shared experience.

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CHURCH Year 6 Learning objectives Possible learning activities

To begin to understand that the church is a world-wide community with Jesus as its head

Review Year 5 work; depict the church in different lands and working with different languages; show black, Chinese and Asian Christians; show different styles of church building across the world; discover what they have in common (Bible, cross, prayer, some hymns and music, preachers) and show how each comes under the Lordship of Christ

To begin to understand that the church is the vehicle to carry on the work of Jesus

Discuss the purpose of institutions (e.g. schools to teach, hospitals to heal); what is the purpose of the church? Suggest that it is to carry on the work of Jesus; look at the various things Jesus did (teaching [Mt. 5.2], healing [Mt. 8.7], standing against wickedness [Mt. 3.7; Mt 21.12], feeding the hungry [Mk. 6.44]) and show how the church tries to continue this work; look at the Salvation Army, the Church Army (care for the poor), TEAR Fund (help developing countries), Barnardo’s (care for disadvantaged children), Sisters in India (care for the destitute and dying).

To begin to know about the impact of St Paul and the Early Church

Look at the New Testament as a whole and show how both in Acts and in the Epistles St Paul is a major figure; explore one or more of the missionary journeys emphasising not only adventures (imprisonment [Acts 16.19f], miracles [Acts 14.8] and stoning [Acts 14.19]) but also the purpose for these journeys (to tell other people about Jesus [Acts 17])

To begin to understand the historical role of the church in the life of the Welsh people

Review links with history and take specific examples (e.g. in the preservation and spread of Welsh through the Bible and liturgy)

To understand the varied religious revivals that have occurred since the 18th Century

Try to convey the excitement that is sometimes associated with religious life; use examples from the Journal of John Wesley or the Welsh Revival of 1904; help children to see beyond the day-to-day life of the church to special times of spiritual renewal by using analogies of springtime or awakening; review history work for 18th or early 20th century; this is not an in-depth study and showing pictures of main characters and talking about them would be adequate (For instance, select from the roles of William Williams Pantycelyn, Ann Griffiths, Howel Harris, or any local connections who have not been studied in Year 5 Christian Life)

To appreciate the confirmation service, the role of the Bishop and the significance this could have for their own lives

Attend a confirmation service where others are confirmed; watch and describe what happens; talk about the step being taken by the confirmands; ask local clergy or Bishop’s visitor to explain preparation for confirmation; be sensitive to those who do not wish to be confirmed (perhaps belonging to Nonconformist chapels); possibly draw a parallel between the commitment found in Jewish bar or bat mitzvah, adult immersion among Baptists and Anglican confirmation – all these events occurring at about the same age i.e. at the start of adolescence

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ASSESSMENT CHURCH Year 6 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know about the call and work of St. Paul. Know something about the worldwide church. Make connections with learning in history and begin to appreciate the part that religion has played in the life and character of Wales.

Know about the call of St. Paul to a mission to the Gen tiles. Know something about the worldwide church. Make some connections with learning in history and appreciate the part that religion has played in the life and character of Wales.

Know about the call and the importance of the work of St. Paul. Know something about the worldwide church. Make connections with learning in history and appreciate the part that religion has played in the life and character of Wales.

Skills Employ research skills to extend their Knowledge of the overseas church and the work of charities worldwide

Employ appropriate research skills to extend their Knowledge of the overseas church and the work of charities worldwide

Employ research skills to extend their knowledge of the overseas church and the work of charities worldwide

Attitudes Have learnt to value the inspiration behind the spread of Christianity in Wales and the diversity of the Church worldwide. Have begun to appreciate the meaning of commitment in their own and others’ lives and that this is often marked publicly by a special ceremony.

CHRISTIAN LIFE AND VALUES Year 3 Learning objectives Possible learning activities

To learn about Welsh saints Select two or three Early Welsh Saints and some other local Welsh Saint(s).

Tell the story of their lives; write about or illustrate these stories. To learn about the connection between belief and behaviour and how people can suffer for their beliefs

Talk about how children treat their pets Talk about how children treat younger brothers or sisters Talk about how children treat things well because they think they are nice. Talk about family beliefs, school beliefs and church beliefs Talk about the first Welsh Christian Martyrs, Julius and Aaron and St. Richard Gwyn a 16th century Welsh martyr Let children write their own prayers

To think about Christian values and so why communities need rules

This section is concerned to introduce Christian values and attempts to illustrate values through rules. You may wish, however, to concentrate on values and ignore rules. If you do, you could focus on characteristic Christian values like prayer, care for others and being truthful. Talk about what would happen if everyone did what they wanted all the time (chaos on the roads; no football or netball teams could play; no TV programmes at regular times – the actors might decide not to make a show) Talk about groups of people: teams, families, classes at school, youth clubs and schools; show how they need a common understanding of what they are doing; draw a picture of a group and ask the children to think about the rules they keep.

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ASSESSMENT CHRISTIAN LIFE AND VALUES Year 3 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know about the lives and achievements of some of the Early Welsh Saints and outstanding Christians in the history of Wales. Begin to understand some Christian values.

Know about the lives and achievements of some of the Early Welsh Saints and outstanding Christians in the history of Wales. Begin to explore some Christian values.

Know about the lives and achievements of some of the Early Welsh Saints and outstanding Christians in the history of Wales. Be able to understand some Christian values.

Skills Be able to discuss examples of Christian values and to suggest reasons why people act as they do Learn to write appropriate prayers.

Talk about suggested concrete examples of Christian values and to begin to understand why people act as they do. Learn to write appropriate prayers.

Be able to discuss examples of Christian values and to see how belief can influence behaviour. Learn to write appropriate prayers.

Attitudes Be encouraged to be thoughtful about why people act as they do as individuals and groups and to begin to be aware of their own motivation.

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CHRISTIAN LIFE AND VALUES Year 4 Learning objectives Possible learning activities

To learn how Christian beliefs are relevant to concern for the environment

Discuss the idea of God as creator (read or think about Gen 1); the beauty and variety of the world tells us about God. Discuss the idea of stewardship (looking after something on behalf of someone else; see biblical texts [Gen. 2.15; Gen. 39.1-5: Joseph; Mt. 29.8f: the word ‘foreman’ is used in the NIV]; suggest that God has given human beings the responsibility of looking after the world. St David’s environmental concern offers an illustration and example. Revisit and expand on the Work of Year 1 on Beuno, Illtud, Melangell and Cadog and their care for animals.

To learn how Christian beliefs are relevant to personal relationships

Talk about personal relationships (brother and sister, children and parents, children and grandparents, friends) Talk about differences in relationships between people of different ages (what is good about relating to someone older – they may know more than you; they may be able to help you; what is good about relating to someone of the same age – they may have the same interests as you). Talk about Christian teaching on parent and child relationships: children should honour their parents; parents should not exasperate their children (Eph. 6.4)

To introduce the Christian’s life as a journey

Talk about journeys: each has a beginning, a middle and an end; there may be milestones on the way; transfer this idea to the sacraments that mark a Christian’s life: Baptism, Confirmation, etc

ASSESSMENT CHRISTIAN LIFE AND VALUES Year 4 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know the Biblical teaching about God as the God of creation and how this should affect our attitude to the environment. Know the New Testament teaching on family relationships and about love and forgiveness. Learn something about the sacraments.

Know the Biblical story of creation and begin to learn how this should affect our attitude to the environment. Know the outline of the New Testament teaching on family relationships and about love and forgiveness. Learn something about the sacraments.

Know the Biblical teaching about God as the God of creation and can discuss how this should affect our attitude to the environment. Know the New Testament teaching on family relationships and about love and forgiveness. Learn something about the sacraments.

Skills Be able to refer to the Bible when discussing questions of the environment and family relationships

Be able to use some Bible passages in discussing questions of the environment and family relationships

Be able to refer to the Bible when discussing questions of the environment and family relationships

Attitudes Wonder at the beauty and variety of creation and see the value of Christian teaching on family relationships.

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CHRISTIAN LIFE AND VALUES Year 5 Learning objectives Possible learning activities

Learn about Welsh exemplars of Christianity

Talk about some or all of the following: Mary Jones, Ann Griffiths, William Williams Pantycelyn, Waldo, Gwenallt, Lewis Valentine and tell the story of their lives and achievements; write about or illustrate these stories. Where appropriate read their own words.

To learn about balancing obligations to God and to others

Discuss a problem: you are going to church and have some money to put in the offertory box and, on the way, a woman collecting money for famine victims in Africa invites you to put money in her box; should you give to God or to the famine victims? Briefly consider other competing obligations and ask children to write a story that illustrates the idea (e.g. should a man steal medicine to save his dying wife? Should a man break the speed limit to get his pregnant wife to hospital? Should a brother tell his sister that her boyfriend is cheating on her? Should a family get rid of their cat because it is giving a new baby asthma?) In each case it is possible to illustrate Christian life and values through people who exemplify them

To learn how moral values are connected with each other and with God

Discuss why it is wrong to steal Discuss why it is wrong to lie After these discussions show that stealing and lying both involve cheating other people; that sometimes people lie because they have stolen; that sometimes they steal because they have lied; that stealing and lying both presume other people’s feelings do not matter; show how these moral values are linked together Show how both stealing and lying are forbidden by (a) commands in the Bible (Col 3.9; Eph 4.28) and (b) break the overarching command to treat others as we would want them to treat us In each case it is possible to illustrate Christian life and values through people who exemplify them Tell the story of the Jubilee when, every 50 years in Israel, everyone went back to their own farms, slaves were set free and the land itself rested, being neither sown nor harvested. What happens if land is over cultivated (crop yields drop)? How do we try to compensate for this in our gardens (by recycling grass cuttings and kitchen waste in the vegetable patch)?

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ASSESSMENT CHRISTIAN LIFE AND VALUES Year 5 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Begin to understand that moral values are connected with each other and with God. Be able to show how individuals have followed Christian ideals in their lives. Be able to refer to some of the teaching of the Bible in discussion on moral questions.

Begin to understand that moral values are part of Christian living. Be able to show that individuals have followed Christian ideals in their lives. Know that the Bible gives teaching on moral questions.

Begin to understand that moral values are connected with each other and with God. Be able to show why and how individuals have followed Christian ideals in their lives. Be able to refer to the Teaching of the Bible in discussion on moral questions.

Skills Be learning to discuss moral dilemmas objectively and to listen to other points of view.

Be learning to discuss concrete moral dilemmas and to listen to other points of view

Be able to discuss moral dilemmas objectively and to listen to other points of view

Attitudes Be aware of the difficulty of making moral decisions, and begin to approach them thoughtfully and sympathise with the views of others.

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CHRISTIAN LIFE AND VALUES Year 6 Learning objectives Possible learning activities

To learn how Christian beliefs are relevant to personal relationships

Talk about how what we believe affects the way we treat our bodies (if we believe exercise is good for us, we take exercise); if we believe we are valuable, we will not risk our health or reputation Talk about how what we believe about other people affects how we treat them (if we respect others, we treat them appropriately; if we think they don’t matter, we treat them badly) Talk about how Christian beliefs put great value on us as individuals (Mt. 10.29-31) and great value on marriage (Heb. 13.4).

To learn how Christian beliefs are relevant to the whole school community

Talk about a common basis for life; we speak the same language (Welsh or English), watch the same TV programmes, enjoy the same music, drive on the same side of the road; in a word we share a common culture Schools also share a common basis; we arrive at the same time of the day, wear a similar uniform, understand common rules of behaviour and try to respect each other; but are there common beliefs beneath our common life? Look at Christian beliefs about loving our neighbour and treating others as we would want them to treat us (Mk. 12.31; Lk. 6.31) and work out how other rules flow from these; collect a list of school rules or values and list them under the headings ‘Love neighbour’ and ‘Treat others…’ This may also be the context to discuss the great issues of life: war, peace, suffering, and items currently in the news; Christian beliefs can help inform our reading of these great issues

To learn how moral obligations can create dilemmas

Look at the parable of the Good Samaritan (Lk. 10) about being a neighbour to someone in need; ask what happens if there are two people in need and both require our help; how do we cope? (by sharing our time and resources; by helping the most urgent case). But what happens if two moral rules seem to conflict: we find that a friend has told a lie to a parent: should we tell the parent about the lie (because we respect the parent) or should we keep quiet (so the friend does not Get into trouble)? There are other examples appropriate to your situation. Invent or act out moral dilemmas to appreciate their force.

ASSESSMENT CHRISTIAN LIFE AND VALUES Year 6 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know the Biblical basis for Christian teaching on personal behaviour.

Know something of the Biblical basis for Christian teaching on personal behaviour.

Know the Biblical basis for Christian teaching on personal behaviour.

Skills Be able to discuss a range of opinions on Christian conduct and listen to and value the opinions of others.

Be learning to discuss some opinions on Christian conduct and listen to and value the opinions of others.

Be able to discuss a range of opinions on Christian conduct and listen to and value the opinions of others.

Attitudes Have begun to understand and value Christian thinking on moral issues and have begun to formulate and be able to defend a code of conduct for themselves.

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FESTIVALS Year 3 Learning objectives Possible learning activities

To talk about and understand festivals and learn how they are celebrated in church

Look at the story of Jesus’ birth and see the connections between this and Christmas celebrations (joy, singing, presents, worship, families together, hope) Look at the Easter story and see the connection between this and Easter celebrations

To prepare to take part in festivals Read and know the events of Holy Week ASSESSMENT FESTIVALS Year 3 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know the basis for the celebration of Christmas and Easter in the stories of the birth, death and resurrection of Jesus.

Know that Christians celebrate Christmas and Easter because of the birth, death and resurrection of Jesus.

Know the basis for the celebration of Christmas and Easter in the detailed stories of the birth, death and resurrection of Jesus

Skills Be able to take part in festival services.

Be able to take some part in festival services.

Be able to arrange and take part in festival services.

Attitudes To begin to understand the Christian meaning of celebrations.

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FESTIVALS Year 4 Learning objectives Possible learning activities

To talk about, understand and prepare for the cycle of church services reflecting the life of Jesus

Pick services that reflect the life of Jesus (e.g. Advent, Christmas carol services, Epiphany, Lent [Ash Wednesday], Holy Week and Easter, Ascension) and show how some of these connections work; the life of Jesus is reflected in the services (e.g. temptation in the wilderness and Lent – that is why we give up things for that season; resurrection and Easter); look at the colours of the altar frontal and vestments; see the symbolism of the colours and use it in their own work; learn about the church calendar (e.g. draw a church year wheel dividing it into appropriately sized segments. Colour according to correct colour).

To talk about the cycle of services that do not reflect the life of Jesus

Introduce by showing pictures that symbolise seasons Take services that are not connected with the life of Jesus (e.g. Whitsun/Pentecost, Trinity, All Saints, Harvest Thanksgiving) and see what they commemorate or celebrate. Look at the events in Acts 2 that gave rise to Whitsun and to the ingathering of crops that gave rise to Harvest Thanksgiving; mount displays showing the connections between events and services.

ASSESSMENT FESTIVALS Year 4 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know about the main events in the Christian Year and understand why they are celebrated.

Know about the main events in the Christian Year and begin to understand why they are celebrated.

Know about the main events in the Christian Year and understand why and how they are celebrated.

Skills Be able to produce displays to illustrate the Christian year and the symbols connected with it.

Be able to produce displays to illustrate the Christian year and the colours connected with it.

Be able to produce displays to illustrate the Christian year and research the symbols connected with it.

Attitudes Have begun to appreciate the significance and rhythm of the Christian Year.

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FESTIVALS Year 5 Learning objectives Possible learning activities

To read or sing carols, hymns and prayers

Read the text of carols or hymns and treat them like poems to discuss or learn; look for imagery and allusion; see how the rhymes fit into patterns; learn when and why particular hymns or carols were written and who wrote them Look at famous prayers in the same way, seeing how they fitted into the life of the person who first prayed them Sing hymns or carols, if possible taking parts (e.g. take Good King Wenceslas and sing the part of the king and the page; or take parts of We Three Kings) Listen to Welsh festival celebrations (e.g. Neges Ewyllys Dda by Urdd Gobaith Cymru – broadcast world-wide annually on the 18th of May) Compose a Christian ‘rap’

To understand connections between the biblical text and Christian and Jewish festivals

List Christian and Jewish festivals and then look at the biblical passages with which they are connected; draw a chart or make a display incorporating pictures of the festival and part of the relevant text (e.g. Ex 12 and Passover; Lev 23 and Tabernacles; Acts 2 and Whitsun)

To write their own carols, hymns or prayers

Pupils write their own carols, hymns or prayers for decoration and display

ASSESSMENT FESTIVALS Year 5 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know a selection of hymns and famous prayers, both English and Welsh, and something about their authors. Be able to show that festivals are often based on Biblical texts.

Know some hymns and famous prayers, both English and Welsh, and a little about their authors. Be able to make some connections between festivals and their Biblical background.

Know a selection of hymns and famous prayers, both English and Welsh, and have discovered more about their authors. Be able to show how festivals are often based upon Biblical texts.

Skills Be learning to analyse the meaning and structure of hymns and prayers and try to write their own.

Be learning the meaning and rhythm of hymns and prayers and try to write their own.

Be learning to analyse the meaning, language and structure of hymns and prayers and try to write their own.

Attitudes Realise that prayer is a vital part of Christian life and hymns and their music a source of inspiration in Welsh life.

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FESTIVALS Year 6 Learning objectives Possible learning activities

To hear or participate in the music of Christian festivals

Sing or play instruments in preparation for participation in an Easter or Christmas service and then participate Listen to famous church music on the organ

To understand what Christian services mean

Select a service (e.g. wedding or harvest festival) and discuss its structure and meaning (e.g. look at the marriage vows, carry out a ‘wedding service’ with pupils)

To appreciate the variety of Christian festivals across the world

Listen to recordings of the music of worship from around the world Use video, audio or web sites to look at the different ways Christmas is celebrated in church (e.g. Russian Orthodox or African-American Baptist)

ASSESSMENT FESTIVALS Year 6 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know the characteristic pattern of a Church in Wales service. Know the structure and meaning of a marriage (or funeral?) service. Know how Christmas and Easter are celebrated in churches in other countries.

Begin to know the characteristic pattern of a Church in Wales service. Know something of the outline and meaning of a marriage (or funeral?) service. Know how Christmas and Easter are celebrated in churches in other countries

Know the characteristic pattern of some Church in Wales services. Know the structure and meaning of a marriage (or funeral?) service. Know how Christmas and Easter are celebrated in churches in other countries

Skills Be able to choose and/or perform music for a festival service. Be able to use a prayer book.

Be able to choose and/or perform music for a festival service. Be learning to use a prayer book

Be able to choose and/or perform music for a festival service. Be able to use a prayer book

Attitudes Be able to feel the contribution music can make to worship. Be able to value the diversity of Christian worship.

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OTHER FAITHS Year 3 Learning objectives Possible learning activities

Hear about the early life of Moses and other characters in the history of Israel

Talk about laws and rules. Laws are rules that the government makes. Who made rules in Old Testament times? The king, and before there was a king the rules were given by God. Re-tell stories children have heard earlier in the school but this time analyse the stories more: from the story of Moses take note of the giving of the law (Ten Commandments), the forming of a religion in which law is central, worship is in one main place (tabernacle, later temple), Aaron, Moses’ brother, who became High Priest, and the clothes he wore. Tell the story of Esther to show how the Jewish faith was preserved So far as the story of David is concerned, look at the way he became king, brought the ark to Jerusalem and prepared for the building of a temple. Draw a picture of the temple of Solomon; explain how people would go to the temple for festivals.

ASSESSMENT OTHER FAITHS Year 3 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know the stories of some outstanding Old Testament figures, especially those who contributed to the preservation of the Jewish faith. Know that they are important to the Jewish as well as the Christian faith. Know about other religious traditions represented in their community or school.

Know some stories of outstanding Old Testament figures, especially those who contributed to the preservation of the Jewish faith. Know that they are important to the Jewish as well as the Christian faith. Begin to learn about other religious traditions represented in their community or school.

Know the stories of some outstanding Old Testament figures, especially those who contributed to the preservation of the Jewish faith. Know that they are important to the Jewish as well as the Christian faith. Investigate and learn about other religious traditions represented in their community or school.

Skills Be able to discuss in simple terms the survival of the Jewish faith and connect this with work done in History.

Be able to discuss in simple terms the survival of the Jewish faith and connect this with work done in History

Be able to discuss in simple terms the survival of the Jewish faith and connect this with work done in History.

Attitudes Begin to understand the need for tolerance for the beliefs of others.

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OTHER FAITHS Year 4 Learning objectives Possible learning activities

To talk about why Moses and/or Muhammad are important

Talk about the Jewish faith and the founding role of Moses in it; illustrate by pictures of Orthodox Jews, Torah scrolls or synagogues.

To understand the celebration of Jewish festivals (e.g. Passover)

Prepare Passover food and let children taste it, explaining to them the symbolism of the parts of the meal (bitter herbs, etc) Explain the re-enactment aspect of the meal and the renewal and transmission of tradition through it. Link the Passover with the captivity and escape of the Jewish people from slavery and remind pupils of the role of Moses.

ASSESSMENT OTHER FAITHS Year 4 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know the story of Moses, the Exodus and the giving of the law. Know about the Jewish festivals which are based upon this. Know something about the Torah and synagogue worship.

Know something about the story of Moses, the Exodus and the giving of the law. Know something about the Jewish festivals which are based upon this. Know something about the Torah and synagogue worship.

Know the details of the story of Moses, the Exodus and the giving of the law. Know about the Jewish festivals which are based upon this. Know something about the Torah and synagogue worship.

Skills Be able talk about Moses and his importance in the faith and practice of Judaism.

Be able explain simply why Moses is important to the faith and practice of Judaism.

Be able talk about the importance of Moses in the faith and practice of Judaism.

Attitudes Begin to appreciate the origins of Judaism. Handle and examine Jewish artefacts with respect.

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OTHER FAITHS Year 5 Learning objectives Possible learning activities

Hear about the life of Muhammad Hear about Muhammad’s life including his marriage, the recitation of the Qur’an,

the journey to Medina, and the subsequent establishment of a Muslim community in Mecca; introduce the five pillars of Islam if you can do this without disjointedness

To begin to understand the basic historical sequence of Moses, Jesus and Muhammad

Revise history on time lines; begin to put dates onto the life of Moses (about 1200 BCE, Jesus and Muhammad (570-632 CE)[BCE=BC; CE=AD]; show that they lived in different countries and that they never met.

ASSESSMENT OTHER FAITHS Year 5 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know the story of Muhammad as the founder of Islam. Know something about the Qur’an, and the five pillars of Islam. Know the chronology of Moses, Jesus and Muhammad.

Know something of the story of Muhammad. Know something about the Qur’an, and the five pillars of Islam. Know the chronological order of Moses, Jesus and Muhammad.

Know the story of Muhammad and realise his importance as the founder of Islam. Know something about the Qur’an, and the five pillars of Islam. Know the chronology of Moses, Jesus and Muhammad.

Skills Be able to talk about some of the major beliefs and practices of Islam. Begin to be able to talk about the importance of Islam in the modern world.

Begin to be able to talk about some of the beliefs and practices of Islam. Begin to be able to talk about the importance of Islam in the modern world.

Be able to talk about some of the major beliefs and practices of Islam Be able to talk about the importance of Islam in the modern world.

Attitudes Begin to understand the origins and practice of Islam. Learn to respect the faith and belief of others.

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OTHER FAITHS Year 6 Learning objectives Possible learning activities

To begin to understand the scope and function of Mosaic law

Talk about law; how it is made (by councils and governments, by God), what sort of things it covers; what sort of things it cannot cover (e.g. what you are thinking); read and talk about aspects of Mosaic law (Lev. 19.9-18) seeing how individual life, community life and national life were affected by it. Notice that it covered the upbringing of children, stipulated people you could not marry (Gen. 24.3; Jg. 14.3) and what you could eat.

To appreciate what it would be like to live according to Mosaic law

Talk about foods children like and dislike (why do people have different tastes?); talk about diets (for health reasons, for slimming); read Leviticus 11 to see the foods forbidden to the Israelites; discuss the ban on pork for contemporary observant Jews; talk about haircuts (Lev. 19.27), tattoos. (Lev. 19.28) and show pictures of Hasidic Jews; briefly consider Jewish festivals (e.g. Hanukkah); indicate that the whole of life was covered by Mosaic law.

To learn about the building of Solomon’s Temple and its later destruction

Show pictures of models of the temple of Solomon; look at the Bible passages dealing with its construction (1 Kg 6); consider the temple as a focus for life and faith; show how the temple would have dominated Jerusalem and was one of the wonders of its day (what was the biggest building in Wales at the time?); read about its destruction (Jer 52.13f); talk about Jewish communities in exile worshipping without a place or worship; if it is appropriate draw comparisons with modern refugees who reconstruct their lives a long way from home.

To begin to understand how Judaism in the Common Era developed from Mosaic law

Talk briefly about the Talmud as a commentary on the Torah; illustrate this with pictures of the biblical text surrounded by Talmudic commentaries. Alternatively show the interpretation and reinterpretation of the Torah in changing circumstances made the law bigger and bigger and more and more complicated so that only specialists (e.g. rabbis) could understand it. Illustrate this idea by showing how lists of school rules tend to Get longer and longer

To begin to understand Muslim festivals in relation to the life of Muhammad

Show how some Muslim festivals are linked with the life of Muhammad (e.g. It was during Ramadan that the Qur’an was first received). Illustrate by pictures of Mecca and mosques; handle Islamic artefacts; perhaps make a visit to a mosque

ASSESSMENT OTHER FAITHS Year 6 Most children will Some children will not have

made so much progress and will

Some children will have progressed further and will

Knowledge Know that all aspects of life are covered by the Law in Judaism. Learn about the development of the Torah. Know something about Jewish worship in Temple and synagogue and Muslim worship in the mosque.

Begin to learn some of the ways in which the Law influences daily life in Judaism. Know something about Jewish worship in Temple and synagogue or Muslim worship in the mosque.

Know in some detail that all aspects of life are covered by Law in Judaism. Learn about the development of the Torah. Investigate and learn about Jewish worship in Temple and synagogue and Muslim worship in the mosque.

Skills Be able to discuss in simple terms the scope and function of law and the way in which belief affects lifestyle.

Be able to discuss in simple terms the scope and function of law and the way in which belief affects lifestyle.

Be able to discuss in simple terms the scope and function of law and the way in which belief affects lifestyle.

Attitudes Begin to appreciate the distinctiveness of the Jewish and Muslim faiths. Handle and examine Muslim artefacts with respect

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MEDIUM TERM PLANNING IN SIX WEEK BLOCKS

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Medium term planning in six week blocks: Key Stage 2 Year 3 Strand Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Bible x x Jesus x Church x Christian life & values x Festivals x x Other faiths x Year 4 Strand Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Bible x Jesus X x x Church X x x Christian life & values x Festivals x x Other faiths x Year 5 Strand Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Bible x x Jesus x Church X Christian life & values x Festivals x Other faiths x Year 6 Strand Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Bible X x Jesus x x Church x x Christian life & values X x Festivals X x Other faiths x x The grid shows there are 6 six-week blocks per year and altogether 24 blocks in Key Stage 2. It gives an overview of what can be covered in any half term. The contents have been put together so that there is a coincidence with the church calendar, especially in relation to Christmas and Easter.

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Year 3

Autumn 1 Festivals To talk about and understand festivals and learn how they are celebrated in church Bible To hear Bible stories To talk about Bible stories together To respond to Bible stories

Autumn 2 Festivals To prepare to take part in festivals

Spring 1 Other faiths Hear about the early life of Moses and other characters in the history of Israel Bible To hear Bible stories To talk about Bible stories together To respond to Bible stories

Spring 2 Jesus To hear about the life of Jesus To hear about the background to the life of Jesus To talk about why people believed in Jesus and responded to him

Summer 1 Church To learn about the site of the church building To learn what the building is made of and how it is made To understand why their local church is named as it is To understand the church is characterised by its sacraments To talk about the roles of people involved in the church

Summer 2 Christian life and values To learn about Welsh saints To learn about the connection between belief and behaviour and how people can suffer for their beliefs To think about Christian values and so why communities need rules

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Year 4 Autumn 1

Church To begin to understand the church cares about its local community, its village, town or city Jesus To understand the basic teaching of Jesus in relation to other people and to God

Autumn 2 Jesus To know Old Testament passages that Jesus would have heard Festivals To talk about, understand and prepare for the cycle of church services reflecting the life of Jesus

Spring 1 Christian life and values To learn how Christian beliefs are relevant to concern for the environment To learn how Christian beliefs are relevant to personal relationships To introduce the idea of the Christian’s life as a journey

Spring 2 Jesus To understand why Christians celebrate Holy Week and Easter Church To begin to understand the life and teachings of St David and other Early Welsh Saints.

Summer 1 Church To compare prayer books used within the local parish To begin to understand vestments and liturgical colours Festivals To talk about the cycle of services that do not reflect the life of Jesus

Summer 2 Bible To see how the life of a major biblical character is unfolded in the text To understand the basic textual divisions into Testaments, books, chapters and verses within the Bible and the Apocrypha To work from a Bible and comprehend the reality of journeys made by Jesus Other faiths To talk about why Moses and/or Muhammad are important To understand the celebration of Jewish festivals (e.g. Passover)

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Year 5 Autumn 1

Church To begin to see the church as a family at work in many countries To understand the importance of actions and symbols To understand the ‘family’ of the Church in Wales

Autumn 2 Festivals To read or sing carols, hymns and prayers To write their own carols, hymns or prayers To understand connections between the biblical text and Christian and Jewish festivals

Spring 1 Christian life and values To learn about Welsh Christians To learn about balancing obligations to God and to others To learn how moral values are connected with each other and with God

Spring 2 Jesus To explore the symbolism connected with illustrations of Jesus in different cultural and artistic representations To know the places Jesus visited and where he lived To know what happened at the Last Supper and its connection with Holy Communion/ Eucharist To raise concerns suggested by the teaching on the Sermon on the Mount Bible To show how the trial of Christ is detailed in the Gospels

Summer 1 Bible To know about the basic chronology of the Bible To understand figurative language (particularly metaphor and parable) To identify figurative language in the Bible To appreciate how the ancient world is reflected in the Bible To work from a Bible and comprehend sequences of events

Summer 2 Other faiths To hear about the life of Muhammad To begin to understand the basic historical sequence of Moses, Jesus and Muhammad

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Year 6 Autumn 1

Christian life and values To learn how Christian beliefs are relevant to personal relationships Bible To take the birth narratives of Jesus in Matthew and Luke and compare them To suggest reasons why the two birth narratives are different Festivals To hear or participate in the music of Christian festivals

Autumn 2 Church To begin to understand the historical role of the church in the life of the Welsh people Festivals To understand what Christian services mean To appreciate the variety of Christian festivals across the world Jesus To identify the Old Testament passages that Christians have traditionally understood to point forward to the birth and ministry of Jesus

Spring 1 Other faiths To learn about the building of Solomon’s Temple and its later destruction To begin to understand how Judaism in the Common Era developed from Mosaic law To understand the celebration of Jewish festivals (e.g. Passover)

Spring 2 Jesus To consider the political background of first century Palestine To understand the realities of Roman occupation To appreciate different religious groups in Judaism To see Jesus through the eyes of one of some of his contemporaries To consider expectations about the Messiah To appreciate the purpose of the lamb at Passover To appreciate what Jesus’ followers said about his resurrection To consider how the teachings of Jesus were carried forward by the church

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Summer 1 Other faiths To begin to understand the scope and function of Mosaic law To appreciate what it would be like to live according to Mosaic law To begin to understand Muslim festivals in relation to the life of Muhammad Church To begin to understand that the church is the vehicle to carry on the work of Jesus To begin to know about the impact of St Paul and the Early Church To begin to understand the historical role of the church in the life of the Welsh people To understand the varied religious revivals that have occurred since the 18th Century To appreciate the confirmation service and the role of the Bishop

Summer 2 Bible To consider the origin of the Bible To consider the transmission of the Bible To understand the process of translation Christian life and values To learn how Christian beliefs are relevant to the whole school community To learn how moral obligations can create dilemmas

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APPENDIX

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Appendix : Historical overview It was the churches which were originally concerned with the education of the British people, and nowhere more so than in Wales. Not only in the post-Roman times but also in the Middle Ages the churches and monastic communities were places of learning and information. Libraries, languages and art were all to be found within the sphere of church life. In the 19th-century, when Wales was still a predominantly rural society, the church, prompted in part by the zeal of the Methodist Revival, began to feel concerned for the education of the majority of the population. In 1811 Anglican clergy founded the National Society with the specific intention of promoting Christianity through education. Estimates suggest that only approximately 10% of people were then literate. The church, first through Sunday schools and then through specially built day schools, began to offer primary education to the children of its parishes. The National Society co-ordinated and supported Anglican efforts. For more than 50 years, and with little or no financial support from the government, the churches continued to be the main providers of schooling. In Wales in 1846 4,074 pupils in Cardiganshire alone attended Anglican Sunday Schools. In Pembrokeshire church schools provided places for just under half of the pupils in the county,8 and this pattern was repeated with varying proportions elsewhere in Wales. As the Victorian era progressed democratic rights were distributed to wider and wider circles of people. At the same time the population of Britain grew so fast that the churches, by the mid 1860s, were unable to build enough schools or train enough teachers to keep pace with needs of the nation’s children. After 1870 Gladstone’s reforming government took the financial plunge in 1870 and passed a major education act that recognised the state’s responsibilities at long last for the education of its children. New schools, funded entirely by public money, were introduced in areas where the churches had not managed to build. Consequently by the end of the 19th-century an integrated system emerged giving the whole population access to primary schools of one kind or another. Religious education took place in all schools, however, whether the church originally built them or not.9 But the parliamentary debate preceding the passing of the 1870 Education Act established an important principle that applied to all kinds of British schools. Parents had the right to withdraw their children from religious education on grounds of conscience. This right has been repeatedly confirmed in subsequent legislation. After 1944 Co-operation and integration of church and county schools within a single educational system was strengthened. In a visionary piece of legislation in 1944 the wartime coalition government reaffirmed the place of religious education within all kinds of schools supported by public money and presumed that such education would be made up of two components, collective worship in the school hall and teaching within the classroom. Church schools were allowed to choose to belong to one of two main administrative categories. They could either become ‘controlled’ schools which meant that they were ultimately controlled by the state. This control was exercised by ensuring that the church did not have a majority on the governing body of such schools. Alternatively churches could opt for the ‘aided’ category and, in this case, they were guaranteed a majority on the school’s governing body.10 If they selected the controlled category the financial cost to the church was lower; if they selected the aided category then the cost was higher.

8 Jones, G E (1997), The Education of a Nation, Cardiff, University of Wales Press, p 59. 9 There were perhaps very occasional exceptions but even secularists in Victorian Britain could see a value in hearing the Bible read. 10 There were also a small number of special agreement schools that disappeared with the recategorisation in 1998. Between 1944 and 1980 primary schools were managed and secondary schools were governed. Governors had more extensive powers than managers. After 1980 all schools were governed.

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The form of religious education in these two kinds of schools also tended to differ. In General, a greater sense of denominational ethos was present in the aided schools than in the controlled schools. Aided schools could offer religious education according to diocesan syllabuses (though at parental request children could be withdrawn from this) and controlled schools offered religious education according to agreed syllabuses that were put together by a special conference in which the church had a voice but not a majority. Parents of children at controlled schools could request that their children received denominational instruction, usually according to the diocesan syllabus. In this way, there was considerable flexibility in the system and no children were forced to undergo the sort of religious education their parents did not want and all children at church schools, whether controlled or aided, could receive denominational instruction. After 1988 Major changes to the curriculum took place as result of the 1988 Education Reform Act. The legislation brought into existence the national curriculum, official bodies that dictated what this curriculum should be and an agency that inspected the results. The government of the day argued that it would not be logical for a subject from which children could be withdrawn to be part of the national curriculum. As result religious education, which had been carried out according to its own legal arrangements since 1944, continued to be taught as before and the combination of national curriculum subjects and religious education were together called the ‘basic curriculum’. More and more, however, religious education was presented by educationalists in terms similar to those used to describe national curriculum subjects. It tended to make use of key stage descriptors and attainment targets. In county schools religious education was inspected like secular subjects. Its content was to be ‘in the main’ Christian but with provision for other faiths where necessary. It did not, as is often mistakenly thought, require schools to teach six religions at every or any key stage. Then, in church schools, after the 1992 Education (Schools) Act, denominational inspection became compulsory. The scope of denominational inspection varies according to the status of the church school. In voluntary aided schools, religious education, collective worship, and aspects of the spiritual, moral, social and cultural education that come under the umbrella of the school ‘ethos’ are inspected by the denominational inspector. A voluntary controlled school will always have its collective worship inspected and may, on the request of its governing body, also have elements of the spiritual, moral, social and cultural education inspected. If the parents of children at a voluntary controlled schools have requested a programme of religious education taught in accordance with the trust deed of the school (and therefore, in most cases, following the diocesan syllabus) then this programme may also be denominationally inspected. After 1996 The 1996 Education Act confirmed arrangements for religious education in controlled and aided schools. According to section 377 religious education for registered pupils is either in accordance with an agreed syllabus or ‘where the parents of any pupils at the controlled schools request’ given ‘in accordance with any provisions of the trust deeds relating to the school’. Where the deed is unclear on this point religious education should be given ‘in accordance with the practice observed in the school before it became a controlled school’. Normally these parental requests are best met by making use of the diocesan syllabus. According to section 378 pupils at aided schools may receive religious education ‘in accordance with any provisions of the trust deed’ or where the deed is unclear on this point ‘in accordance with the practice observed in the school before it became a voluntary school’. Again, such education is normally in line with the diocesan syllabus. But, at an aided school, parents may request that their children receive religious education in accordance with the agreed syllabus.

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After 1998 The School Standards and Framework Act 1998 made further alterations to the legal basis for education by creating new categories of schools. Community schools and foundation schools11 came into existence in addition to voluntary aided and voluntary controlled schools that continued as before. In voluntary aided schools the headteacher advises his or her governing body on religious education and collective worship and the last word on these matters rests with the governing body. In voluntary controlled schools it is the headteacher who, after consulting with his or her governors, has responsibility for arrangements covering collective worship. The governing body is simply responsible for arranging religious education to be provided in accordance with the agreed syllabus. Foundation schools that have a religious character function very much as controlled schools in the division of responsibilities between governors and headteacher and in their provisions for religious education and collective worship. Inspection of these schools follows the pattern established in 1996. Denominational inspection continues alongside inspection from secular authorities, and each has its own focus. Acknowledgements Grateful thanks are expressed to the following for their invaluable help in producing this syllabus: • The Bench of Bishops • Diocesan Directors of Education in Wales • The teacher working group and all those individual teachers who commented on the earlier drafts • Trinity College, Carmarthen • The Welsh National Centre for Religious Education • ACCAC • St. Mary’s College Trust • The following Church in Wales Primary Schools: Diocese of Llandaff The City of Llandaff School, Archdeacon John Lewis School, All Saints (Barry) School, St. Mary the Virgin School, Tredegarville School, St. Fagan’s School, St. David’s (Colwinston), St. Anne’s Infants’ School, St. Monica’s School, St. Andrew’s Major School, Pen y Fai School, Pendoylan School and Bryn Coch School. Diocese of Monmouth Malpas Infants’ School, St. Mellons School, Bishop Childs’ School, Ponthir School, St. Peter’s Blaenafon School, All Saints School, Magor School, and Caerleon Endowed Infants’ School. Diocese of Swansea and Brecon Archdeacon Griffiths School, Llyswen, Glasbury-on-Wye School, St. Peter’s School, Llanbedr, Crickhowell , Priory School, Brecon, Christchurch Infants’ School, Swansea and Rhayader School.

11 Many foundation schools with a religious character had originally been voluntary aided or controlled schools that opted to become grant-maintained schools in the period after 1988. When grant-maintained status disappeared, these schools had to join one of the other categories without losing the religious distinctiveness specified by their original (pre 1988) trust deeds.

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Diocese of Bangor Ysgol Machreth, Dolgellau, Ysgol Y Parchedig Thomas Ellis, Holyhead, Ysgol Llangelynnin, Henryd, Ysgol Tregarth, Bangor, Ysgol Llandwrog, Caernarfon, Ysgol San Sior, Llandudno and Ysgol Gynradd Dolgellau. Diocese of St. Davids Bro Dewi School, St. David’s, St. Aidan’s School Haverfordwest, The Model School, Carmarthen, Pentrip School, Llanelli Diocese of St. Asaph Ysgol Beuno Sant, Y Bala, Ysgol Llanfihangel-yng-Ngwynfa, St. Paul’s School, Isyoced, Eyton School, St. Mary’s School, Overton and Minera School A debt of gratitude is owed to the following individuals: • Revd. Dr. William Kay, Trinity College, Carmarthen • Mrs. Caroline Hancock, Trinity College, Carmarthen • The Diocesan Schools Officers: • Mrs. Sue Collingbourne, Diocese of Monmouth • Mrs. Sylvia Harris and Mrs. Anne Suter, Diocese of St. Asaph • Mrs. Pam John, Diocese of Swansea and Brecon • Mrs. Marion Richards, Diocese of Llandaff • Revd. Tegid Roberts, Diocese of Bangor • Revd. Lorna Watkins, Diocese of St. David’s • Revd. Canon Dr. Graham Loveluck and Revd. Tegid Roberts for producing the Cwricwlwm Cymreig

supplement to the syllabus Finally, thanks must go to all those who helped with the proof reading, typesetting and publishing of the

syllabus and especially to Mrs. Cerys Bennett from the St. Asaph Diocesan Resource Centre for Education who co-ordinated this work.

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RESOURCES

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Resources for Early Years Bible My First Bible Stories. DK Multimedia. CD ROM. ISBN 0751316555 Pat Alexander (1998), Beibl Bach i Blant. Cyhoeddiadau’r Gair. ISBN 1859941583 Animated Bible Stories (1997) [Stop, Look, Listen]. Channel 4. Video, Teacher’s Guide and Activity Book. Leslie Francis & Nicola M. Slee (1989), Good Morning - Teddy Horsley learns to be Thankful. [The Teddy Horsley Series]. .NCEC. ISBN 071970840. Reception. Leslie Francis & Nicola M. Slee (1999), Ready, Teddy, God! Activities for home, church and school [The Teddy Horsley Series]. NCEC. ISBN 0719708990. Reception Penny Frank (2000), The Story of the Lost Sheep. Lion. ISBN 0745944345. Available as a Big Book and pupil’s book. Reception. The Lion Treasury of Children’s Prayers (2000). Lion. ISBN 0745939619. Reception Mig Holder (1992), Mari Jones a’i Beibl. Cyhoeddiadau’r Gair. ISBN 1874410135. Nursery. Teacher information & pictures. Mig Holder (1992), Mary Jones and her Bible. Bible Society. ISBN 0564082058. Nursery. Teacher information & pictures. Jesus My First Bible Stories. DK Multimedia. CD ROM. ISBN 0751316555 Leslie J. Francis & Nicola M. Slee. [Tedi Twt Bible Books/The Teddy Horsley Series]. Nursery. Mynd am Dro - Beti Bwt yn dod i wybod am ofal Duw (1993). Cyhoeddiadau’r Gair. ISBN 0564086851 The Walk - Betsy Bear senses God’s care (1995). NCEC. ISBN 0719708389 Lights - Teddy Horsley celebrates Christmas (1997). NCEC. ISBN 0719708559 The Present- Teddy Horsley meets the Wise Men (1997). NCEC. ISBN 0719708427 Leslie Francis & Nicola M. Slee (1999), Ready, Teddy, God! Activities for home, church and school [The Teddy Horsley Series]. NCEC. ISBN 0719708990. Nursery. People Who Help Us [Themes for Early Years]. Scholastic. Nursery. Linda Mort & Janet Morris (1998), Christmas [Themes for Early Years Series]. Scholastic. ISBN 0590537261. Nursery. Animated Bible Stories (1997) [Stop, Look, Listen]. Channel 4. Video, Teacher’s Guide and Activity Book. Nick Butterworth & Mick Inkpen (1989), Y Deg Darn Arian. Gwasg Efengylaidd Cymru. ISBN 1850490570. English title - The Ten Silver Coins. Marshall, Morgan & Scott Publications. Church AnGenla Wood (1998), Christian Church [Where We Worship]. Franklin Watts. ISBN 074963152X. Dottie and Buzz [Stop, Look, Listen]. Channel 4. Video, Teacher’s Guide, Activity Book, Storybook and Big Book. Alison Seaman (1999), Fy Ffydd Cristnogol. Big Book Evans Brothers Ltd. ISBN 0237519461 My Christian Faith. Big Book. Both books are available in B6. Church Jigsaw [Religion in Evidence]. TTS Group. Includes Teachers’ Notes.

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Christian Life and Values The Lion treasury of Children’s Prayers (2000). Lion. ISBN 0745939619 Dottie and Buzz [Stop, Look, Listen]. Channel 4. Video, Teacher’s Guide, Activity Book, Storybook and Big Book. Festivals Leslie J. Francis & Nicola M. Slee. [Tedi Twt Bible stories/The Teddy Horsley Series].Nursery. Y Bore Braf - Tedi Twt yn dathlu bywyd newydd y Pasg, (1993). Cyhoeddiadau’r Gair. ISBN 0564086754 /The Sunny Morning - Teddy Horsley celebrates the new life of Easter, (1999). NCEC. ISBN 0719708435 Autumn - Betsy Bear learns about death, (1996). NCEC. ISBN 0719708850 Festivals [Themes for early Years]. Scholastic. Linda Mort & Janet Morris (1998), Christmas [Themes for Early Years Series]. Scholastic. ISBN 0590537261. Nursery.

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Resources for Key Stage 1 Bible My First Bible Stories. DK Multimedia. CD ROM. ISBN 0751316555 Animated Bible Stories (1997) [Stop, Look, Listen]. Channel 4. Video, Teachers’ Guide and Activity Book. Bob Hartman (1995), The Lion Storyteller Bible. Lion. ISBN 0745929214 Cyfres y Beibl Fideos (1995) - 52 o storiau. Cyhoeddiadau’r Gair. Superbook Bible story, video series. CBN Publishing. Louis FidGen (1994), Bible Activities [Folens Copymaster]. Folens. ISBN 1852765976 Penny Frank (2000), The Lost Sheep. Lion. ISBN 0745944345. Available as a Big Book and a pupil’s book. Year 1. Huw John Jones (1994), Dysgu Trwy Themau. Llyfr 2. Canolfan Gen edlaethol Addysg Grefyddol. ISBN 185357077X. (Pennod Dd) Bl.1 Nick Butterworth & Mick Inkpen (1993), Rhyfeddod y Byd! Cyhoeddiadau’r Gair. ISBN 1874410380. Year 2. Nick Butterworth & Mick Inkpen (1990), Wonderful Earth! Hunt & Thorpe. Year 2. Leslie J. Francis & Nicola M. Slee (2000), The Craft Show - Betsy Bear learns about God the Creator [The Teddy Horsley Series]. NCEC. ISBN 0719709709. Year 2. Marilyn Thorp & Andrew Taylor, Bible Stories: Old Testament Book 1 [Folens Ideas Bank]. Folens. ISBN 1852769343 Deborah Grace, Bible Stories: New Testament Book 1 [Folens Ideas Bank]. Folens. ISBN 1852762500 Jesus Animated Bible Stories (1997) [Stop, Look, Listen]. Channel 4. Video, Teachers’ Guide and Activity Book. Watch: Faith Stories. BBC Religious Education Programme. Diane Walker (1995), Postbag from Palestine. Eagle. ISBN 0863471420 Louis FidGen (1994), Bible Activities [Folens Copymaster]. Folens. ISBN 1852765976 The Lord’s prayer (2000). Lion. ISBN 0745945724. Year 2. Leslie J. Francis & Nicola M. Slee (1999), People Everywhere - Teddy and Betsy pray the Lord’s Prayer [ The Teddy Horsley Series]. NCEC.ISBN 0719709490. Also available as a Big Book. Year 2. Alison Seaman & Graham Owen (1991), Teaching Christianity at Key Stage 1. National Society/Church House Publishing. ISBN 0715149121 Deborah Grace, Bible Stories: New Testament Book 1 [Folens Ideas Bank]. Folens. ISBN 1852762500 Church Lois Rock (1996), Discovering Churches: A guide for young explorers and their teachers. Lion. ISBN 0745929206 AnGenla Wood (1998), Christian Church [Where we Worship]. Franklin Watts. ISBN 074963152X Huw John Jones (1993), Dysgu Trwy Themau. Llyfr 1. Canolfan Gen edlaethol Addysg Grefyddol. ISBN 1853570656. (Pennod Ch-D). Joan Reeve with Diane Walker (1999), Introducing Sarah and Paul Resource Book. RMEP. ISBN 1851751688. Video also available. Dottie and Buzz [Stop, Look, Listen]. Channel 4. Video, Teachers’ Guide, Activity Book, Storybook and Big

Book. Year 1. Alison Seaman & Alan Brown (1999), Fy Ffydd Gristnogol. - Big Book. Evans Brothers Ltd. ISBN 0237519461. English version - My Christian Faith. Church Jigsaw [Religion in Evidence]. TTS Group. Teachers’ notes included. Alison Seaman & Graham Owen (1991), Teaching Christianity at Key Stage 1. National Society/Church House Publishing. ISBN 0715149121 Christianity 1 [Living Religions]. Thomas Nelson & Sons. Teacher’s Resource Book ISBN 0174280505. Poster Pack ISBN 0174280572

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Christian Life and Values Joan Reeve with Diane Walker (2000), Sarah and Paul Again Resource Book. RMEP ISBN 1851751696. Video also available. The Celtic Saints in Wales. The Story of 14 Saints (1984). The Welsh National Centre for Religious Education. ISBN 0947639268 Dottie and Buzz [Stop, Look, Listen]. Channel 4. Video, Teachers’ Guide, Activity Book, Storybook and Big Book. Year 2. Penny Frank (2000), The Lost Sheep. Lion. ISBN 0745944345. Available as a Big Book and a pupil’s book. Year 1. Festivals Huw John Hughes (1994), Dysgu Trwy Themau. Llyfr 2. Canolfan Gen edlaethol Addysg Grefyddol. ISBN 185357077X. (Pennod B- C). Huw John Hughes (1993), Dysgu Trwy Themau. Llyfr 1. Canolfan Gen edlaethol Addysg Grefyddol. ISBN 1853570656. (Pennod Dd). Joan Reeve with Diane Walker (1999), Introducing Sarah and Paul Resource Book. RMEP. ISBN 1851751688. Video also available. Joan Reeve with Diane Walker (2000), Sarah and Paul Again Resource Book. RMEP ISBN 1851751696. Video also available. Alison Seaman (1998), Special Occasions [Looking at Christianity]. Wayland. ISBN 0750222409 Sian Lewis (1995), Dewi Sant. Gomer Press. ISBN 1859022359 The Story of Saint David. ISBN 1859022308 Nicola Currie & Jean Thomson (1996), Seasons, Saints and Sticky tape. Ideas and Activities for Celebrating Christian Festivals. National Society/Church House Publishing. ISBN 0715148206 Lynne Broadbent & John Logan (2000), Very Special Sunday. A Story for Easter [Times to Remember]. RMEP. ISBN 1851752137. Also available as a Big Book ISBN 1851752129. Alison Seaman & Graham Owen (1991), Teaching Christianity at Key Stage 1. National Society/Church House Publishing. ISBN 0715149121 Peta Cato, Corinne McCulloch & Rosie Washford Murphy, Festivals: Book 1 [Folens Ideas Bank]. Folens. ISBN 185276533X

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Other Faiths Paul Gateshill & Jan Thompson (1992), Religious Artefacts in the Classroom: a practical guide for Primary and Secondary teachers. Hodder & Stoughton. ISBN 0340570024 Moon: Islam. Candle: Judaism (2000) [Stop, Look, Listen]. Channel 4. Video, Teachers’ Guide and Activity Book. Rheinallt A. Thomas (Gol.) (1984). Iddew ydw i. Canolfan Genedlaethol Addysg Greffyddol. ISBN 1853570516. English version available - I am a Jew. AnGenla Wood (1998), Jewish Synagogue [Where we Worship]. Franklin Watts. ISBN 0749631538 Anne Clarke (1999), My Jewish Faith. Evans. ISBN 023751897X. Also available as a Big Book. Lynne Broadbent and John Logan (2000), Let My People Go. The Story of Pesach [Times to Remember]. RMEP. ISBN 1851752102. Also available as a Big Book ISBN 1851752099. Lynne Broadbent and John Logan (1999), A Day to Rest. The Story of Shabbat [Times to Remember]. RMEP. ISBN 1851751823. Judaism [Living Religions]. Thomas Nelson & Sons. Teacher’s Resource Book ISBN 0174280521. Poster Pack ISBN 0174280599

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Resources for Key Stage 2 Bible Brian Delf (illustrator) (1999), The Bible. The Really Interesting Bits! Lion. ISBN 0751351490. Year 5. Robert Kirkwood & Graham Claydon (1995), Jesus in the Dock. Longman. ISBN 0582045819. Year 5. Meryl Doney (1997), How the Bible came to us: The story of the book that changed the world. Lion. ISBN 0745920985. Year 6. Testament: Y Beibl wedi’i Animeiddio. Cyfres S4C. Fideos a’r llyfrau ar gael - Moses, Y Creu a’r Dilyw, Rwth ac Elias. Bl. 4. Testament: The Animated Bible Series. BBC. Videos and books available - Moses, Creation and the Flood, Ruth and Elijah. Year 4. Gwr y Gwyrthiau (1999). S4C. Fideo a llyfr ar gael. The Miracle Maker. S4C. Video and book available. Fiona Walton (1994), Darganfod y Beibl: Llyfr gweithgarwch, gwybodaeth a stori. Cyhoeddiadau’r Gair. ISBN 1874410860. Bl. 3-5 Mary Batchelor, Y Beibl i Blant mewn 365 o storiau. Gwasg Bryntirion. ISBN 1850490848 Mary Batchelor, The Children’s Bible in 365 Stories. Lion. Bob Hartman (1995), The Storyteller Bible. Lion ISBN 0745929214 On the Trail of Paul (2001). Scripture Union. ISBN 1859995209 John Drane (1994), The Life that Changed the World: The Story of Jesus. Lion. ISBN 1859995209 R. Brinley Jones (1994), William Salesbury. University of Wales Press. ISBN 0708312357. Teacher’s information book. Prys Morgan (1988), Beibl i Gymru. Gwasg Cambria. ISBN 0900439432 (Llyfr athrawon) A Bible for Wales. ISBN 0900439467. Teacher’s book. Superbook Bible story video series. CBN Publications. The Story Keepers video series. Cyfres y Beibl (Fideos). Cyhoeddiadau’r Gair. Christianity Book 1 [Folens RE]. Folens. Teacher Resource Book 1 - ISBN 1862025797. Pupil’s Book 1 - ISBN 1862025770 Christianity Book 2 [Folens RE]. Folens. Teacher Resource Book 2 - ISBN 1862025800. Pupil’s Book 2 – ISBN 1862025789 Jesus Gwr y Gwyrthiau (1999). S4C. Fideo a llyfr ar gael. The Miracle Maker. S4C. Video and book available. Fiona Walton (1994), Darganfod y Beibl: Llyfr gweithgarwch, gwybodaeth a stori. Cyhoeddiadau’r Gair. ISBN 1874410860. Mary Batchelor, Y Beibl i Blant mewn 365 o storiau. Gwasg Bryntirion. ISBN 1850490848 Mary Batchelor, The Children’s Bible in 365 Stories. Lion. Bob Hartman (1995), The Storyteller Bible. Lion ISBN 0745929214 John Drane (1994), The Life that Changed the World: The Story of Jesus. Lion. ISBN 1859995209 Conflict in Jerusalem. Jesus’ Last Days. Software. Lion. ISBN 0745930182 Lat Blaylock (2001), Picturing Jesus: World wide Contemporary Artists. CEM. ISBN 1851001425. Year 5. Hilary Creed (2000), The Stranger in the Fish Shop: The Teaching and Ministry of Jesus. Kevin Mayhew. ISBN 1840036621 Christianity Book 1 [Folens RE]. Folens. Teacher Resource Book 1 - ISBN 1862025797. Pupil’s Book 1 - ISBN 1862025770 Christianity Book 2 [Folens RE]. Folens. Teacher Resource Book 2 - ISBN 1862025800. Pupil’s Book 2 – ISBN 1862025789

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Church Alison Seaman & Alan Brown (1997), Christian Church [Keystones]. A & C Black. ISBN 0713643374 Lois Rock (1996), Discovering Churches: A guide for young explorers and their teachers. Lion. ISBN 0745929206 Sian Lewis (1995), Dewi Sant. Gomer Press. ISBN 1859022359. Bl. 4. The Story of Saint David. ISBN 1859022308. Year 4. NiGenl Pennick (1997), The Celtic Saints. Thorsons. ISBN 0722534817. Teachers’ information book. The Celtic Saints in Wales. The Story of 14 Saints, (1984). The Welsh National Centre for Religious Education. ISBN 0947639268 Genoffrey Hanks (1980), A Home for All Children: Dr. Barnado [Faith in Action]. RMEP. ISBN 0900274425 Audrey Constant (1999), In the Streets of Calcutta: Mother Teresa [Faith in Action]. RMEP. ISBN 1851751653 Christianity Book 1 [Folens RE]. Folens. Teacher Resource Book 1 - ISBN 1862025797. Pupil’s Book 1 - ISBN 1862025770 Christianity Book 2 [Folens RE]. Folens. Teacher Resource Book 2 - ISBN 1862025800. Pupil’s Book 2 – ISBN 1862025789 Christian Life and Values Huw John Huws (1993), Dysgu Trwy Themau. Llyfr 1. Canolfan Gen edlaethol Addysg Grefyddol. ISBN 1853570656 (Pennod A). Bl. 4. Mig Holder (1992), Mari Jones a’i Beibl. Cyhoeddiadau’r Gair. ISBN 1874410135. Mary Jones and her Bible. Bible Society. ISBN 0564082058. Elizabeth Williams (1988), Beibl i bawb: Hanes Mary Jones a dechreuadau Cymdeithas y Beibl. Gwasg Efengylaidd Cymru. ISBN 18504949X Margaret Cooling & Diane Walker (1993), Christianity Topic Book 2 [Resource Bank]. RMEP. ISBN 0900274255. Year 3 - rules. Pathways of Belief. Christianity [BBC Religious education], (1998). Video and Teachers’ Book. Year 4 Creation and responsibility. Christianity Book 1 [Folens RE]. Folens. Teacher Resource Book 1 - ISBN 1862025797. Pupil’s Book 1 - ISBN 1862025770 Christianity Book 2 [Folens RE]. Folens. Teacher Resource Book 2 - ISBN 1862025800. Pupil’s Book 2 – ISBN 1862025789 Festivals Huw John Huws (1994), Dysgu Trwy Themau. Llyfr 2. Canolfan Gen edlaethol Addysg Grefyddol. ISBN 185357077X (Pennod A - Pasg a Nadolig) Susan Cuthbert (Compiler) (2000), The Lion Treasury of Children’s Prayers. Lion. ISBN 0745939619. Year 5. Cynthia Davies (Gol.) (1993), Gweddiau Enwog. Cyhoeddiadau’r Gair. ISBN 1874410607. Bl. 5. Cynthia Davies (Ed.) (1983), Lion Book of Famous Prayers. Lion. Year 5. Maurice Lynch (1997), Easter. BFSS National RE Centre. Catherine Chambers (1998), Easter [A World of Festival]. Evans Brothers. ISBN 0237517604 Worlds of Faith Channel 4 video. (Includes Russian rites, Caribbean Christmas, Pentecostal) Margaret Cooling & Diane Walker (1993), Christianity Topic Book 1 [Resource Bank]. RMEP. ISBN 0900274239. Years 3 & 4. Margaret Cooling & Diane Walker (1993), Christianity Topic Book 2 [Resource Bank]. RMEP. ISBN 0900274255. Years 3 & 4. Margaret Cooling & Diane Walker (1993), Christianity Topic Book 3 [Resource Bank]. RMEP. ISBN 0900274271. Years 3 & 4. Christine Moorcroft, Christianity [Brainwaves]. Folens. ISBN 1852768959. Years 3 & 4. Pathways of Belief. Christianity [BBC Religious Education], 1998. Video and Teachers’ Book. Year 6 - Easter: Greek Orthodox Church.

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Other Faiths Fiona Walton (1994), Darganfod y Beibl: Llyfr gweithgarwch, gwybodaeth a stori. Cyhoeddiadau’r Gair. ISBN 1874410860. Bl. 6. Huw John Huws (1993), Dysgu Trwy Themau. Llyfr 1. Canolfan Gen edlaethol Addysg Grefyddol.. ISBN 1853570656 (Pennod D & E). Bl. 4-6. Paul Gateshill & Jan Thompson (1992), Religious Artefacts in the Classroom: A practical guide for Primary and Secondary teachers. Hodder & Stoughton. ISBN 0340570024 Christine Moorcroft (1995), Islam [Ideas Bank Religious Education]. Folens. ISBN 1852768584 Khadijah Knight (1995), Islam [World Religions]. Wayland. ISBN 0750214457 The Animated World Faiths Series. Channel 4. Includes Moses and the Passover Meal and the Life of Muhammad. Video, Teachers’ Guide, and Storybook. Khadijah Knight (1999), My Muslim Faith - Big Book. Evans Brothers. ISBN 0237520141. Also available as B6 book ISBN 0237518988 Anne Clarke (1999), My Jewish Faith. Evans Brothers. ISBN 023751897X. Also available as a Big Book. Judaism [Living Religions]. Thomas Nelson and Sons. Teacher’s Resource Book ISBN 0174280521. Poster Pack ISBN 0174280599 Islam [Living Religions]. Thomas Nelson and Sons. Teacher’s resource Book ISBN 017428053X. Poster Pack ISBN 0174280602 Trevor Guy, Sue Mizon, Paul Morgan (1999), Teachers’ Guide with photocopiable sheets [From Start to Finish]. Dref Wen. ISBN 185596287X. Linked with BBC Wales TV and radio programmes entitled Practising Belief or, in Welsh, O’r Dechrau i’r Diwedd. Trevor Guy, Sue Mizon, Paul Morgan (1999), My Life as a Muslim [From Start to Finish]. Dref Wen. ISBN 1855962853. Linked with BBC Wales TV and radio programmes entitled Practising Belief or, in Welsh, O’r Dechrau i’r Diwedd. Trevor Guy, Sue Mizon, Paul Morgan (1999), My Life as a Jew [From Start to Finish]. Dref Wen. ISBN 1855962829. Linked with BBC Wales TV and radio programmes entitled Practising Belief or, in Welsh, O’r Dechrau i’r Diwedd.