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Religious Education for All
The Agreed Syllabus for RE in Nottingham City and Nottinghamshire Intentions, Implementation and Impact
2021-2026
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Supporting Material to accompany the RE Agreed Syllabus includes
• How to use this document• Examples of planned units of work• “I can…” statements: using the progress steps• Mini guides to 6 religions and Humanism• Local Faith Community Contacts• Trips, visits and visitors in RE• What is a worldview?• Faith Perspective on Relationships, Sex and Health Education
These resources are available at: Nottinghamshire - http://em-edsupport.org.uk/Services/4499
Nottingham City maintained schools can access these appendices via the Nottingham Schools' Trust website (Members portal)
http://www.nottinghamschoolstrust.org.uk/
© 2020 RE Today Services and the Nottingham City and Nottinghamshire SACREs. This syllabus was written by RE Today Services for use in the schools in Nottingham City and Nottinghamshire for 2021–2026.
All rights reserved. Permission is granted to individual schools in Nottingham City and Nottinghamshire to photocopy pages for classroom use only. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, recorded or otherwise, this includes across MATS and TSAs, without the prior permission of the publisher.
Individual schools must protect the digital version of the syllabus wherever it is stored with a password giving access to staff, but not to the general public.
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Contents
Introduction 4
Legal Requirements 6
Census figures: Nottingham City and Nottinghamshire, the Region and the Nation 8
Intentions ~ The Purposes of RE 9
Intentions ~ the Aims of RE and its subject content 12
Organising RE 13
Respect for All, Global Learning, British Values, Community Cohesion, Cultural Capital and RSE
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Coherence in learning: progress in knowledge, expression and skills 21
Implementing our intentions for RE 23
Subject content: Early Years 23
Subject content: Key Stage 1 25
Subject content: Key Stage 2 37
Subject content: Key Stage 3 55
A progression overview for 5-14s: Statutory syllabus outcomes 67
RE for learners aged 14-19 68
What opportunities are provided for pupils with Special Needs and Disabilities in RE? 69
The impact of RE: expectations, progression, outcomes and achievement
Attainment in RE 71
Expectations, Progression and Achievement in Religious Education 72
Acknowledgements 80
Foreword Our Agreed Syllabus is the result of the hard work of our consultant and the joint working party made up from members of both SACREs and members of other interested parties. This group was set up to produce an Agreed Syllabus to reflect the changing world in which we live. By the careful use of our Syllabus we believe that children in our places of learning will gain more knowledge and insights to help them live as responsible members in our society. RE for 2021 in this Agreed Syllabus is an innovative piece of work and heralds exciting times for our young people.
Councillor Boyd
Elliott Vice Chair of
Adult Social Care &
Health Committee
Chair of County
SACRE
Councillor Neghat Khan,
Portfolio Holder for
Early Years, Education
and Employment
Chair of City SACRE
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Introduction: RE in Nottingham City and Nottinghamshire 2021-2026 The aim of Religious Education in Nottingham City and Nottinghamshire is that pupils will know about and understand a range of religions and worldviews. They will express ideas and insights of their own into the significant human questions which religions address, gaining and deploying the skills needed to study religion.
Religious Education in Nottingham City and Nottinghamshire schools contributes dynamically to children and young people’s education in schools, provoking challenging questions about human life, beliefs, communities and ideas. In RE pupils learn from religions and worldviews about different ways of life in local, national and global contexts. They discover, explore and consider many different answers to questions about human identity, meaning and value. They learn to weigh up for themselves the value of wisdom from different communities, to disagree respectfully, to be reasonable in their responses to religions and worldviews and to respond by expressing insights into their own and others’ lives. They think rigorously, creatively, imaginatively and respectfully about their ideas in relation to religions and worldviews. The National Curriculum states the legal requirement that: “Every state-funded school must offer a curriculum which is balanced and broadly based, and which: Promotes the spiritual, moral, cultural, mental
and physical development of pupils at the school and of society, and
Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.”
And: “All state schools... must teach religious education to pupils at every key stage... All schools must publish their curriculum by subject and academic year online” (DfE National Curriculum Framework, July 2013, page 4). This new RE Syllabus for Nottingham City and Nottinghamshire pupils establishes what shall be taught in RE in Nottingham City and Nottinghamshire schools providing teachers with practical support and guidance about how to teach RE effectively. The 2021 Nottingham City and Nottinghamshire RE
Agreed Syllabus follows the structure of the DfE’s National Curriculum (2013), so that RE has subject documentation which parallels the subjects of the National Curriculum. RE is described in terms of purpose, aims and programs of study for each age group. The Agreed Syllabus also takes the opportunity to give clear guidance on RE in the early years and RE for students aged 14-19. As RE is a core subject of the curriculum for all pupils we have followed the ways in which English, mathematics and science are described in the National Curriculum, including examples, and notes for key stages 1-3. In describing progression in RE, the syllabus pictures how pupils will develop increasing understanding of wide areas of RE subject knowledge, and also how pupils can develop religious literacy, including the skills of: investigating religions and worldviews through
varied experiences and disciplines; reflecting on and expressing their own ideas
and the ideas of others with increasing creativity and clarity;
becoming increasingly able to be reasonable in their responses to religions and worldviews.
RE makes a significant contribution to pursuing the Nottingham City and Nottinghamshire Education Improvement Service’s strategic priorities including providing high quality teaching and learning, effective leadership and effective school practice, designed to enable sustained improvement through collaborative working. RE also makes significant contributions to pupils’ ability to engage with ideas about British values, such as tolerance and respect for people who hold varied beliefs and worldviews, in line with the HMI inspection focus on SMSCD, Cultural Capital and RE (September 2018). The syllabus is a platform on which high standards and inspiring RE can be built for all our pupils in all our schools.
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Positive principles which underpin the RE Agreed Syllabus Our SACREs agree that effective, high quality RE: enables pupils to hold balanced and informed
conversation about religions and worldviews and as such is valued by all in the school community as an important contributor to a broad and balanced curriculum and one which promotes community cohesion
is never coercive and does not seek to persuade pupils or students to adopt any particular belief: it’s all about learning
Takes account of the religious milieu in which pupils grow up, and the make-up of the local religious communities
is a partnership between home, community and school
is given sufficient curriculum time to cover the breadth and depth of the themes outlined in the agreed syllabus
uses active and memorable learning methods is rigorously planned, assessed and evaluated
in line with other Humanities subjects is taught by professionals who are trained,
knowledgeable and skillful is based on legal requirements and provides
an appropriate balance between and within Christianity, other principal religions, other religious traditions and secular worldviews
includes visits to places of worship and invites members of faith communities to contribute to lessons for learning
ensures pupils and students develop an understanding of concepts and mastery of skills to make sense of religion, belief and secular worldviews
provides opportunities for pupils to develop positive attitudes and values and to reflect and relate their learning in RE to their own experience
provides opportunities for pupils to recognise that those who do not hold religious beliefs have their own philosophical perspectives and that there will be many shared values between groups
maximises cross-curricular links.
The importance and value of RE All children and young people need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape our shared history and culture, but which guide their development. The modern world needs young people who are confident in their own beliefs and values, so that they can respect the religious and cultural traditions of others.
The status of RE is sometimes low within school communities and therefore school staff will need to work with pupils and students to promote RE as a curriculum subject. RE undoubtedly supports pupils and students for life in the ‘modern world’. In addition, it develops the following skills: Clear and logical thinking Critical evaluation Literacy and expression Negotiating Organising Planning Problem solving Research
GCSEs which develop critical thinking, problem solving, a curiosity about the world, communication and teamwork skills, alongside broad study skills, are excellent preparation for the study of A levels and BTEC L3 courses. Although Religious Studies provides an excellent platform to study all manner of subjects, they relate to certain themes very well within subject groupings: Sciences, maths and computing – ethics
within environment, medicine, technology and engineering
Humanities, languages, business – social, moral and political awareness
Creative, performing and media arts – enriching ideas and projects on social, global, local and community projects
Sports – community activity and communication skills for coaching.
For those studying RE at higher levels, the subject is valued by leading universities in relation to an exceptionally wide range of courses at degree level.
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RE legal requirements: what does the legislation in England say?
RE is for all pupils Every pupil has a legal entitlement to RE. RE is a necessary part of a ‘broad and balanced curriculum’ and must be provided for all registered pupils in state-
funded schools in England, including those in the sixth form, unless withdrawn by their parents (or withdrawing themselves if they are aged 18 or over).
This requirement does not apply for children below compulsory school age (although there are many examples of good practice of RE in nursery classes).
Special schools should ensure that every pupil receives RE ‘as far as is practicable’. The ‘basic’ school curriculum includes the National Curriculum, RE, and relationships and sex education.
RE is locally determined, not nationally A locally agreed syllabus is a statutory syllabus for RE recommended by an agreed syllabus conference for
adoption by a local authority. Local authority maintained schools without a religious character must follow the locally agreed syllabus. RE is also compulsory for all pupils in academies and free schools, as set out in their funding agreements.
Academies may use the locally agreed syllabus, or a different locally agreed syllabus (with the permission of the SACRE concerned) or devise their own curriculum. This agreed syllabus has been written to support academies in our local area to meet the requirements of their funding agreement and is warmly commended to them.
RE is multifaith, and recognises the place of Christianity and the other principal religions in the UK. Non-religious worldviews are included The RE curriculum drawn up by a SACRE or used by an academy or free school, ‘shall reflect the fact that the
religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain’. Contemporary guidance from the government makes clear that the breadth of RE will include the six principal religions in the UK and non-religious worldviews.
Requirements for different types of schools vary Voluntary-aided schools with a religious character should provide RE in accordance with the trust deed or religious
designation of the school, unless parents request the locally agreed syllabus. Church of England schools (including church academies and church free schools) should provide a wide range of
opportunities for learners to understand and to make links between the beliefs, practices and value systems of the range of faiths and worldviews studied. This can be achieved by using the agreed syllabus.
In Church of England schools, the students and their families can expect an RE curriculum that is rich and varied, enabling learners to acquire a thorough knowledge, and understanding of the Christian faith, for example through the Understanding Christianity resource. Church of England schools should use some form of enquiry approach that engages with, for example, biblical texts, and helps develop religious and theological literacy. Links with the Christian values of the school and spiritual, moral, social and cultural development are intrinsic to the RE curriculum and should have a significant impact on learners (more is set out in Religious Education in Church of England Schools: A Statement of Entitlement).
The effectiveness of denominational education in schools with a religious character such as Roman Catholic, Church of England and Methodist schools, is evaluated during the Statutory Section 48 Inspection.
As education policy changes, the legal requirement for RE for all registered pupils remains unchanged. RE is an entitlement for all pupils on the roll of every school, unless they have been withdrawn by their parents from RE.
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Parental right of withdrawal from RE This right of withdrawal was first granted in 1944 when curricular RE was called ‘religious instruction’ and carried with it connotations of induction into the Christian faith. RE is very different now – open, broad, exploring a range of religious and non-religious worldviews, never coercive. However, in the UK, parents still have the right to withdraw their children from RE on the grounds that they wish to provide their own RE (School Standards and Framework Act 1998 S71 (3)). This will be the parents’ responsibility. However, it is good practice to talk to parents to ensure that they understand the aims and value of RE before honouring this right. Schools often include a short statement about RE being inclusive in their prospectus, and ask parents considering withdrawal to contact the head teacher to arrange a discussion. Some schools also say that they will not support selective withdrawal from some parts of RE. Students aged 18 or over have the right to withdraw themselves from RE. Detailed guidance and case studies from the National Association of Head Teachers and the National Association of Teachers of RE is available: https://www.natre.org.uk/membership/guidance-on-withdrawal/ What is statutory material and what is guidance material in this RE syllabus?
The statutory requirements of this syllabus are as follows: Schools must obey the law by providing RE for every pupil in each year group, except those withdrawn
by their parents (see above). The purposes of RE, the principal aim and its three-fold elaboration are the aims of RE in this syllabus.
They are statutory. Schools must enable pupils to achieve in RE in relation to the aims. The minimum requirements for which religions are to be taught are statutory. Schools must teach
about these religions and worldviews, so that pupils have a broad and balanced curriculum in RE from ages 5–14.
The end-of-phase and age-related outcomes specified in the syllabus are statutory. Schools must use these to plan teaching and learning so that all pupils have a chance to meet these standards, which are similar to the age-related outcomes for foundation subjects of the National Curriculum such as geography or history.
Guidance and support in meeting these requirements The investigation plans provided for pupils in each age group are the main means by which schools are
advised to implement the statutory programme of RE, but they are flexible. Schools can develop additional units of work of their own, from the principle aim of RE, as long as they meet the outcomes and reflect the range of religions that the syllabus requires.
The skills and knowledge which the syllabus offers to pupils, as described in the assessment guidance of the syllabus, offer good methods for assessing achievement which are compatible with the assessment of other subjects, and a range of school-based assessment policies and programmes. Teachers can use this guidance, or something which is superior to it, in their own schools.
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Religion in Nottingham City and Nottinghamshire, the Region and the Nation Census figures from 2011 It is very valuable for pupils to learn about religion as it is in the UK today. Census figures are one source for this kind of enquiry. The tables below provide some basic information, but much more ~ and much more detail ~ is available from the website: www.statistics.gov.uk. Secondary pupils can use this website for themselves, with some guidance. Of course, these figures will be superseded by the 2021 Census.
Religion in Nottingham City and Nottinghamshire, the region and the UK (rounded to hundreds or thousands)
Religion / Belief Nottingham~
Shire Nottingham
City The East Midlands
England and Wales
Christianity 481 994 135 216 2 666 172 33 243 000 59%
Islam 6963 26 919 140 649 2 706 000 4.8%
Hinduism 3480 4498 89 723 816 000 1.4%
Sikhism 3132 4312 44 335 423 000 >1%
Judaism 717 1069 4254 263 000
>1%
Buddhism 1860 2051 12 672 247 000 >1%
Other religious groups 2689 1483 17 918 240 000
>1%
No religion 230 138 106 954 1 248 056 14 097 000 25%
Unstated in the Census 54 829 23 178 309 443 4 038 000
All pupils should build an accurate understanding of these figures, so that they can see clearly the place of different religions and worldviews in contemporary Britain. Note that while some populations may be numbered in hundreds or the low thousands in our immediate area, we are educating pupils to live in a region, a nation and a world – not merely in a village, or a single city. Since 2001, the biggest change has been a 10% increase in the number of non-religious people in the UK and a 12% fall in the number identifying themselves as Christians. But Christianity is still selected by 59% of the population as their chosen description of religious identity. A new census in 2021 will provide fresh and up to date information. Note: the term ‘no religion’ is used in the census itself.
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The Intentions of Religious Education: Purposes of Study RE provokes challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. Teaching should equip pupils with knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identity. It should develop an aptitude for dialogue in pupils so that they can participate positively in our society which is diverse in relation to religions and worldviews. Pupils should learn how to study religions and worldviews systematically, making progress by reflecting on the impact of religions and worldviews on contemporary life locally, nationally and globally to increasing levels of complexity and depth. Pupils should gain and deploy the skills needed to interpret and evaluate evidence, texts and sources of wisdom or authority. They learn to articulate clear and coherent accounts of their personal beliefs, ideas, values and experiences while respecting the right of others to have different views, values and ways of life.
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The Aim of RE in Nottingham City and Nottinghamshire The curriculum for religious education aims to ensure that all pupils:
A. Know about and understand a range of religions and worldviews, so that they can:
Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities;
Identify, investigate and respond to questions posed by, and responses offered by some of the sources of wisdom1 found in religions and worldviews;
Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
B. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value;
Appreciate and appraise varied dimensions of religion2. C. Gain and deploy the skills needed to engage seriously with religions and
worldviews, so that they can: Find out about and investigate key concepts and questions of belonging, meaning, purpose
and truth, responding creatively; Enquire into what enables different communities to live together respectfully for the
wellbeing of all; Articulate beliefs, values and commitments clearly in order to explain reasons why they may
be important in their own and other people’s lives.
1 The sources of wisdom found in religions and worldviews will include the teachings of some key leaders, key texts and key thinkers from different traditions and communities. Examples are many, but could include the Buddha, Jesus Christ, the Prophet Muhammad, Guru Nanak, Charles Darwin, the Bible, the Torah or the Bhagavad Gita. Other sources of wisdom might come from the contemporary world. 2 The RE Programme of Study usually refers to ‘religions and worldviews’ to describe the field of enquiry. Here, however, the aim is to consider religion itself, as a phenomenon which has both positive and negative features, and is open to many interpretations: in this aspect of the aims, pupils are to engage with religion, not merely with individual examples of religions or worldviews.
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The three elements of the aim of RE: three areas of learning
B. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they
can: Explain reasonably their ideas about how beliefs, practices and forms of
expression influence individuals and communities;
Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and
value. Appreciate and appraise varied
dimensions of religion.
C. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding
creatively; Enquire into what enables different communities to live
together respectfully for the wellbeing of all;Articulate beliefs, values and commitments clearly in order to explain reasons why they may be important in their own
and other people’s lives.
A. Know about and understand a range of religions and worldviews,
so that they can: Describe, explain and analyse beliefs
and practices, recognising the diversity which exists within and
between communities; Identify, investigate and respond to questions posed by, and responses offered by some of the sources of
wisdom found in religions and worldviews;
Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing
meaning.
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Intentions: the aims of RE, subject content and the contributions of RE to whole school priorities RE offers distinctive opportunities to promote pupils’ spiritual, cultural, social and moral development. RE lessons should offer a structured and safe space during curriculum time for reflection. Teaching in RE should engage pupils in discussion, dialogue and debate which enables them to make their reasoning clear and which supports their cognitive and linguistic development. RE makes a key contribution to enabling pupils to consider British values, including tolerance and respect for people who hold different faiths and worldviews. The HMI Inspection Framework for schools requires schools to be active in promoting these values, and well planned RE is a major part of this work. This is elaborated below. Teaching in RE lessons should also allow for timely and sensitive responses to be made to unforeseen events of a religious, moral or philosophical nature, whether local, national or global.
The breadth of RE The law requires that Agreed Syllabuses and RE syllabuses used in academies that are not designated with a religious character “must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain”. This means that from ages 4-19 pupils learn about diverse religions and worldviews including Christianity and the other principal religions. All types of school should recognise the diversity of our region and of the UK and the importance of learning about its religions and worldviews, including those with a significant local presence.
RE in the school curriculum in different school types RE is a statutory subject in each year of the school curriculum of maintained schools. Academies and Free Schools are contractually required through the terms of their funding agreements with DfE to make provision for the teaching of RE to all pupils on the school roll, and Academies in Nottingham City and Nottinghamshire are warmly invited to use this syllabus, a local, contemporary and widely approved framework for RE. The Nottingham City and Nottinghamshire RE Agreed Syllabus for 2021-26 has been developed in line with the strategic priorities of the Local Authority and in consultation with all stakeholders.
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Organising RE: Which religions and beliefs are to be studied?
The Nottingham City and Nottinghamshire Agreed Syllabus requires that all pupils learn from Christianity in each key stage. In addition, pupils will learn from the principal religions represented in the UK, in line with the law. These are Islam, Hinduism, Sikhism, Buddhism and Judaism. Furthermore, children from families where non-religious worldviews are held are represented in almost all of our classrooms. These worldviews, including for example Humanism, will also be the focus for study. Religions to be studied in depth are as follows:
Schools should consider the pupils they serve in deciding whether to go beyond the minimum entitlements that pupils should learn about and learn from:
Non religious worldviews in RE: Many pupils come from families and communities that practice no religion. Many people reject supernatural explanations of human life. It is recommended that pupils study non-religious beliefs and ways of life both before the age of 14 and during 14-19 RE. These may include examples such as Humanism and the ideas of people who describe themselves as ‘spiritual but not religious’.
4-5s Reception
Developing a growing sense of the child’s awareness of self, their own community and their place within this, children will encounter Christianity and other faiths found in their own classroom, simply.
5-7s Key
Stage 1
A minimum of two religions are to be studied. Christianity and at least one other religion (Judaism is the recommended example). Religions and beliefs represented in the local area.
7-11s Key
Stage 2
A minimum of three religions are to be studied. Christianity and at least two other religions (Hinduism and Islam are recommended).
11-14s Key
Stage 3
Four religions are to be studied. Christianity, Buddhism, Sikhism and Islam are recommended (an additional study of Judaism or Hinduism may also be undertaken).
14-16s Key
Stage 4
It is recommended that at least two religions, usually including Christianity, are studied. This will usually be through a recognised national RS qualification course such as GCSE full or short RS courses or CoEA RS, but could be through a school devised RE course.
16-19s RE for
All
Religions and worldviews to be selected by schools and colleges as appropriate
This is the minimum requirement. Many schools may wish to go beyond the minimum. Schools should consider the pupils they serve in deciding whether to go beyond the minimum entitlements to learning about religions and beliefs. Learning from 4 religions across a key stage is demanding: the syllabus does not recommend tackling 6 religions in a key stage. Depth is more important than overstretched breadth. Note A: The range of religious groups in the UK. Groups such as Jehovah’s Witnesses, Latter Day Saints, the Baha’i faith or the Jains are not excluded from study in this scheme for RE. Schools are always advised to make space for the worldviews of the local community, which is why the table above expresses minimum requirements. Note B: Progression in learning through the primary school. It is good practice for pupils to progress their skills by learning from a religion over a period of years, for example across a key stage.
Note C: Sikhi for 7-11s. Members of the Sikh community have provided an appendix plan for those who wish to include Sikh religion in Key Stage 2. Note D: Secondary RE provision: If schools use a 2 year key stage three, then all pupils 14-16 should still receive their entitlements to RE provision. Note E: Plural RE for 14-19s. The 14-19 section of the syllabus gives more detail on different ways for schools to develop their RE / RS courses. Schools studying GCSE examination courses must consider carefully how to avoid narrow learning in RS and address the question of the breadth of learning about religions and worldviews carefully.
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Organising RE: Curriculum time for RE in Nottingham City and Nottinghamshire
In order to deliver the aims and expected standards of the syllabus, SACRE and the Agreed Syllabus Conference expects a minimum allocation of curriculum time for RE based upon the law and DfE guidance. A minimum 5% of curriculum time is required for teaching RE. Schools should make plans to give at least this amount of curriculum time to the subject as the syllabus is implemented. OFSTED require the curriculum in RE to be of similar ambition to the National Curriculum subjects.
This means in practice that schools are expected to allocate: Reception and Key Stage 1: 36 hours of tuition per year (e.g. 50 minutes a week or some short
sessions implemented through continuous provision) Key Stage 2: 45 hours of tuition per year (e.g. an hour a week, or less than an hour a week plus
a series of RE days) Key Stage 3: 45 hours of tuition per year (e.g. an hour a week, RE-centred Humanities lessons
taught for 4 hours a week for one term of the year) 14-16s: 5% of curriculum time, or 70 hours of tuition across the key stage (e.g. an hour a week
for five terms) 16-19s: Allocation of time for RE for all should be clearly identifiable and should not be
tokenistic.
This means that this syllabus for RE can be delivered in an average of approximately an hour of teaching per week.
Notes RE is legally required for all pupils. RE is a core subject of the curriculum for all pupils. The
requirements of this Agreed Syllabus are not subject to the flexibility of the Foundation Subjects.
RE is different from assembly. Curriculum time for Religious Education is distinct from the time schools may spend on collective worship or school assembly. The times given above are for RE in the curriculum, when pupils are being taught the subject.
Flexible delivery of RE is often good practice: an RE themed day, or week of study can complement – but not replace - the regular programme of timetabled lessons (see additional ideas on the next page).
RE should be taught in clearly identifiable time. There is a common frontier between RE and such subjects as literacy, citizenship, history, RSE or PSHE. But the times given above are explicitly for the clearly identifiable teaching of RE. Where creative cross curricular planning is used, schools must ensure that RE objectives from the syllabus are clearly planned and taught.
Coherence and progression. Whilst schools are expected to make their own decisions about how to divide up curriculum time, schools must ensure that sufficient time is given to RE so that pupils can meet the standards and expectations set out in this Agreed Syllabus to provide coherence and progression in RE learning: as OFSTED require, this is an ambitious curriculum.
Too little time leads to low standards: Any school in which head teachers and governors do not plan to allocate sufficient curriculum time for RE is unlikely to be able to enable pupils to achieve the outcomes set out in this syllabus.
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Organising RE: Flexible models of delivery and high standards in RE An ambitious curriculum: Religious Education must be planned for high standards. There are different ways that schools can do this. All Nottingham City and Nottinghamshire pupils, 4-19, are entitled to good learning in RE, so schools must plan sufficient time for the subject to be well taught. Subject leaders for RE, senior staff, head teachers and governors will all take an interest in ensuring provision enables the best possible standards. This might be done in various ways:
Whilst there may be occasions where there are planned activities for children in the Early Years, these should always start with the experiences and events which relate to the children and their immediate families and communities. Other opportunities to develop children spiritually and morally and to strengthen their understanding of cultures and beliefs should be planned and delivered through ongoing high quality provision through play using children’s own experiences and questions as starting points.
A large majority of Nottingham City and Nottinghamshire schools use one or two weekly lessons of RE as the standard way of running the curriculum plan. The advantages of this are that pupils get used to the RE lesson, the progress they make can be steady and continuous and teachers ‘know where they are’. The main disadvantage is that pupils’ weekly experience of RE can sometimes be too spread out for the deeper learning that the subject requires to flourish. Some schools use a themed curriculum approach to RE. A series of lessons in the humanities are
themed for RE, e.g. for half a term, and pupils spend four or five hours a week or more doing RE and relating the study to history or geography. In the next half term, the focus may be more on one of the other subjects. The main advantages of this are that pupils get a deeper and more continuous experience of RE. A disadvantage is that some schools use arbitrary themes or fail to plan RE into the programme at sufficient depth. Parity with, for example, History and Geography makes good sense here. Specialist RE teachers’ involvement in setting a sharp focus on planned RE outcomes in planning is crucial.
Some schools use an ‘RE Week’ or an ‘RE Day’ to focus learning, then follow up the ‘big experience’ with linked lessons over several weeks. Such ‘big events’ RE planning is demanding of teachers but can, for example, help the whole school to focus and develop the subject. A day is about 5 hours, so is not, of course, a substitute for a term’s worth of weekly lessons. The key to success is clarity about the RE learning that is planned. A guide to this kind of opportunity, with some practical ideas and outlines, is available from RE Today, titled ‘Big RE’. Occasional ‘drop down’ days without weekly lessons do not enable pupils to make progress, or to show the outcomes of the syllabus, and are not an effective way to deliver the RE curriciulum.
Creative curriculum planning in which a modular approach to curriculum planning can be used effectively. This approach can present both opportunities and challenges for RE: Why do inspectors sometimes find RE is least well covered in an integrated programme of learning? Do some themes enable RE effectively, but do some themes make it harder to include real RE? Schools must consider the learning objectives of the syllabus in deciding whether RE learning is well served by ‘creative curriculum planning’.
Mixed Age Classes: In schools where class groups include children from different year groups, this RE syllabus can be taught in very flexible ways using the guidance and materials the syllabus provides for the different ages in the class.
In deciding the ways in which the Agreed Syllabus will be implemented, schools should ensure that the full range of RE opportunities is offered to all pupils and the curriculum is similar in ambition to the National Curriculum.
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Respect for All, Global Learning, British Values and Community Cohesion: What does RE offer to pupils?
This Agreed Syllabus provides many opportunities for RE teaching and learning to challenge stereotypical views and to appreciate difference positively.
Learning for diversity. Government guidance advises that “every school is responsible for educating children and young people who will live and work in a country which is diverse in terms of cultures, religions or beliefs”. A recurring theme of government and HMI guidance on Religious Education is to “develop a positive attitude towards other people, respecting their right to hold different beliefs from their own, and towards living in a world of diverse religions.” RE guidance also requires schools to enable pupils to examine the consequences of anti-social behaviour such as racism and to develop strategies for dealing with it. Equally, Ofsted (2014) also points to the major contribution that RE makes in promoting British values and enabling learners to develop positive attitudes through “valuing diversity, promoting multicultural understanding and respect.”
Reducing intolerance, increasing respect. Promoting understanding, respect and community cohesion aims to contribute to reducing the corrosive effects of intolerance. It is too simplistic to assume that merely by teaching about the major world religions, RE will automatically contribute to community cohesion. It is even possible for weaker teaching to reinforce stereotypes: e.g. ‘Muslims are from Pakistan’ or ‘Christians are white’. It is valuable to note that, for example, Christians, Jews and Muslims all give great significance to Jesus within their religious tradition, holding some aspects in common and diverging on other fundamental points. There is also, of course, great diversity within religions, where different interpretations can clash sharply. As well as learning about the historical and current relationship between cultures and worldviews, pupils should study the ways in which one religion has influenced the development of another. Challenging negative attitudes is a part of this process of learning.
Visits and visitors: RE is the ideal vehicle for building links with faith communities in the local area of the school. Pupils need opportunities to meet people of different faiths and cultures to develop a respect for those who believe, think and practice differently, without feeling that their own identity or views are threatened. In fact, pupils can deepen and clarify their sense of identity through their encounter with the ‘other’. It is important to set ground rules for discussion when religious differences are explored, in order to create a safe and positive environment. This is particularly relevant where there may be media misrepresentations and commonly held negative stereotypes e.g. Islamophobic ideas, unfair negativity to any religion. RE has a place in reducing extremism. Schools should plan a diverse programme of RE visits and encourage all parents to support their children’s involvement and learning. This is expected by national and local government.
Breadth – cohesion for all. In terms of community cohesion in Nottingham City and Nottinghamshire, it is more meaningful to pupils if the religions taught include those of their own families and communities, including smaller faith groups in order to accord equal value and respect. Similarly, children should learn that non-religious perspectives on life, including examples such as Humanism, are also valid and widespread. Large numbers of our pupils come from families where no religion is practiced, and they must not be made to feel that their lives or families are less worthy as a result.
Planned support for teaching. At Key Stages 2 and 3 there are planned units for investigating these important issues. For Key Stage 2, see the unit on ‘Enquiring into places of worship through visits’ and for Years 7-9 ‘’How can the towns in Nottingham City and Nottinghamshire become more respectful places?”
17
Fundamental British values and RE
School inspection by OFSTED explores and judges the contribution schools make to actively promoting British values. This syllabus is ambitious in describing the contributions of RE to enable pupils to go beyond tolerance of each other towards respect, harmony and mutual esteem.
RE makes a key educational contribution to pupils’ explorations of British values Teaching the Nottingham City and Nottinghamshire Agreed Syllabus for Religious Education will enable pupils to learn to think for themselves about British values. Questions about whether social and moral values are best described as ‘British values’ or seen as more universal human values will continue to be debated, but for the purposes of teachers of RE, the subject offers opportunities to build an accurate knowledge base about religions and beliefs in relation to values. This in turn supports children and young people so that they are able to move beyond attitudes of tolerance towards increasing respect, so that they can celebrate diversity. Values education and moral development are a part of a school’s holistic mission to contribute to the wellbeing of all people within our communities. The RE curriculum focuses learning in some of these areas, but pupils’ moral development is a whole school issue. • Mutual tolerance. Schools do not accept intolerant attitudes to members of the community:
attitudes which reject other people on the basis of race, faith, gender, sexual orientation or age are rightly challenged. The baseline for a fair community is that each person’s right to ‘be themselves’ is to be accepted by all. Tolerance may not be enough: RE can challenge children and young people to be increasingly respectful and to celebrate diversity, but tolerance is a starting point: it is much better than intolerance.
• Respectful attitudes. In the RE curriculum attention focusses on developing mutual respect between those of different faiths and beliefs, promoting an understanding of what a society gains from diversity. Pupils will learn about diversity in religions and worldviews and will be challenged to respect other persons who see the world differently to themselves. Recognition and celebration of human diversity in many forms can flourish where pupils understand different faiths and beliefs and are challenged to be broad minded and open hearted.
• Democracy. In RE pupils learn the significance of each person’s ideas and experiences through methods of discussion. In debating the fundamental questions of life, pupils learn to respect a range of perspectives. This contributes to learning about democracy, examining the idea that we all share a responsibility to use our voice and influence for the wellbeing of others.
• The Rule of Law: In RE pupils examine different examples of codes for human life, including commandments, rules or precepts offered by different religious communities. They learn to appreciate how individuals choose between good and evil, right and wrong, and they learn to apply these ideas to their own communities. They learn that fairness requires that the law apply equally to all, irrespective of a person’s status or wealth.
• Individual liberty. In RE, pupils consider questions about identity, belonging and diversity, learning what it means to live a life free from constraints. They study examples of pioneers of human freedom, including those from within different religions, so that they can examine tensions between the value of a stable society and the value of change for human development.
18
Cultural Capital and RE What is cultural capital? A concept from the OFSTED Framework relevant to RE. How does RE contribute to building cultural capital for learners? Cultural capital is a sociological concept which describes a person’s social assets, usable in seeking and securing status within the social groups to which the individual belongs, from the local and familial to the national or global. Cultural and social assets include, for example, education, family status, style of speech – whatever gives access to a society’s benefits. Religions make key contributions to cultural capital in many areas. This might relate to culture in its widest sense, including film, food, sport, fashion, the arts, language, history, science – and indeed faiths, beliefs and religions, in relation to the multicultural society. The distribution and accumulation of cultural capital - as with financial capital – seems to be unequal, and this can lead to some groups being disadvantaged. Cultural capital comprises both the material and symbolic goods which a person can access and use within the economy. Think of it as the accumulated cultural knowledge that confers social status and power, including all the cultural offers religions make for their followers. In OFSTED Education Inspection Framework, the concept is applied to all inspections, and used in this key requirement:
Intent: leaders take on or construct a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life. (p9) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/801429/Education_inspection_framework.pdf
How does this connect to RE? In relation to Religious Education, this concept has clear relevance and currency. Teachers of RE over many years have argued that a rich knowledge of the cultural and religious milieu in which children and young people are growing up has high value in the world of work and in social life more generally, and pupils surveyed about the value of RE often agree. Whilst it is obvious that the responsibilities of a school with regard to cultural capital for all its pupils are by no means the sole responsibility of RE, it is also useful to describe how RE can make the contribution. The diagram offers a simple description of RE’s potential in relation to cultural capital, framed as four questions for teachers to think about.
Rich knowledge, open minds. An ambitious RE curriciulum can give pupils the kinds of rich knowledge of religions and worldviews that enable them to participate fully in the cultural life of modern diverse Britain. RE opens minds to global diversity and cultures.
Engaging with cultural and religious diversity. Effective RE enables all pupils to understand the significance of spiritual and moral issues in our contemporary culture, so that they can both contribute to and benefit from the multicultural society in which they live.
Cultural competences. Effective RE enables pupils to develop cultural competency and cultural navigation skills from their own worldview or religion in relation to the religions and worldviews of others.
Access for all. RE gives pupils from every background access to the kinds of cultural capital with which religions and worldviews engage - e.g. in the arts, language, literature, sciences, sport, fashion and the economy in all its aspects. This includes the ways religions and worldviews challenge prevailing ideas, e.g. from moral perspectives.
Cultural capital and RE
19
Examples of RE’s contribution to cultural capital include these, among many others:
Experiences in RE which enhance cultural capital: Being able to explore the culture and values of
different religions and worldviews. Receiving visitors from different faith
communities. Visiting places of worship from different faith
communities. Engaging with music, dance, drama and the arts
inspired by religions and worldviews. Recognising expressions of religion in culture:
food, symbols, dress.
Opportunities to demonstrate cultural capital: Collaborative teamwork activities that enable
learners to express their own culture and beliefs in creative ways.
Engaging in activities which enable learners to see, experience and use for themselves ‘the best that has been thought and said’ in religions and worldviews.
Chances to participate in making cultural experiences that have lasting positive impact on the learners, e.g. in performance of music, dance, drama or worship.
A religiously educated young person: skills and competencies include: The skills needed to navigate a society in which
different cultures and religions are present. The skills of listening and dialogue which enable
mutual understanding and respect. The skills needed to contribute to enabling
inclusive communities, e.g. in class or school, to flourish for the wellbeing of all.
Simple examples include meeting and greeting others, engaging in conversation, sharing food with respect to differences of culture and recognizing examples of religious expression.
Skills and competencies in cultural capital which RE offers The ability to speak confidently about their
engagement with and appraisal of religious and spiritual aspects of culture.
The ability to engage with and respond for themselves to dilemmas of belief and value in their society.
The ability to relate without embarrassment or fear to people who are different, being polite, showing interest and always avoiding negativity such as ridicule.
The ability to make and enjoy cultural ‘products’ such as art, music, dance, drama in the context of RE.
20
Religious Education and Statutory Relationships and Sex Education There are clear links between Religious Education and themes in the 2020 statutory Relationships and Sex Education (RSE) framework that we recommend schools explore when planning their curricula. Discussion around diverse families, commitment, marriage, parenting, and values, for example, will benefit from a cross-curricular approach that enables pupils to explore different perspectives from a range of religions and worldviews as well as relevant legislation. In consultation with your parent body you may like to include references within your RSE and RE policies and planning documents to these cross-curricular learning opportunities. More information about Relationships, Sex and Health Education (RSHE), locally and nationally can be found on the links below: Government RSHE guidance 2020 Nottingham City Council RSHE resources https://www.nottinghamshire.gov.uk/schoolsportal/tackling-emerging-threats-to-children/relationships-sex-and-health-education-rshe
21
Cohe
renc
e in
lear
ning
: Pro
gres
sion
in k
now
ledg
e, e
xpre
ssio
n an
d sk
ills
This
syl
labu
s en
able
s cl
ear p
rogr
essi
on in
lear
ning
. Pup
ils w
ill g
athe
r and
use
rich
kno
wle
dge
of re
ligio
ns a
nd w
orld
view
s in
a s
yste
mat
ic s
tudy
. Th
is ta
ble
show
s ho
w le
arni
ng in
eac
h ye
ar g
roup
can
con
trib
ute
to c
oher
ent p
rogr
essi
on. I
ncre
asin
gly
chal
leng
ing
ques
tions
use
the
grow
ing
know
ledg
e ba
se o
f the
pup
ils to
dee
pen
and
broa
den
thei
r lea
rnin
g.
Rece
ptio
n Cu
rios
ity
and
expe
rien
ce
5-7s
Ex
plor
ing
and
disc
over
ing
7-9s
Kn
owin
g an
d un
ders
tand
ing
9-11
s U
nder
stan
ding
and
co
nnec
ting
11-14
s (s
choo
ls w
ill s
elec
t som
e of
thes
e)
App
lyin
g, in
terp
retin
g, a
ppre
ciat
ing
and
appr
aisi
ng
F1 W
hich
sto
ries
are
spec
ial a
nd w
hy?
Who
cel
ebra
tes
wha
t, an
d w
hy?
Wha
t diff
eren
ce d
oes
it m
ake
to b
e a
Chris
tian?
W
hat c
an w
e le
arn
from
gr
eat l
eade
rs a
nd in
spiri
ng
exam
ples
in to
day’
s w
orld
?
Wha
t is
relig
ion?
Wha
t is
it lik
e to
be
a m
embe
r of o
ne
part
icul
ar re
ligio
n in
Brit
ain
toda
y?
Whe
re c
an w
e fin
d w
isdo
m to
liv
e by
? Stu
dyin
g so
urce
s of
w
isdo
m fr
om re
ligio
ns a
nd
wor
ldvi
ews.
F2
Whi
ch p
eopl
e ar
e sp
ecia
l and
why
?
How
do
we
show
we
care
for
othe
rs?
Why
doe
s it
mat
ter?
How
do
relig
ious
fam
ilies
an
d co
mm
uniti
es p
ract
ice
thei
r fai
th?
The
exam
ple
of
pray
er.
Wha
t is
expe
cted
of a
pe
rson
in fo
llow
ing
a re
ligio
n or
bel
ief ?
Wha
t is
good
and
righ
t?
Wha
t is
wro
ng a
nd e
vil?
Dea
th: i
s it
the
end?
F3 W
hat p
lace
s ar
e sp
ecia
l and
why
?
Stor
ies
of J
esus
: W
hat c
an w
e le
arn
from
them
? W
here
, how
and
why
do
peop
le w
orsh
ip?
How
do
peop
le’s
bel
iefs
ab
out G
od, t
he w
orld
and
ot
hers
hav
e im
pact
on
thei
r liv
es?
Do
the
teac
hing
s of
Jes
us
stan
d th
e te
st o
f tim
e?
How
can
peo
ple
expr
ess
the
spiri
tual
thro
ugh
the
arts
?
F4 W
hat t
imes
are
sp
ecia
l and
why
? In
wha
t way
s ar
e ch
urch
es /
syna
gogu
es im
port
ant t
o be
lieve
rs?
Wha
t can
we
lear
n fr
om
insp
iring
peo
ple
in s
acre
d te
xts
and
in th
e hi
stor
y of
re
ligio
ns?
How
are
relig
ious
and
sp
iritu
al b
elie
fs e
xpre
ssed
in
art
s, a
rchi
tect
ure,
ch
arity
and
gen
eros
ity?
Wha
t can
we
lear
n fr
om
visi
ting
plac
es o
f wor
ship
?
Are
the
idea
s of
sci
ence
and
re
ligio
n co
mpa
tible
?
F5 B
elon
ging
. Who
are
w
e an
d ho
w d
o w
e be
long
?
Wha
t mak
es s
ome
peop
le
insp
iring
to o
ther
s? M
oses
and
Sa
int P
eter
Why
do
som
e pe
ople
thin
k lif
e is
like
a jo
urne
y? W
hat
do d
iffer
ent p
eopl
e th
ink
abou
t life
aft
er d
eath
?
Wha
t do
sacr
ed te
xts
and
othe
r sou
rces
say
abo
ut
God
, the
wor
ld a
nd h
uman
lif
e?
Why
bel
ieve
in G
od? O
r w
hy b
e an
ath
eist
?
Doe
s re
ligio
n m
ake
peac
e or
ca
use
war
?
F6 O
ur w
onde
rful
w
orld
: how
can
we
care
for l
ivin
g th
ings
an
d th
e ea
rth?
Wha
t do
Jew
ish
peop
le b
elie
ve
abou
t God
, cre
atio
n,
hum
anity
, and
the
natu
ral
wor
ld?
Chris
tiani
ty, m
usic
and
w
orsh
ip: w
hat c
an w
e le
arn?
How
can
we
mak
e N
ottin
gham
City
and
N
ottin
gham
shire
pla
ces
of
tole
ranc
e an
d re
spec
t?
Wha
t will
mak
e ou
r co
mm
uniti
es m
ore
resp
ectf
ul? E
xplo
ring
belie
f in
act
ion.
How
do
peop
le d
ecid
e w
hat
is ri
ght i
n re
latio
n to
eth
ical
is
sues
?
W
hat i
s it
like
to b
elon
g to
the
Chris
tian
relig
ion
toda
y?
How
do
Hin
du fa
mili
es
prac
tice
thei
r fai
th?
How
do
relig
ions
and
be
liefs
resp
ond
to g
loba
l is
sues
?
Wha
t doe
s ju
stic
e m
ean
to
Chris
tians
?
Doe
s be
ing
relig
ious
mak
e it
easi
er o
r har
der t
o be
goo
d?
Je
wis
h an
d Ch
ristia
n st
orie
s:
How
and
why
are
som
e st
orie
s im
port
ant i
n re
ligio
ns?
Wha
t are
the
deep
er
mea
ning
s of
som
e H
indu
fe
stiv
als?
Wha
t can
we
lear
n fr
om
peop
le w
ho re
sist
di
scrim
inat
ion
and
pers
ecut
ion?
Wha
t is
good
and
wha
t is
chal
leng
ing
abou
t bei
ng a
te
enag
e be
lieve
r in
Brita
in
toda
y?
Wha
t can
relig
ions
and
w
orld
view
s co
ntrib
ute
to
clim
ate
just
ice
and
‘sav
ing
the
Eart
h’?
22
Prog
ress
ion
in la
ngua
ge: s
umm
ary
of s
elec
t sho
rtlis
t of k
ey w
ords
and
cor
e co
ncep
ts
This
tabl
e sh
ows
how
lear
ning
acr
oss
the
age
grou
ps d
evel
ops
and
uses
the
lang
uage
of r
elig
ious
stu
dy a
nd o
f par
ticul
ar re
ligio
ns in
incr
easi
ng
dept
h an
d co
mpl
exity
. The
sel
ecte
d te
rmin
olog
y is
a b
rief m
inim
um th
at fe
atur
es in
the
plan
s an
d ca
n co
ntrib
ute
to c
oher
ent p
rogr
essi
on.
Re
cept
ion
Curi
osit
y+
expe
rien
ce
5-7s
: Exp
lori
ng a
nd
disc
over
ing
7-9s
: Kno
win
g an
d un
ders
tand
ing
9-11
s:
Und
erst
andi
ng a
nd c
onne
ctin
g 11
-14s:
App
lyin
g, in
terp
reti
ng,
appr
ecia
ting
and
appr
aisi
ng
(add
ing
to K
S2 li
sts)
Th
e ge
nera
l la
ngua
ge o
f re
ligio
us
stud
y
Relig
ion
Spec
ial b
ooks
Sp
ecia
l pla
ces
Spec
ial s
torie
s Pr
ayer
Relig
ion,
cel
ebra
tion,
fe
stiv
al, s
ymbo
l, th
ankf
ul, f
aith
, bel
ief,
wis
e sa
ying
s, ru
les
for
livin
g, c
o -op
erat
ion,
be
long
ing,
wor
ship
, ho
lines
s, s
acre
d.
crea
tion
stor
y.
Relig
ion,
spi
ritua
l, co
mm
itmen
t, va
lues
, pr
ayer
, pilg
rim, p
ilgrim
age,
rit
ual,
sym
bol,
com
mun
ity,
wor
ship
, dev
otio
n, b
elie
f, lif
e af
ter d
eath
, des
tiny,
so
ul, i
nspi
ratio
n, ro
le-
mod
el.
Relig
ion,
har
mon
y, re
spec
t, ju
stic
e, fa
ith,
inte
r-fai
th, t
oler
ance
, mor
al v
alue
s,
relig
ious
plu
ralit
y, m
oral
cod
es, h
olin
ess,
sp
iritu
al, i
nspi
ratio
n, v
isio
n, s
ymbo
l, co
mm
unity
, com
mitm
ent,
valu
es, s
ourc
es
of w
isdo
m, s
pirit
ual,
Gol
den
Rule
, cha
rity,
pl
ace
of w
orsh
ip, s
acre
d te
xt, d
evot
ion,
pr
ayer
, wor
ship
, com
pass
ion.
Belie
fs, t
each
ings
, sou
rces
of
auth
ority
, rel
igio
us e
xpre
ssio
n, w
ays
of li
ving
, rel
igio
us id
entit
y, d
iver
sity
an
d co
ntro
vers
y, p
sych
olog
y,
soci
olog
y an
d ph
iloso
phy
of re
ligio
n,
ethi
cs, c
omm
unity
coh
esio
n, re
ligio
us
cons
erva
tism
, lib
eral
ism
and
ra
dica
lism
. Ch
rist
iani
ty
Chris
tmas
Bi
ble
Chur
ch
Jesu
s
Chris
tian,
God
, Cre
ator
, Ch
ristm
as, E
aste
r, Je
sus,
chu
rch,
alta
r, fo
nt, B
ible
, gos
pel.
Chris
tian,
Chr
istm
as,
East
er, P
ente
cost
, Har
vest
Fe
stiv
al, M
essi
ah, l
iturg
y,
chur
ch, G
ospe
l, Je
sus,
Hol
y Sp
irit G
od th
e Cr
eato
r, Tr
inity
, Hea
ven.
Chris
tian,
Jes
us, B
ible
, Gos
pel,
Lett
ers
of
Sain
t Pau
l, Tr
inity
, Inc
arna
tion,
Hol
y Sp
irit,
resu
rrec
tion,
Chr
istm
as, E
aste
r, Pe
ntec
ost,
Euch
a ris
t, ag
ape.
Bibl
ical
aut
horit
y an
d in
spira
tion,
in
telli
gent
des
ign,
theo
logy
, Chr
istia
n et
hics
, ‘Ju
st w
ar’,
sanc
tity
of li
fe,
‘gre
en C
hris
tiani
ty’.
Juda
ism
M
oses
Pa
ssov
er
Tora
h Sy
nago
gue
Jew
ish,
syn
agog
ue,
Tora
h, b
imah
, H
anuk
kah,
Ark
, Ju
dais
m, s
habb
at.
Jew
ish,
Jud
aism
, Mos
es,
Exod
us, L
aw-g
iver
, Ten
Co
mm
andm
ents
, Sta
r of
Dav
id, P
asso
ver /
Pes
ach,
Sh
abba
t
Juda
ism
, Jew
ish,
Tor
ah, S
habb
at, P
esac
h,
Han
ukka
h, T
en C
omm
andm
ents
, pe
rsec
utio
n, p
reju
dice
, Bet
h Sh
alom
, re
mem
bran
ce
Isla
m
Alla
h, P
roph
et
Muh
amm
ad,
Qur
’an,
M
osqu
e
Mus
lim, I
slam
, Alla
h,
Prop
het,
mos
que,
Eid
, Q
ur’a
n, m
oon
and
star
.
Mus
lim, I
slam
, Alla
h,
Prop
het,
mos
que,
Qur
’an,
m
oon
and
star
, par
adis
e .
Mus
lim, A
llah,
Pro
phet
hood
, Um
mah
, 5
Pilla
rs, P
roph
et M
uham
mad
, Im
an (f
aith
), ak
hlaq
(cha
ract
er o
r mor
al c
ondu
ct)
Qur
’an,
Had
ith, M
osqu
e, H
ajj.
Last
Pro
phet
, Rev
elat
ion,
Sha
hada
h,
Saw
m, Z
akat
, Ram
adan
, Haj
j, su
bmis
sion
to A
llah,
Sun
ni, S
hi’a
, Suf
i, 99
Bea
utifu
l Nam
es.
Hin
du
Dha
rma
H
indu
, man
dir,
mur
tis,
gods
and
god
dess
es,
Div
ali,
Aum
.
Hin
du, a
him
sa, k
arm
a, d
harm
a, m
urtis
, Br
ahm
an, m
andi
r, go
ds a
nd g
odde
sses
, sh
rines
, Mah
atm
a.
Sikh
i
Scho
ols
choo
sing
to g
o be
yond
the
min
imum
num
ber o
f rel
igio
ns fo
r stu
dy in
this
syl
labu
s:
Sele
ct a
ge-a
ppro
pria
te k
ey w
ords
for p
upils
to le
arn
as th
ey b
egin
thei
r stu
dies
of e
ach
relig
ion.
Sikh
i, G
uru,
Gur
dwar
a, L
anga
r, Gu
ru
Gra
nth
Sahi
b, W
aheg
uru,
The
5 K
s,
Vais
akhi
, Har
iman
dir S
ahib
, Van
d Ch
akna
, Sew
a.
Budd
hism
Bu
ddha
, Dha
rma,
San
gha,
En
light
enm
ent,
4 N
obl e
Tru
ths,
Nob
le
Eigh
tfol
d Pa
th, N
irvan
a, M
edita
tion.
N
on-r
elig
ious
w
orld
view
s N
on-re
ligio
us
Hum
anis
t, G
olde
n Ru
le, n
on-re
ligio
us.
Hum
anis
t, G
olde
n Ru
le,
non -
relig
ious
, spi
ritua
l but
no
t rel
igio
us, a
thei
st.
Athe
ist,
agno
stic
, Hum
anis
t, ra
tiona
list,
Gol
den
Rule
, ‘sp
iritu
al b
ut n
ot re
ligio
us’.
Varie
ties
of a
thei
sm, ‘
new
ath
eist
s’,
skep
ticis
m, e
thic
al a
uton
omy,
si
tuat
ion
ethi
cs, s
ecul
ar.
23
Implementing our intentions for RE Subject content for RE in different age groups RE in the Early Years Foundation Stage Pupils should encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They should listen to and talk about stories. Pupils can be introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. They ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live. Religious Education is, unlike the subjects of the National Curriculum, a legal requirement for all pupils on the school roll, including all those in the reception year.
In line with the DfE’s 2013 EYFS Profile RE should, through planned, purposeful play and through a mix of adult-led and child-initiated activity, provide these opportunities for pupils. Communication and Language children listen with enjoyment to stories, songs and poems from different communities and traditions and
respond with relevant comments, questions or actions; use talk to organise, sequence and clarify thinking, ideas, feelings and events; answer ‘who’, ‘how’ and ‘why’ questions about their experiences in response to stories, experiences or events
from different traditions and communities; talk about how they and others show feelings; develop their own narratives in relation to stories they hear from different communities.
Personal, Social and Emotional Development children understand that they can expect others to treat their needs, views, cultures and beliefs with respect; work as part of a group, taking turns and sharing fairly, understanding that groups of people need agreed values
and codes of behaviour, including adults and children, to work together harmoniously; talk about their own and others’ behaviour and its consequences, and know that some behaviour is unacceptable; think and talk about issues of right and wrong and why these questions matter; respond to significant experiences showing a range of feelings when appropriate; have a developing awareness of their own needs, views and feelings and be sensitive to those of others; have a developing respect for their own cultures and beliefs, and those of other people; show sensitivity to others’ needs and feelings and form positive relationships.
Understanding the World children talk about similarities and differences between themselves and others, among families, communities and
traditions; begin to know about their own cultures and beliefs and those of other people; explore, observe and find out about places and objects that matter in different cultures and beliefs.
Expressive Arts and Design children use their imagination in art, music, dance, imaginative play, rôle-play and stories to represent their own
ideas, thoughts and feelings; respond in a variety of ways to what they see, hear, smell, touch and taste.
Literacy children access a wide range of books, poems and other written materials to ignite their interest.
Mathematics children recognise, create and describe some patterns, sorting and ordering objects simply.
These learning intentions for RE are developed from relevant areas of the Early Years Foundation Stage Profile (DfE, 2013). Teachers and schools will find more detailed examples useful, but these map the territory. The syllabus support website gives examples of planning in this important area.
24
What should practitioners in the Reception Year offer for RE? Here are six recommended titles for RE work in the Reception year, where provision should be integrated into the whole experience of the child, including for example songs, play, imaginative work, language development, story and creativity.
F1 Which stories are special and why? F2 Which people are special and why? F3 What places are special and why? F4 What times are special and why? F5 Belonging: who are we and how do we belong? F6 Our wonderful world: how can we care for living things and the earth?
These integrated planning approaches are supported with an appendix within the supporting material which is available on the sites shown on page 2
25
Key Stage 1 RE
The Focus of RE for KS1 enables children to develop their knowledge and understanding of religions and worldviews. They find out about simple examples of religion that are drawn from local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas. The RE curriculum is engaging and interactive, using story, music, drama, activity, teamwork, thinking structures and language work to enable deepening engagement from every child. The aim of RE is expressed in age appropriate outcomes for most 7 year olds.
Specifically pupils should be taught to: Know about and understand religions and worldviews
Express ideas and insights into religions and worldviews
Gain and deploy the skills for learning from religions and worldviews
A1. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them.
B1. Ask and respond to questions about what communities do, and why, so that they can identify what difference belonging to a community might make.
C1. Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using words, music, art or poetry.
A2. Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the communities from which they come.
B2. Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves.
C2. Find out about and respond with ideas to examples of co-operation between people who are different.
A3. Recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities.
B3. Notice and respond sensitively to some similarities between different religions and worldviews.
C3. Find out about questions of right and wrong and begin to express their ideas and opinions in response.
26
Using the programme of study for Key Stage 1: Flexible planning: The programme of study on the following pages is the
recommended way of achieving the required outcomes, but schools may plan other programs of study to achieve this if they wish.
Planning for progression: the order of teaching here is recommended to enable continuity and progression in learning, but again teachers could plan this differently to meet learning needs in their own schools.
Rich knowledge: RE provides pupils with an increasingly rich knowledge base about religions and worldviews, enabling them to understand the society and world in which they live and preparing them for life in modern diverse Britain.
An example: Christmas and Easter. Schools will want to teach major festivals such as Christmas and Easter at appropriate times of year. We have provided progression grids to suggest activities that can be flexibly used in the period of time directly around the festival (see the Agreed Syllabus support website and the table below).
Which religions? Content selection for breadth and depth. Schools are required to plan for pupils to learn in depth about Christians and Jewish people in key stage 1. Some schools will choose to go beyond this minimum requirement. In doing so, it is important to retain depth while including religions relevant to the local community.
Discovery and learning in RE: Nottingham City and Nottinghamshire RE is a discovery process, in which learners find out for themselves and use their enquiry skills to set questions, do simple research and consider a range of answers.
Themes and concepts: The themes and concepts of RE are woven together into plans that enable pupils to investigate religions and worldviews for themselves, with the guidance of their teachers.
Strategies for thinking skills: teachers are encouraged to make appropriate use of strategies such as the methods of community of enquiry and of Philosophy for Children (P4C) in their RE work. Many RE topics will be energised by the use of stimulating religious material such as film, text, poetry, prayer or art in the community of enquiry approach.
Please note: These Programs of Study are supposed to help the teacher and put the aims of the syllabus into a coherent and progressed programme of study but are not prescriptive. They can be adapted to suit the needs of your school and pupils, reflecting their needs and backgrounds. Some schools want to adapt learning programs about Christmas and Easter for seasonal reasons. Here is an example:
27
Increasing pupils’ understanding of Christmas and Easter: A spiral curriculum approach can be used so that an appropriate short sequence of lessons coincides with these key festivals during the year, enabling progression for every child. Learning activities need to be planned with increasing challenge and no repetition to ensure the gains in understanding are clear.
Pupils retell (for example through carols, music, drama or in pictures)
religious stories of Christmas, Holy Week and Easter and suggest reasons why they are important to Christians, using the correct words to express meanings [e.g. Messiah, Crucifixion, Resurrection, Ascension] (A2);
Pupils think about the behaviour shown by the characters in the stories e.g. being trustworthy, courageous, persistent, overcoming obstacles, forgiving, worshipping, being changed and explore some of these characteristics and values creatively (C1)
Pupils ask and find out about from where these stories come (The Gospels of Luke and Matthew in the Bible for Christmas, all four Gospels for the narratives of Palm Sunday, Maundy Thursday, Good Friday and Easter Sunday) and how these stories are remembered and celebrated in Christian festivals today (B3)
Pupils consider what is special about the Gospel and respond sensitively, relating to the festivals and to their own special times of life using examples, giving reasons and increasingly using the correct terms and key words (B1).
Religious content will include: Christian stories and festivals of Christmas, Holy Week and Easter and key concepts from Christian belief and practice such as incarnation, salvation and resurrection. The study of the connections between the narrative, the customs and the values of Christmas and Easter are important.
28
28
29
P
rog
ram
me
of
Stu
dy
for
5-7s
T
he
se in
vest
igat
ion
s ca
n b
e u
sed
in t
he
ord
er
giv
en
ab
ove
, wh
ich
en
able
s p
rog
ress
ion
in le
arn
ing
, bu
t sc
ho
ols
are
fre
e t
o r
ear
ran
ge
th
em
if t
he
y w
ish
, e.g
. to
acc
om
mo
dat
e t
he
lear
nin
g n
ee
ds
of
mix
ed
ag
e c
lass
es.
S
om
e e
xam
ple
s o
f d
eta
iled
pla
nn
ing
fo
r th
ese
un
its
of
wo
rk a
re a
vaila
ble
in t
he
Su
pp
ort
ing
mat
eri
al li
ste
d p
age
2.
Ye
ar 1
-2 R
E P
rog
ram
me
s o
f S
tud
y
In
ten
tio
ns:
Wh
at d
o w
e
wan
t p
up
ils t
o le
arn
? Im
ple
me
nta
tio
n: W
hat
kin
d o
f ac
tivi
tie
s w
ill e
nab
le le
arn
ers
to
ach
ieve
? Im
pac
t: W
hat
ou
tco
me
s w
ill p
up
ils
ach
ieve
?
Ye
ar 1
U
nit
Nu
mb
er
1.1
Th
em
e
Ce
leb
rati
on
s an
d
fest
ival
s:
En
qu
iry
Qu
est
ion
W
ho
ce
leb
rate
s w
hat
an
d w
hy?
R
eli
gio
ns:
C
hri
stia
ns
and
Je
wis
h
pe
op
le
Kn
ow
led
ge
: P
up
ils w
ill le
arn
sim
ply
ab
ou
t an
nu
al o
r w
ee
kly
cele
bra
tio
ns
for
Ch
rist
ian
s an
d J
ew
ish
pe
op
le,
incl
ud
ing
Ch
rist
mas
, E
aste
r, H
anu
kkah
an
d
Sh
abb
at. T
hey
will
lear
n
abo
ut
the
so
ng
s, w
ors
hip
, ce
leb
rati
on
s, s
tori
es,
ar
tefa
cts
and
fo
od
. Fe
stiv
als
fro
m o
the
r fa
ith
s ca
n b
e in
tro
du
ced
e.g
. D
iwal
i, E
id a
l Fit
r.
Sk
ills
: P
up
ils w
ill p
ract
ice
th
e
skill
s o
f su
gg
est
ing
a
me
anin
g in
an
art
efa
ct,
sym
bo
l or
relig
iou
s p
ract
ice
. K
ey
con
cep
ts a
nd
wo
rds
Ce
leb
rati
on
, fe
stiv
al,
relig
ion
, Ch
rist
ian
, Je
wis
h,
Ch
rist
mas
, Han
ukk
ah,
syn
ago
gu
e, c
hu
rch
, Jes
us.
Pu
pils
:
ex
plo
re a
nd
tal
k a
bo
ut
sto
rie
s an
d c
ele
bra
tio
ns
of,
fo
r e
xam
ple
, Ch
rist
mas
, Eas
ter,
Han
ukk
ah, P
esa
ch, f
ind
ing
ou
t ab
ou
t w
hat
th
e s
tori
es
told
at
the
fes
tiva
ls m
ean
, e.g
. th
rou
gh
he
arin
g s
tori
es,
tal
kin
g a
bo
ut
‘big
day
s’, l
ear
nin
g
fro
m f
esti
ve f
oo
d, e
nac
tin
g c
ele
bra
tio
ns,
lear
nin
g f
rom
ar
tefa
cts
or
we
lco
min
g v
isit
ors
to
tal
k ab
ou
t th
eir
fe
stiv
als
(A1)
;
sele
ct e
xam
ple
s o
f re
ligio
us
arte
fact
s fr
om
Ch
rist
ian
ity
and
Ju
dai
sm t
hat
inte
rest
th
em
, an
d n
ame
th
ese
, rai
sin
g li
sts
of
qu
est
ion
s ab
ou
t th
em
an
d f
ind
ing
ou
t w
hat
th
ey
me
an
and
ho
w t
he
y ar
e u
sed
in f
esti
vals
an
d f
or
exa
mp
le in
p
raye
r an
d w
ors
hip
at
the
syn
ago
gu
e a
nd
ch
urc
h (
A3)
;
fin
d o
ut
abo
ut
wh
at d
iffe
ren
t re
ligio
ns
and
wo
rld
vie
ws
do
to
ce
leb
rate
th
e f
ruit
fuln
ess
of
the
ear
th (
e.g
. in
Har
vest
Fe
stiv
als)
. Th
ey
resp
on
d t
o q
ues
tio
ns
abo
ut
be
ing
g
en
ero
us
and
be
ing
th
ankf
ul (
B1)
;
no
tice
an
d t
alk
ab
ou
t th
e f
act
that
pe
op
le c
om
e f
rom
d
iffe
ren
t re
ligio
ns.
Ho
w c
an w
e t
ell?
Ho
w c
an w
e li
ve
tog
eth
er
kin
dly
wh
en
we
are
all
so d
iffe
ren
t? (
C2)
.
rem
em
be
r th
e n
ames
of
the
art
efa
cts,
re
ligio
ns
and
st
ori
es
the
y h
ave
lear
ne
d
wri
te o
r re
tell
(e
.g. b
y se
qu
en
cin
g)
a si
mp
le v
ers
ion
of
the
st
ori
es
the
y h
ave
lear
ne
d a
s ap
pro
pri
ate
to
th
eir
ag
e
gro
up
. BB
C T
eac
h’s
sto
rie
s ‘R
elig
ion
s o
f th
e W
orl
d’ f
or
4-7
s ar
e a
go
od
so
urc
e.
Mo
st p
up
ils
will
be
ab
le t
o:
Re
call
an
d n
ame
re
lig
iou
s fe
stiv
als,
ob
ject
s an
d s
ymb
ols
Re
tell
a s
tory
th
at li
es
be
hin
d a
fe
stiv
al
Su
gg
est
a m
ean
ing
fo
r an
o
bje
ct u
sed
in t
he
wo
rsh
ip o
f th
e f
est
ival
Ask
qu
est
ion
s ab
ou
t th
e
me
anin
g o
f th
e f
est
ival
an
d
list
en
to
an
swe
rs
Re
spo
nd
to
so
me
of
the
e
xp
eri
en
ces
and
em
oti
on
s o
f fe
stiv
als:
e.g
. jo
y, m
em
ory
, co
mm
un
ity
Ex
pre
ss a
n id
ea
of
the
ir o
wn
ab
ou
t w
hy
fest
ival
s an
d
cele
bra
tio
ns
mat
ter
Giv
e a
n e
xam
ple
of
a b
ig d
ay in
th
eir
ow
n li
ves
and
tal
k a
bo
ut
wh
at m
ade
it s
pe
cial
30
In
ten
tio
ns:
Wh
at d
o w
e
wan
t p
up
ils t
o le
arn
? Im
ple
me
nta
tio
n: W
hat
kin
d o
f ac
tivi
tie
s w
ill e
nab
le le
arn
ers
to
ac
hie
ve?
Imp
act:
Wh
at o
utc
om
es
will
p
up
ils
ach
ieve
?
Ye
ar 1
U
nit
Nu
mb
er
1.2
Th
em
e
Mys
elf
an
d C
arin
g f
or
Oth
ers
. E
nq
uir
y Q
ue
stio
n
Ho
w d
o w
e s
ho
w w
e
care
fo
r o
the
rs?
Wh
y d
oe
s it
mat
ter?
R
eli
gio
ns:
C
hri
stia
ns
and
Je
wis
h
pe
op
le
No
n-r
eli
gio
us
wo
rld
vie
ws
such
as
Hu
man
ism
can
als
o
be
co
nsi
der
ed
Kn
ow
led
ge
: P
up
ils w
ill le
arn
ab
ou
t th
eir
un
iqu
enes
s as
a
pe
rso
n in
a f
amily
an
d
com
mu
nit
y. T
he
y w
ill b
e
tau
gh
t ab
ou
t e
xam
ple
s o
f ca
rin
g f
or
oth
ers
an
d
exp
lori
ng
ch
arac
teri
stic
s su
ch a
s g
oo
dn
ess
, ki
nd
ne
ss, g
ene
rosi
ty,
shar
ing
. T
he
y w
ill h
ear
an
d
con
sid
er
relig
iou
s st
ori
es
and
te
ach
ing
s, e
.g. J
esu
s’
sto
ry o
f th
e L
ost
Sh
eep
, th
e J
ew
ish
Psa
lm 2
3 an
d
infe
r id
eas
ab
ou
t ca
re
fro
m t
he
se t
ext
s.
Sk
ills
: Li
tera
cy s
kills
, sim
ple
d
iscu
ssio
n, s
har
ing
an
d
exp
ress
ing
th
eir
ow
n
ide
as.
Ke
y co
nce
pts
an
d w
ord
s R
elig
ion
, Ch
rist
ian
, Je
wis
h,
Hu
man
ist,
syn
ago
gu
e,
chu
rch
, sym
bo
l, G
od
.
Pu
pils
:
list
en
to
an
d t
hin
k a
bo
ut
thre
e m
ora
l sto
rie
s, f
or
exa
mp
le
fro
m C
hri
stia
ns,
Je
wis
h p
eo
ple
an
d H
um
anis
ts. T
he
y th
ink
an
d t
alk
ab
ou
t w
het
he
r th
ey a
re s
ayin
g t
he
sam
e t
hin
gs
abo
ut
ho
w w
e s
ho
uld
be
hav
e (
A3)
;
lear
n f
rom
so
ng
s fr
om
re
ligio
us
com
mu
nit
ies
wh
ich
exp
ress
th
e im
po
rtan
ce o
f ca
rin
g a
nd
kin
dn
ess
or
oth
er
age
-ap
pro
pri
ate
val
ues
wo
rds
ex
pre
ss c
reat
ive
ly (
e.g
. in
art
, po
etry
or
dra
ma)
th
eir
ow
n
ide
as a
bo
ut
the
qu
esti
on
s: W
ho
am
I? W
he
re d
o I
be
lon
g?
Wh
o c
are
s fo
r m
e?
Wh
o d
o I
care
fo
r? H
ow
do
es it
sh
ow
? [w
ww
.nat
re.o
rg.u
k/sp
irit
ed
arts
is a
use
ful w
eb
site
] (B
2);
no
tice
an
d t
alk
ab
ou
t th
e f
act
that
pe
op
le c
om
e f
rom
d
iffe
ren
t re
ligio
ns.
Ho
w c
an w
e t
ell?
Ho
w c
an w
e li
ve
tog
eth
er
kin
dly
wh
en
we
are
all
so d
iffe
ren
t? (
C2)
;
linki
ng
to
En
glis
h, p
up
ils a
sk q
ue
stio
ns
abo
ut
go
od
ne
ss, a
nd
cr
eat
e s
imp
le s
en
ten
ces
that
say
wh
at h
app
en
s w
he
n
pe
op
le a
re c
he
erf
ul,
ho
ne
st, k
ind
, th
ankf
ul,
fair
or
ge
ne
rou
s,
and
wh
at h
app
en
s w
hen
peo
ple
are
un
kin
d, u
ng
rate
ful,
un
tru
thfu
l, u
nfa
ir o
r m
ean
(C
3).
Mo
st p
up
ils w
ill b
e a
ble
to
:
Re
call
an
d n
ame
th
e m
ain
ch
arac
ter
in a
sto
ry t
he
y h
ave
h
ear
d
Re
tell
a s
tory
ab
ou
t ca
rin
g
sim
ply
Su
gg
est
a m
ean
ing
fo
r a
sym
bo
l, s
on
g o
r ar
tefa
ct f
rom
Ju
dai
sm a
nd
Ch
rist
ian
ity
Ask
qu
est
ion
s ab
ou
t h
ow
we
sh
ow
we
car
e f
or
oth
ers
Re
spo
nd
to
ide
as a
nd
val
ue
s su
ch a
s ca
re, k
ind
ne
ss a
nd
g
en
ero
sity
wit
h s
imp
le id
eas
o
f th
eir
ow
n
Ex
pre
ss a
n id
ea
of
the
ir o
wn
ab
ou
t a
reli
gio
us
sto
ry o
f ca
rin
g
Giv
e a
n e
xam
ple
of
ho
w a
p
ers
on
can
sh
ow
th
eir
val
ue
s
31
In
ten
tio
ns:
Wh
at d
o w
e
wan
t p
up
ils t
o le
arn
? Im
ple
me
nta
tio
n: W
hat
kin
d o
f ac
tivi
tie
s w
ill e
nab
le le
arn
ers
to
ach
ieve
? Im
pac
t: W
hat
ou
tco
me
s w
ill
pu
pil
s ac
hie
ve?
Ye
ar 1
U
nit
Nu
mb
er
1.3
Th
em
e:
Be
liefs
an
d t
eac
hin
gs
En
qu
iry
Qu
est
ion
S
tori
es
of
Jesu
s:
Wh
at c
an w
e le
arn
fr
om
th
em
?
Ho
w d
o r
eli
gio
us
sto
rie
s m
ake
a
dif
fere
nce
to
pe
op
le’s
li
ves?
R
eli
gio
n: C
hri
stia
nit
y
Kn
ow
led
ge
: P
up
ils w
ill le
arn
ab
ou
t so
me
sto
rie
s o
f Je
sus,
e.g
. th
e S
hep
he
rds
com
ing
to
th
e M
ang
er,
He
alin
g t
he
T
en
Lep
ers
, Cal
min
g t
he
S
torm
on
Lak
e G
alile
e,
Fee
din
g t
he
50
00
. Th
ey
he
ar a
nd
lear
n a
bo
ut
som
e s
tori
es
Jesu
s to
ld,
e.g
. Th
e L
ost
Co
in, t
he
Lo
st S
on
. T
he
y le
arn
th
at t
hes
e
sto
rie
s m
atte
r to
C
hri
stia
ns
be
cau
se o
f w
ho
th
ey b
elie
ve J
esu
s w
as:
Go
d c
om
e t
o e
arth
, wit
h
the
po
we
r to
he
lp p
eo
ple
in
man
y w
ays.
S
kil
ls:
Lite
racy
ski
lls in
clu
din
g
the
ab
ility
to
en
gag
e w
ith
st
ori
es,
rem
em
be
r ch
arac
ters
, in
fer
me
anin
g
and
en
joy
rete
llin
g t
he
st
ori
es.
K
ey
con
cep
ts a
nd
wo
rds
Re
ligio
n, C
hri
stia
n, c
hu
rch
, B
ible
, sym
bo
l, th
ankf
ul,
fait
h, b
elie
f, E
aste
r, G
od
Pu
pils
:
rete
ll s
tori
es
(fo
r e
xam
ple
th
rou
gh
dra
ma
or
in p
ictu
res)
, u
sin
g a
ran
ge
of
dif
fere
nt
sto
rie
s ab
ou
t Je
sus,
co
nsi
de
rin
g w
hat
th
ey m
ean
. Th
ese
sh
ou
ld in
clu
de
sto
rie
s Je
sus
told
an
d s
tori
es
abo
ut
His
mir
acle
s. G
oo
d e
xam
ple
s:
Th
e L
ost
Co
in, J
esu
s an
d t
he
Te
n L
ep
ers
. Th
ey c
om
par
e
the
sto
rie
s an
d t
hin
k ab
ou
t w
hat
Ch
rist
ian
s to
day
lear
n
fro
m t
he
sto
ries
(A
2);
linki
ng
to
En
glis
h, p
up
ils r
esp
on
d t
o t
he
par
able
s Je
sus
told
, fo
r e
xam
ple
, su
ch a
s th
e L
ost
So
n, c
on
sid
eri
ng
an
d
talk
ing
ab
ou
t w
hat
th
ey
me
an. T
he
y re
cog
nis
e
Ch
rist
ian
ity
as t
he
re
ligio
n f
rom
wh
ich
th
e s
tori
es
com
e
(A2)
;
use
so
ng
s, a
rt, d
ram
a, v
ide
o a
nd
ch
ildre
n’s
Bib
le
rete
llin
gs
of
key
sto
rie
s to
lear
n m
ore
info
rmat
ion
ab
ou
t w
ho
Jes
us
was
an
d w
hy
he
mat
ters
so
mu
ch t
o C
hri
stia
n
pe
op
le.
linki
ng
to
En
glis
h, p
up
ils r
ete
ll s
tori
es
abo
ut
Jesu
s, s
uch
as
th
e m
irac
le s
tory
of
the
he
alin
g o
f a
blin
d p
ers
on
or
a p
art
of
the
Eas
ter
sto
ries
. Th
ey
ide
nti
fy a
nd
tal
k a
bo
ut
the
val
ue
s w
hic
h d
iffe
ren
t ch
arac
ters
in t
he
sto
ries
sh
ow
ed
, an
d r
eco
gn
ise
Ch
rist
ian
ity
as t
he
re
ligio
n f
rom
w
hic
h t
he
sto
rie
s co
me
(A
2);
resp
on
d t
o s
tori
es
abo
ut
Jesu
s, t
alki
ng
ab
ou
t th
ankf
uln
ess
as
a re
sult
of
mir
acle
s(C
3);
ask
an
d a
nsw
er
‘wh
o’,
‘wh
ere
’, ‘h
ow
’, ‘w
hat
’ ‘w
hy’
q
ue
stio
ns
abo
ut
relig
iou
s st
ori
es
(A2)
;
linki
ng
to
‘Ph
iloso
ph
y fo
r C
hild
ren
’, p
up
ils t
hin
k a
bo
ut
and
re
spo
nd
to
‘big
qu
esti
on
s’ in
a c
lass
roo
m e
nq
uir
y u
sin
g, f
or
exa
mp
le, a
sto
ry f
rom
th
e N
ew
Te
stam
en
t:
sho
uld
Je
sus
hav
e g
on
e t
o t
he
ho
use
of
the
tax
co
llect
or
Zac
chae
us?
Wh
y d
id h
e?
Wh
y d
o C
hri
stia
ns
fee
l sad
on
‘G
oo
d F
rid
ay’?
Wh
at h
app
ene
d a
fte
r Je
sus
die
d, a
t E
aste
r?
(C1)
.
Mo
st p
up
ils w
ill b
e a
ble
to
:
Re
call
an
d n
ame
ke
y fi
gu
res
in t
he
sto
rie
s o
f Je
sus
Re
tell
a s
tory
th
em
selv
es,
jo
inin
g in
wit
h a
so
ng
, a
dra
ma
or
a p
ictu
re-b
oo
k
mak
ing
act
ivit
y
Su
gg
est
th
e ‘h
idd
en
m
ean
ing
s’ in
sto
rie
s Je
sus
told
Ask
qu
est
ion
s ab
ou
t Je
sus’
‘s
pe
cial
po
we
rs’
Re
spo
nd
to
th
e C
hri
stia
n
be
lie
f th
at J
esu
s w
as G
od
co
me
to
ear
th w
ith
a
qu
est
ion
or
ide
a o
f th
eir
o
wn
Giv
e a
n e
xam
ple
of
a b
elie
f ab
ou
t Je
sus
Fin
d o
ut
mo
re a
bo
ut
Jesu
s,
infe
rrin
g a
sim
ple
ide
a fr
om
a
sto
ry.
32
In
ten
tio
ns:
Wh
at d
o w
e
wan
t p
up
ils t
o le
arn
? Im
ple
me
nta
tio
n: W
hat
kin
d o
f ac
tivi
tie
s w
ill e
nab
le le
arn
ers
to
ach
ieve
? Im
pac
t: W
hat
ou
tco
me
s w
ill
pu
pil
s ac
hie
ve?
Ye
ar 1
U
nit
Nu
mb
er
1.4
T
he
me
Sym
bo
ls in
re
lig
iou
s w
ors
hip
an
d
pra
ctic
e
En
qu
iry
Qu
est
ion
In
wh
at w
ays
are
ch
urc
he
s /
syn
ago
gu
es
imp
ort
ant
to
be
lie
vers
? R
eli
gio
ns:
C
hri
stia
ns
and
Je
wis
h
pe
op
le
Kn
ow
led
ge
: P
up
ils w
ill le
arn
fro
m
visi
tin
g a
nd
stu
dyi
ng
ch
urc
hes
an
d s
ynag
og
ue
s ab
ou
t th
e u
se o
f a
pla
ce
of
wo
rsh
ip. T
he
y w
ill
kno
w a
bo
ut
wo
rsh
ip a
t ae
ch
urc
h a
nd
a s
ynag
og
ue
, in
clu
din
g t
he
sym
bo
ls,
arte
fact
s, m
usi
c, h
oly
b
oo
ks a
nd
oth
er
thin
gs
that
hap
pen
th
ere
. Th
ey
will
lear
n a
bo
ut
we
dd
ing
s in
Je
wis
h a
nd
Ch
rist
ian
h
oly
bu
ildin
gs.
S
kil
ls:
Pu
pils
will
use
an
d
de
velo
p t
he
ir o
bse
rvat
ion
an
d t
hin
kin
g s
kills
, ap
plie
d
to h
oly
bu
ildin
gs.
Oth
er
ho
ly b
uild
ing
s –
mo
squ
e
or
man
dir
– c
an b
e
con
sid
ere
d t
oo
. K
ey
con
cep
ts a
nd
wo
rds
Re
ligio
n, C
hri
stia
n,
Jew
ish
, syn
ago
gu
e,
chu
rch
, sym
bo
l, ar
k,
To
rah
, bim
ah, c
hu
rch
, al
tar,
fo
nt,
Bib
le, w
ors
hip
, h
olin
ess
, sac
red
, Go
d.
Pu
pils
:
lear
n f
rom
vis
itin
g s
acre
d p
lace
s. L
inki
ng
to
En
glis
h a
nd
co
mp
uti
ng
, pu
pils
re
cou
nt
a vi
sit
to a
loca
l ch
urc
h a
nd
a
syn
ago
gu
e u
sin
g d
igit
al p
ho
tog
rap
hs.
Th
ey
fin
d o
ut
abo
ut
the
sym
bo
ls a
nd
art
efac
ts t
hat
th
ey
saw
th
ere
an
d
sug
ge
st m
ean
ing
s fo
r th
em
. (A
1);
lear
n a
bo
ut
and
re
me
mb
er
wh
at h
app
en
s at
a c
hu
rch
or
a sy
nag
og
ue
, in
clu
din
g s
pe
cial
eve
nts
su
ch a
s w
ed
din
gs
(A1)
;
dis
cuss
re
aso
ns
wh
y so
me
pe
op
le g
o t
o s
ynag
og
ue
s o
r ch
urc
hes
oft
en, b
ut
oth
er
pe
op
le n
eve
r g
o t
o h
oly
b
uild
ing
s. (
B1)
;
cho
ose
to
fin
d o
ut
abo
ut
the
sym
bo
ls o
f tw
o d
iffe
ren
t co
mm
un
itie
s, lo
oki
ng
fo
r si
mila
riti
es
be
twe
en t
he
way
s th
ey u
se c
om
mo
n s
ymb
ols
su
ch a
s lig
ht,
wat
er.
(A
3);
use
a s
et
of
ph
oto
s an
d a
list
of
relig
iou
s it
em
s th
ey
hav
e
en
cou
nte
red
in K
ey
Stag
e 1
RE
to
so
rt a
nd
ord
er,
say
ing
w
hic
h it
ems
are
co
nn
ecte
d t
o a
par
ticu
lar
relig
ion
an
d
wh
ich
are
co
nn
ect
ed
to
mo
re t
han
on
e r
elig
ion
. Go
od
e
xam
ple
s fr
om
Ju
dai
sm m
igh
t in
clu
de
Je
wis
h a
rte
fact
s -
To
rah
, yad
, he
ad c
ove
rin
g (
Kip
pah
), H
anu
kiah
, Ch
alla
h
bre
ad, m
ezu
zah
, a p
raye
r sh
awl (
talli
t) a
nd
ph
oto
gra
ph
s fr
om
a lo
cal s
ynag
og
ue
. (B
3).
reco
gn
ise
th
at s
om
e p
eo
ple
pre
fer
to b
e s
pir
itu
al b
ut
no
t g
o t
o a
ho
ly b
uild
ing
– e
.g. p
eo
ple
wh
o a
re n
on
-re
ligio
us,
o
r w
ho
se
nse
th
e s
pir
itu
al in
th
e o
pe
n a
ir. T
his
co
uld
lin
k to
so
me
wo
rk in
th
e s
tyle
of
‘Fo
rest
Sch
oo
ls’ a
nd
is a
n
op
po
rtu
nit
y fo
r o
utd
oo
r ‘n
atu
ral w
orl
d’ r
efl
ect
ion
in R
E.
talk
ab
ou
t an
d r
em
em
be
r ke
y it
em
s fr
om
th
e w
ors
hip
of
Ch
rist
ian
s an
d J
ew
s an
d t
he
mai
n t
hin
gs
they
hav
e
lear
ne
d a
bo
ut
wh
at h
app
en
s in
ho
ly b
uild
ing
s,
sug
ge
stin
g m
ean
ing
s fo
r th
e s
ymb
ols
th
ey h
ave
no
tice
d.
Mo
st p
up
ils w
ill b
e a
ble
to
:
Re
call
an
d n
ame
ke
y o
bje
cts
fro
m a
ch
urc
h a
nd
a
syn
ago
gu
e
Su
gg
est
a m
ean
ing
fo
r so
me
Je
wis
h a
nd
Ch
rist
ian
sy
mb
ols
Re
cog
nis
e t
hat
ho
ly
bu
ildin
gs
are
co
nn
ect
ed
to
b
eli
efs
ab
ou
t w
ors
hip
pin
g
Go
d, a
nd
tal
k a
bo
ut
the
se
co
nn
ect
ion
s
Ask
qu
est
ion
s ab
ou
t w
hat
h
app
en
s an
d w
hy
in h
oly
b
uild
ing
s
Re
cou
nt
the
ir v
isit
to
a h
oly
b
uild
ing
, e.g
. by
talk
ing
ab
ou
t p
ho
tog
rap
hs
tak
en
th
ere
.
Ex
pre
ss a
n id
ea
of
the
ir o
wn
ab
ou
t w
hy
som
e p
eo
ple
go
to
ho
ly b
uild
ing
s
Giv
e a
n e
xam
ple
of
a sa
cre
d
spac
e t
hat
is o
ut
of
do
ors
an
d t
alk
ab
ou
t th
eir
ow
n
ide
as o
f sa
cre
d s
pac
es.
33
In
ten
tio
ns:
Wh
at d
o w
e w
ant
pu
pils
to
lear
n?
Imp
lem
en
tati
on
: Wh
at k
ind
of
acti
viti
es
wil
l en
able
le
arn
ers
to
ach
ieve
? Im
pac
t: W
hat
ou
tco
me
s w
ill
pu
pil
s ac
hie
ve?
Ye
ar 2
U
nit
Nu
mb
er
2.1
Th
em
e: L
ead
ers
E
nq
uir
y Q
ue
stio
n
Wh
at m
ake
s so
me
p
eo
ple
insp
irin
g t
o
oth
ers
? M
ose
s an
d
Sai
nt
Pe
ter
Re
lig
ion
s:
Ch
rist
ian
s an
d J
ew
ish
p
eo
ple
N
on
-re
lig
iou
s w
orl
dvi
ew
s su
ch a
s H
um
anis
m c
an a
lso
b
e c
on
sid
ere
d.
Ke
y co
nce
pts
an
d
wo
rds
Re
ligio
n, C
hri
stia
n,
Jew
ish
, To
rah
, Bib
le,
wis
e s
ayin
gs,
ru
les
for
livin
g, c
o-o
pe
rati
on
.
Kn
ow
led
ge
: P
up
ils w
ill le
arn
so
me
sto
rie
s o
f M
ose
s (t
he
bab
y in
th
e
bu
lru
she
s, t
he
pri
nce
wh
o r
an
away
, th
e b
urn
ing
bu
sh, t
he
te
n p
lag
ue
s, t
he
par
tin
g o
f th
e
red
se
a, t
he
Ten
C
om
man
dm
en
ts).
Th
ey w
ill
fin
d o
ut
abo
ut
Mo
ses
as a
g
reat
lead
er
for
Jew
ish
p
eo
ple
. T
he
y w
ill le
arn
so
me
sto
rie
s ab
ou
t Je
sus
and
Sai
nt
Pe
ter
(e.g
. Je
sus
calls
Pet
er
to f
ollo
w
him
, Pe
ter
reco
gn
ise
s Je
sus
as
the
Me
ssia
h, J
esu
s w
ash
es
Pe
ter’
s fe
et,
Pe
ter
den
ies
Jesu
s, P
ete
r b
eco
mes
th
e f
irst
le
ade
r o
f th
e C
hri
stia
ns)
. Th
ey
will
fin
d o
ut
abo
ut
Sai
nt
Pet
er
as a
Ch
rist
ian
lead
er
Th
ey
will
co
nsi
de
r w
hat
mak
es
a le
ade
r: t
he
ir b
eh
avio
ur,
e
xam
ple
s o
f th
eir
wis
do
m a
nd
ru
les
for
livin
g h
arm
on
iou
sly;
th
e d
iffe
ren
ce t
hey
hav
e
mad
e.
A n
on
-re
ligio
us
lead
er
mak
es
a g
oo
d p
oin
t o
f co
mp
aris
on
. S
kil
ls:
Th
inki
ng
an
d d
iscu
ssio
n s
kills
, in
form
atio
n g
ath
eri
ng
ski
lls.
Pu
pils
:
rete
ll s
tori
es
of
key
lead
ers
fro
m C
hri
stia
nit
y an
d
Jud
aism
, fo
r e
xam
ple
Mo
ses,
Je
sus
and
Pe
ter.
Th
ey
talk
ab
ou
t h
ow
th
ese
lead
ers
mad
e a
dif
fere
nce
an
d
ho
w le
ade
rs t
od
ay m
ake
a d
iffe
ren
ce t
o o
ur
live
s.
(A2)
thin
k a
bo
ut
the
beh
avio
ur
sho
wn
by
the
se le
ade
rs
e.g
. be
ing
kin
d, v
alu
ing
an
d r
esp
ect
ing
oth
ers
, be
ing
tr
ust
wo
rth
y, c
ou
rag
eo
us,
an
d c
on
sid
er
qu
est
ion
s ab
ou
t b
ein
g g
oo
d, k
ind
, an
d f
org
ivin
g (
C1)
;
en
cou
nte
r m
any
exa
mp
les
of
sim
ple
‘wis
e s
ayin
gs’
(e
.g. f
rom
Mo
ses,
Je
sus
or
Sai
nt
Pe
ter
or
an
app
rop
riat
e n
on
-re
ligio
us
exam
ple
) o
r ‘r
ule
s fo
r liv
ing
’ har
mo
nio
usl
y (e
.g. T
he
10
Co
mm
and
me
nts
).
Th
ey
cho
ose
th
eir
fav
ou
rite
‘wis
e s
ayin
gs’
or
‘ru
les
for
livin
g’ f
rom
dif
fere
nt
key
lead
ers
an
d t
alk
ab
ou
t w
hat
mak
es
the
se s
ayin
gs
wis
e, a
nd
wh
at d
iffe
ren
ce
it w
ou
ld m
ake
if p
eo
ple
fo
llow
ed
th
em (
A2)
;
ask
an
d f
ind
ou
t h
ow
to
an
swe
r a
ran
ge
of
‘ho
w’ a
nd
‘w
hy’
qu
esti
on
s ab
ou
t h
ow
pe
op
le p
ract
ise
th
eir
re
ligio
n, i
ncl
ud
ing
ho
w t
he
y fo
llow
th
eir
lead
ers
by
rem
em
be
rin
g, t
elli
ng
sto
ries
, ce
leb
rati
ng
, pra
yin
g o
r m
akin
g m
usi
c. P
up
ils m
igh
t u
se e
xcit
ing
ph
oto
gra
ph
s o
r w
ork
s o
f ar
t to
sti
mu
late
th
eir
qu
est
ion
s (C
2).
dis
cuss
sto
rie
s o
f co
-op
era
tio
n f
rom
Ju
dai
sm,
Ch
rist
ian
ity
and
fro
m d
iffe
ren
t tr
adit
ion
s an
d s
ou
rce
s an
d m
ake
a ‘R
ecip
e f
or
livin
g t
og
eth
er
hap
pily
’ or
a ‘C
lass
ch
arte
r fo
r m
ore
kin
dn
ess
an
d le
ss f
igh
tin
g’
(C2)
.
rem
em
be
r, a
sk q
ue
stio
ns
abo
ut
and
wri
te a
bo
ut
the
ir o
wn
fav
ou
rite
par
ts o
f th
e s
tori
es t
he
y h
ave
le
arn
ed
, co
nn
ect
ing
th
em t
o id
eas
ab
ou
t w
hat
mak
es
a g
oo
d le
ade
r.
Mo
st p
up
ils w
ill b
e a
ble
to
:
Re
call
an
d n
ame
ke
y fi
gu
res
in t
he
sto
rie
s th
ey
stu
die
d,
sayi
ng
wh
at t
he
y d
id
Re
cog
nis
e w
hat
is m
ean
t b
y d
esc
rib
ing
Mo
ses
as a
gre
at
lead
er,
or
Pe
ter
as a
Sai
nt,
g
ivin
g e
xam
ple
s o
f th
eir
le
ade
rsh
ip.
Ask
qu
est
ion
s ab
ou
t le
ade
rsh
ip a
nd
su
gg
est
an
swe
rs
Re
spo
nd
to
th
e id
ea
that
M
ose
s an
d S
ain
t P
ete
r w
ere
g
uid
ed
by
Go
d o
r g
ive
n
wis
do
m b
y G
od
.
Ex
pre
ss a
n id
ea
of
the
ir
ow
n a
bo
ut
lead
ers
hip
, li
nk
ing
it t
o t
he
sto
rie
s th
ey
lear
ne
d
Giv
e a
n e
xam
ple
of
wh
at
mak
es
a g
reat
lead
er
34
In
ten
tio
ns:
Wh
at d
o w
e
wan
t p
up
ils t
o le
arn
? Im
ple
me
nta
tio
n: W
hat
kin
d o
f ac
tivi
tie
s w
ill e
nab
le le
arn
ers
to
ach
ieve
? Im
pac
t: W
hat
ou
tco
me
s w
ill
pu
pil
s ac
hie
ve?
Ye
ar 2
U
nit
Nu
mb
er
2.2
Th
em
e B
eli
evi
ng
: E
nq
uir
y Q
ue
stio
n
Wh
at d
o J
ew
ish
p
eo
ple
be
liev
e a
bo
ut
Go
d, c
reat
ion
, h
um
anit
y, a
nd
th
e
nat
ura
l wo
rld
?
Wh
at a
re s
om
e w
ays
Jew
ish
pe
op
le s
ho
w
the
ir b
eli
efs
an
d h
ow
th
ey
bel
on
g?
Re
lig
ion
s:
Jew
ish
pe
op
le
Kn
ow
led
ge
: P
up
ils w
ill le
arn
so
me
Je
wis
h p
eo
ple
s’ id
eas
ab
ou
t G
od
an
d t
he
sto
ry
of
cre
atio
n. T
hey
will
fin
d
ou
t ab
ou
t th
e im
po
rtan
ce
of
Sh
abb
at, a
way
of
be
lon
gin
g, i
ncl
ud
ing
th
e
link
bet
we
en c
reat
ion
an
d
Sh
abb
at. T
hey
will
lear
n
abo
ut
som
e w
ays
a R
abb
i te
ach
es
the
co
mm
un
ity
abo
ut
Go
d.
Sk
ills
: P
up
ils w
ill u
se a
nd
de
velo
p
skill
s o
f d
iscu
ssio
n,
ob
serv
atio
n, i
nfo
rmat
ion
g
ath
eri
ng
an
d
rem
em
be
rin
g. T
he
y w
ill
use
th
eir
fac
tual
kn
ow
led
ge
to
su
gg
est
m
ean
ing
s in
Je
wis
h
pra
ctic
e.
Ke
y co
nce
pts
an
d w
ord
s R
elig
ion
, Je
wis
h, J
ud
aism
, sy
nag
og
ue
, sym
bo
l, ar
k,
To
rah
, bim
ah, s
hab
bat
, cr
eat
ion
sto
ry, w
ors
hip
, h
olin
ess
, sac
red
.
Pu
pils
:
lear
n t
he
se w
ord
s, w
hic
h J
ew
ish
pe
op
le u
se t
o s
pe
ak
of
Go
d: A
lmig
hty
/ E
tern
al /
the
G-d
of
Ab
rah
am, I
saac
an
d J
aco
b. [
NB
: Je
wis
h p
eo
ple
oft
en
wri
te ‘G
-d’ t
o
avo
id a
ny
dis
resp
ect
to
th
e A
lmig
hty
.] N
ote
th
at
Jew
ish
pe
op
le s
ay G
-d is
invi
sib
le, a
nd
th
ey
mak
e n
o
pic
ture
s o
f G
-d (
A1)
rete
ll t
he
Je
wis
h s
tory
of
Go
d’s
cre
atio
n o
f th
e E
arth
fr
om
Ge
ne
sis
1, c
on
sid
eri
ng
way
s in
wh
ich
pe
op
le
care
fo
r th
e e
arth
an
d m
akin
g li
nks
wit
h t
he
E
nvi
ron
men
t an
d S
cie
nce
(C
3).
ex
plo
re h
ow
dif
fere
nt
pe
op
le, i
ncl
ud
ing
Je
wis
h
pe
op
le, h
ave
exp
ress
ed
th
eir
ide
as a
bo
ut
Go
d a
nd
th
ink
an
d t
alk
ab
ou
t th
eir
ow
n id
eas
ab
ou
t G
od
, lin
kin
g t
o e
nq
uir
y m
eth
od
s fr
om
Ph
iloso
ph
y fo
r C
hild
ren
(C
3).
ex
plo
re t
he
way
s o
f b
elo
ng
ing
an
d b
elie
fs o
f Je
wis
h
pe
op
le, f
or
exa
mp
le t
hro
ug
h t
he
Je
wis
h c
ele
bra
tio
n
of
Sh
abb
at, n
oti
cin
g li
nks
to
th
e c
reat
ion
sto
ry
thro
ug
h t
he
7th
day
of
rest
(A
1).
wo
rk in
div
idu
ally
usi
ng
imag
es
and
/ o
r sy
mb
ols
to
e
xp
ress
th
eir
vie
ws
abo
ut
Go
d o
r in
gro
up
s, u
sin
g a
rt,
mu
sic
and
po
etry
to
ex
pre
ss c
reat
ive
ly d
iffe
ren
t vi
ew
po
ints
(C
1).
linki
ng
to
En
glis
h, p
up
ils u
se k
ey
wo
rds
(e.g
. ho
ly,
sacr
ed
, scr
iptu
re, f
est
ival
, sym
bo
l,) t
o p
rese
nt
ide
as
or
wri
te a
bo
ut
the
Je
wis
h r
elig
ion
(B
3);
ask
qu
est
ion
s ab
ou
t th
e d
iffe
ren
t w
ays
of
spe
akin
g
of
G-d
, rec
og
niz
ing
th
at t
he
ide
a o
f G
od
is o
pen
to
d
iffe
ren
t vi
ew
s, a
nd
is a
mys
teri
ou
s id
ea
– b
ut
of
hu
ge
imp
ort
ance
to
man
y p
eo
ple
, in
clu
din
g J
ew
ish
p
eo
ple
.
Mo
st p
up
ils w
ill b
e a
ble
to
:
Re
call
an
d n
ame
so
me
ke
y w
ord
s ab
ou
t Je
wis
h b
eli
efs
(e
.g. G
od
th
e C
reat
or,
A
lmig
hty
, Ete
rnal
)
Re
tell
th
e s
tory
of
Ge
ne
sis
1
Su
gg
est
a m
ean
ing
fo
r th
e
sto
ry
Re
cog
nis
e t
hat
dif
fere
nt
pe
op
le s
ee
dif
fere
nt
me
anin
gs
in t
he
sto
ry
Ask
qu
est
ion
s ab
ou
t G
od
fo
r th
em
selv
es
– t
he
big
ge
r th
e b
ett
er
Ex
pre
ss a
n id
ea
of
the
ir
ow
n a
bo
ut
Go
d
Fin
d o
ut
mo
re a
bo
ut
Jew
ish
b
eli
efs
an
d w
ays
of
talk
ing
ab
ou
t G
od
.
35
In
ten
tio
ns:
Wh
at d
o w
e
wan
t p
up
ils t
o le
arn
? Im
ple
me
nta
tio
n: W
hat
kin
d o
f ac
tivi
tie
s w
ill e
nab
le le
arn
ers
to
ach
ieve
? Im
pac
t: W
hat
ou
tco
me
s w
ill
pu
pil
s ac
hie
ve?
Ye
ar 2
U
nit
Nu
mb
er
2.3
Th
em
e: B
elo
ng
ing
E
nq
uir
y Q
ue
stio
n
Wh
at d
oe
s it
me
an t
o
be
lon
g?
W
hat
is it
lik
e t
o
be
lon
g t
o t
he
C
hri
stia
n r
elig
ion
in
No
ttin
gh
am C
ity
and
N
ott
ing
ham
shir
e
tod
ay?
R
eli
gio
ns:
C
hri
stia
ns
Kn
ow
led
ge
: P
up
ils w
ill le
arn
ab
ou
t b
elo
ng
ing
in a
fam
ily, t
o a
sc
ho
ol a
nd
in t
he
co
mm
un
ity.
Th
ey
will
gai
n
kno
wle
dg
e a
bo
ut
way
s o
f b
elo
ng
ing
in C
hri
stia
nit
y e
.g. C
hri
sten
ing
s an
d
Be
lieve
rs’ B
apti
sms.
Je
sus’
B
apti
sm. T
he
Go
lden
Ru
le
(‘d
o t
o o
the
rs w
hat
yo
u
wo
uld
like
th
em
to
do
to
yo
u’)
an
d b
elo
ng
ing
to
h
um
anit
y.
Sk
ills
: P
up
ils w
ill u
se a
nd
de
velo
p
skill
s o
f d
iscu
ssio
n,
ob
serv
atio
n, i
nfo
rmat
ion
g
ath
eri
ng
an
d
rem
em
be
rin
g. T
he
y w
ill
use
th
eir
fac
tual
kn
ow
led
ge
to
su
gg
est
w
hat
it m
ean
s to
be
lon
g in
va
rie
s w
ays.
K
ey
con
cep
ts a
nd
wo
rds
Re
ligio
n, C
hri
stia
n, c
hu
rch
, sy
mb
ol,
Bib
le, G
old
en R
ule
(‘
do
to
oth
ers
as
you
w
ou
ld li
ke t
he
m t
o d
o t
o
you
’), b
elo
ng
ing
, wo
rsh
ip,
ho
line
ss, s
acre
d.
Pu
pils
:
lear
n t
hat
be
ing
a p
art
of
the
Ch
rist
ian
re
ligio
n in
clu
de
s so
me
sym
bo
ls a
nd
rit
ual
s o
f b
elo
ng
ing
, fo
r a
bab
y (C
hri
ste
nin
g)
or
for
a yo
un
g a
du
lt (
e.g
. Be
lieve
r’s
Bap
tism
). (
A2)
lear
n t
hat
th
e s
tory
of
Jesu
s g
ett
ing
bap
tise
d in
th
e r
ive
r Jo
rdan
is a
n im
po
rtan
t st
ory
of
Ch
rist
ian
s an
d c
arri
es
som
e m
essa
ge
s ab
ou
t b
elo
ng
ing
. (A
2)
linki
ng
to
PS
HE
an
d R
SE p
up
ils m
ake
list
s o
f th
e d
iffe
ren
t g
rou
ps
to w
hic
h t
hey
be
lon
g, e
.g. i
n s
cho
ol,
in t
he
co
mm
un
ity,
an
d c
on
sid
er
the
way
s th
ese
co
ntr
ibu
te t
o
hu
man
hap
pin
ess
. Wh
y d
oes
be
lon
gin
g m
atte
r, a
nd
ho
w
can
we
be
go
od
me
mb
ers
of
dif
fere
nt
gro
up
s? (
B1)
lear
n t
hat
th
ere
are
ove
r 4
00
ch
urc
hes
in
No
ttin
gh
amsh
ire
, an
d v
isit
on
e t
o le
arn
mo
re; a
sk a
nd
th
ink
ab
ou
t th
e q
ue
stio
n: w
ho
be
lon
gs
he
re?
Do
es
the
b
uild
ing
be
lon
g t
o G
od
? (B
2)
ex
pre
ss c
reat
ive
ly (
e.g
. in
art
, po
etry
or
dra
ma)
th
eir
o
wn
ide
as a
bo
ut
the
qu
esti
on
s: W
ho
am
I? W
he
re d
o I
be
lon
g?
(B2)
ex
plo
re w
ays
in w
hic
h C
hri
stia
ns
be
lon
g, f
or
exa
mp
le,
Ch
rist
enin
gs
and
Be
lieve
rs’ B
apti
sms,
sh
ow
ing
wh
y th
ese
ar
e im
po
rtan
t to
so
me
Ch
rist
ian
s an
d r
ela
tin
g t
he
m t
o
Jesu
s’ B
apti
sm d
esc
rib
ed
in t
he
Go
spe
ls (
A1)
linki
ng
to
En
glis
h a
nd
PS
HE
pu
pils
co
uld
pla
y so
me
co
llab
ora
tive
te
am g
ame
s an
d t
alk
ab
ou
t h
ow
th
e g
ame
s p
ut
the
te
ach
ing
of
the
‘Go
lde
n R
ule
’ in
to a
ctio
n (
C2)
.
talk
ab
ou
t th
e f
act
that
man
y n
on
-re
ligio
us
pe
op
le a
lso
fo
llow
th
e G
old
en
Ru
le (
‘tre
at o
the
rs h
ow
yo
u w
ish
to
be
tr
eat
ed
’), a
nd
co
nsi
de
r th
e q
ue
stio
n: h
ow
can
all
hu
man
ity
be
lon
g t
og
eth
er?
wri
te a
list
of
exa
mp
les
of
dif
fere
nt
way
s w
e h
ave
of
be
lon
gin
g, a
nd
say
wh
ich
on
es
mat
ter
mo
st t
o
them
selv
es
(C1)
.
Mo
st p
up
ils w
ill b
e a
ble
to
:
Re
tell
th
e s
tory
of
Jesu
s b
ein
g b
apti
sed
in t
he
riv
er
Jord
an
Su
gg
est
so
me
re
aso
ns
wh
y it
mat
ters
to
pe
op
le t
o
be
lon
g t
o g
rou
ps
and
co
mm
un
itie
s
Ask
qu
est
ion
s ab
ou
t C
hri
ste
nin
gs
and
Be
lie
ver’
s B
apti
sm f
or
the
msl
eve
s
Re
cou
nt
ho
w a
bab
y o
r yo
un
g a
du
lt is
we
lco
me
d
into
th
e C
hri
stia
n
com
mu
nit
y
Ex
pre
ss a
n id
ea
of
the
ir
ow
n a
bo
ut
be
lon
gin
g t
o
Go
d –
is t
his
imp
ort
ant?
Fo
r C
hri
stia
ns?
Giv
e a
n e
xam
ple
of
the
ir
ow
n c
om
mu
nit
y lif
e a
nd
say
w
hy
it m
atte
rs: w
hat
g
rou
ps
do
yo
u b
elo
ng
to
? W
hat
do
yo
u li
ke
ab
ou
t b
elo
ng
ing
?
36
In
ten
tio
ns:
Wh
at d
o w
e
wan
t p
up
ils t
o le
arn
? Im
ple
me
nta
tio
n: W
hat
kin
d o
f ac
tivi
tie
s w
ill e
nab
le le
arn
ers
to
ach
ieve
? Im
pac
t: W
hat
ou
tco
me
s w
ill
pu
pil
s ac
hie
ve?
Ye
ar 2
U
nit
Nu
mb
er
2.4
T
he
me
: Sto
ry
En
qu
iry
Qu
est
ion
Je
wis
h a
nd
Ch
rist
ian
S
tori
es:
Ho
w a
nd
wh
y ar
e s
om
e s
tori
es
imp
ort
ant
in
reli
gio
ns?
W
hat
can
we
lear
n
fro
m t
hes
e s
tori
es
and
fro
m t
he
To
rah
an
d t
he
Bib
le?
Re
lig
ion
s:
Ch
rist
ian
s an
d J
ew
ish
p
eo
ple
S
tori
es
fro
m n
on
-re
lig
iou
s w
orl
dvi
ew
s su
ch a
s H
um
anis
m
can
als
o b
e
con
sid
ere
d
Kn
ow
led
ge
: P
up
ils w
ill le
arn
Je
wis
h
and
Ch
rist
ian
sto
rie
s ab
ou
t, f
or
exa
mp
le, N
oah
, A
bra
ham
an
d S
arah
, Ja
cob
, Jo
sep
h, K
ing
Dav
id,
Qu
ee
n E
sth
er,
Jo
nah
, D
anie
l. T
he
y w
ill g
ain
kn
ow
led
ge
ab
ou
t th
e J
ew
ish
Bib
le
and
th
e im
po
rtan
ce o
f th
e
To
rah
. S
kil
ls:
Pu
pils
will
use
an
d d
eve
lop
sk
ills
of
dis
cuss
ion
, o
bse
rvat
ion
, in
form
atio
n
gat
he
rin
g a
nd
re
me
mb
eri
ng
. Th
ey
will
u
se t
he
ir f
actu
al
kno
wle
dg
e t
o s
ug
ge
st
wh
at m
ake
s an
cie
nt
sto
rie
s va
luab
le t
o s
om
e
pe
op
le t
od
ay.
Ke
y co
nce
pts
an
d w
ord
s R
elig
ion
, Ch
rist
ian
, Je
wis
h,
Hu
man
ist,
syn
ago
gu
e,
chu
rch
, sym
bo
l, T
ora
h,
Bib
le, c
ou
rag
e,
pe
rsis
ten
ce, f
org
ivin
g,
Hu
man
ist,
Go
d, C
reat
or.
Pu
pils
:
rete
ll (
for
exa
mp
le t
hro
ug
h d
ram
a o
r in
pic
ture
s) s
om
e
relig
iou
s st
ori
es w
ith
key
ch
arac
ters
su
ch a
s N
oah
, A
bra
ham
an
d S
arah
, Jac
ob
, Jo
sep
h, K
ing
Dav
id, Q
ue
en
E
sth
er,
Jo
nah
, Dan
iel a
nd
su
gg
est
re
aso
ns
wh
y th
ey
are
im
po
rtan
t to
Je
wis
h p
eop
le (
and
Ch
rist
ian
s –
te
ach
th
e
child
ren
th
at t
he
se s
tori
es a
re a
lso
in t
he
Ch
rist
ian
Bib
le)
(A2)
;
thin
k a
bo
ut
the
beh
avio
ur
sho
wn
by
thes
e c
har
acte
rs
e.g
. be
ing
tru
stw
ort
hy,
co
ura
ge
ou
s, p
ers
iste
nt,
o
verc
om
ing
ob
stac
les,
fo
rgiv
ing
an
d e
xp
lore
so
me
of
thes
e c
har
acte
rist
ics
cre
ativ
ely
. No
te t
hat
th
ese
‘Bib
le
he
roe
s’ a
re a
lso
pe
op
le w
ho
mak
es
mis
take
s –
bu
t th
ey
are
fo
rgiv
en
by
Go
d (
C1)
ask
an
d f
ind
ou
t ab
ou
t fr
om
wh
ere
th
ese
sto
rie
s co
me
(T
he
To
rah
, th
e J
ew
ish
Bib
le, c
alle
d t
he
Old
Te
stam
ent
by
Ch
rist
ian
s) (
B3)
fin
d o
ut
abo
ut
the
To
rah
, its
use
in s
ynag
og
ue
s an
d t
he
sy
mb
ols
wh
ich
sh
ow
it is
sac
red
or
ho
ly (
A3)
con
sid
er
wh
at is
sp
eci
al a
bo
ut
the
To
rah
an
d r
esp
on
d
sen
siti
vely
, re
lati
ng
to
th
eir
sp
eci
al t
hin
gs
(B1)
.
wri
te a
n a
cco
un
t o
f th
eir
fav
ou
rite
sto
ry f
rom
th
e J
ew
ish
B
ible
an
d s
ug
ge
st w
hat
it m
ean
s to
Je
wis
h p
eo
ple
an
d t
o
anyo
ne
wh
o li
kes
sto
ries
(B
2).
Mo
st p
up
ils w
ill b
e a
ble
to
:
Re
tell
a s
tory
fro
m t
he
Je
wis
h B
ible
sk
ilfu
lly
Su
gg
est
a m
ean
ing
fo
r th
e
sto
ry
Re
cog
nis
e a
nd
tal
k a
bo
ut
the
ro
le G
od
pla
ys in
sto
rie
s fr
om
th
e J
ew
ish
Bib
le
Ask
qu
est
ion
s ab
ou
t th
e
sto
rie
s th
ey
stu
dy,
an
d
sug
ge
st a
nsw
ers
Re
spo
nd
to
big
ide
as a
nd
b
eli
efs
in t
he
sto
rie
s: d
oes
G
od
fo
rgiv
e?
Do
es
Go
d
resc
ue
? D
oe
s G
od
cre
ate
?
Ex
pre
ss a
n id
ea
of
the
ir
ow
n a
bo
ut
som
e o
f th
e b
ig
qu
est
ion
s th
e w
ork
th
row
s u
p
Giv
e a
t le
ast
two
ex
amp
les
of
Bib
le c
har
acte
rs w
ho
‘go
t it
wro
ng
’ an
d s
ay w
hat
h
app
en
ed
in t
he
sto
ry.
37
Key Stage 2 RE
The Focus of RE for KS2 enables pupils to extend their knowledge and understanding of religions and worldviews3, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their own ideas thoughtfully and creatively in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.
The aim of RE is expressed in age appropriate outcomes for most pupils at age 11
Specifically, pupils should be taught to:
Know about and understand religions and worldviews
Express ideas and insights into the significance of religion and worldviews
Gain and deploy skills for engaging with religions and worldviews
A1. Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life in order to reflect thoughtfully on their ideas;
B1. Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities;
C1. Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own thoughtfully in different forms including (e.g.) reasoning, music, art and poetry;
A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities;
B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives;
C2. Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas about community, values and respect;
A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.
B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences between different religions and worldviews.
C3. Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.
3 Breadth: in line with the law and the statement about breadth of learning on page 5 above, best practice will enable pupils to learn from Christianity and at least two other examples of a religion or worldview through Key Stage Two.
38
Programme of study for 7-11s
Using the programme of study for key stage 2: Flexible planning: The programme of study on the following pages is the
recommended way of achieving the required outcomes, but schools may plan other programs of study to achieve this if they wish.
Planning for progression: the order of teaching here is recommended to enable continuity and progression in learning, but again teachers could plan this differently to meet learning needs in their own schools.
Example: learning from festivals. It is possible to use significant materials from a religion more than once in a ‘spiral curriculum’ where the challenge is planned to increase – e.g. through the years of learning from Divali, Christmas and Easter.
Which religions? Content selection for breadth and depth: schools are required to plan for pupils to learn in depth about Christian, Muslim and Hindu people in Key Stage 2. Many schools will choose to go beyond this minimum requirement.
Discovery and learning in RE: Nottingham City and Nottinghamshire RE is a discovery process, in which learners find out for themselves. In key stage 2 this involves raising questions and exploring a range of answers, and beginning to plan investigations for themselves
Themes and concepts: The themes and concepts of RE are woven together into plans that enable pupils to investigate religions and worldviews for themselves, with the guidance of their teachers.
Strategies for thinking skills: Philosophy for Children / P4C RE needs good thinking skills approaches to learning. Teachers are encouraged to make appropriate use of the methods of the community of enquiry and of philosophy for children in their RE work. Many RE topics will be energised by the use of stimulating religious material such as film, text, poetry, prayer or art in the community of enquiry approach.
Festivals and the school year: it is good practice, where possible, to link teaching and learning opportunities to the occurrence of major festivals such as Divali, Eid Al Fitr, Pesach, Christmas or Easter to times of the year when the celebrations will be visible. RE does not have to be taught only in 10 lesson blocks, and making the most of festivities for learning is potentially good for RE.
Mixed age classes: teachers are encouraged to make flexible planning arrangements for mixed age classes, ensuring entitlements are met without worrying about whether a class had learned ‘in the right order’. There is not a single ‘right order’ for the teaching units.
Please note: These Programmes of Study are supposed to help the teacher but are not prescriptive. They can be adapted to suit the needs of your school and pupils, reflecting their needs and backgrounds.
39
A lo
ng te
rm K
ey S
tage
Tw
o Pl
an u
sing
16 p
lann
ed in
vest
igat
ions
for R
E 7-
11 (4
for e
ach
year
gro
up)
Thes
e in
vest
igat
ions
can
be
used
in th
e or
der g
iven
bel
ow, w
hich
ena
bles
pro
gres
sion
in le
arni
ng, b
ut s
choo
ls a
re fr
ee to
rear
rang
e th
em if
they
wis
h, e
.g. t
o ac
com
mod
ate
the
lear
ning
nee
ds o
f mix
ed a
ge c
lass
es. S
ome
exam
ples
of d
etai
led
plan
ning
for t
hese
uni
ts
of w
ork
are
to b
e m
ade
avai
labl
e on
the
RE A
gree
d Sy
llabu
s Su
ppor
t web
site
. Ye
ar 3
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill e
nabl
e le
arne
rs to
ac
hiev
e?
Impa
ct: W
hat o
utco
mes
will
pu
pils
ach
ieve
? Ye
ar 3
U
nit N
umbe
r 3.1
Them
e
Belie
fs a
nd
ques
tions
: En
quir
y Q
uest
ions
W
hat d
iffer
ence
do
es it
mak
e to
be
a Ch
ristia
n?
How
do
Chris
tian
peop
le’s
bel
iefs
ab
out G
od, J
esus
, th
e w
orld
and
oth
ers
have
impa
ct o
n th
eir
lives
? Re
ligio
n: C
hris
tiani
ty
Key
conc
epts
and
w
ords
Re
ligio
n, C
hris
tian,
sp
iritu
al, C
hris
tmas
, Ea
ster
, Pen
teco
st,
Har
vest
Fes
tival
, co
mm
itmen
t, va
lues
.
Know
ledg
e:
Pupi
ls w
ill le
arn
ab
out B
ible
sto
ries
that
lie
behi
nd th
e ce
lebr
atio
ns o
f Ch
ristm
as, E
aste
r, Pe
ntec
ost a
nd H
arve
st.
ab
out c
onte
mpo
rary
pr
actic
es in
rela
tion
to
thes
e fo
ur fe
stiv
ities
.
abou
t key
Chr
istia
n id
eas:
in
carn
atio
n, tr
inity
, cr
ucifi
xion
, res
urre
ctio
n an
d th
e H
oly
Spiri
t.
abou
t the
‘fru
it of
the
Spiri
t’ (G
alat
ians
5:2
2)
Skill
s Pu
pils
will
exp
lore
, dis
cuss
and
ap
ply
conc
epts
in th
eir
lean
ing:
Chr
istia
n be
liefs
abo
ut
crea
tion,
God
, com
mun
ity a
nd
com
mitm
ent t
o G
od a
nd
hum
anity
. Pup
ils w
ill le
arn
abou
t val
ues,
incl
udin
g lo
ve,
gene
rosi
ty, p
atie
nce,
fa
ithfu
lnes
s an
d se
lf-co
ntro
l.
Pupi
ls:
lear
n ab
out C
hris
tian
com
mitm
ent b
y de
scri
bing
som
e sp
iritu
al
way
s of
cel
ebra
ting
Chris
tian
fest
ival
s, in
clud
ing
Chris
tmas
, Ea
ster
, Pen
teco
st a
nd H
arve
st, c
onne
ctin
g th
e st
orie
s to
Bi
blic
al s
torie
s an
d co
ncep
ts.
ref
lect
thou
ghtf
ully
on
the
reas
ons
why
som
e pe
ople
val
ue
such
cel
ebra
tions
ver
y hi
ghly
, but
oth
ers
not a
t all,
con
side
ring
the
valu
es th
at li
e be
hind
the
stor
ies
and
cele
brat
ions
(A1)
; e
xpre
ss a
nd c
omm
unic
ate
thei
r und
erst
andi
ng o
f the
ch
alle
nges
of c
omm
itmen
t for
a C
hris
tian
pers
on a
nd a
Ch
ristia
n co
mm
unity
. The
y co
nsid
er: w
hat d
iffer
ence
doe
s be
lievi
ng in
Jes
us m
ake
to C
hris
tians
? The
y ca
n st
udy
this
th
roug
h ex
amin
ing
the
life
and
wor
k of
a lo
cal c
hurc
h: li
s t te
n th
ings
the
Chur
ch d
oes
to p
ut te
n te
achi
ngs
of J
esus
into
ac
tion
(a g
ood
oppo
rtun
ity to
wel
com
e a
Chris
tian
visi
tor t
o sc
hool
) (B2
); d
escr
ibe
and
unde
rsta
nd li
nks
betw
een
Bibl
e st
orie
s of
cr
eatio
n an
d Ch
ristia
n be
liefs
abo
ut G
od a
s th
e cr
eato
r (A2
); d
iscu
ss a
rang
e of
idea
s ab
out s
ome
‘big
que
stio
ns’,
e.g.
wha
t do
Chr
istia
ns b
elie
ve a
bout
God
? Wha
t diff
eren
t vie
ws
do w
e kn
ow a
bout
the
begi
nnin
gs o
f life
on
Eart
h? D
id G
od m
ake
us
all,
or a
re w
e an
acc
iden
t? Is
Gen
esis
1 a
stor
y ab
out h
uman
na
ture
or a
bout
how
the
wor
ld w
as m
ade?
d
evel
op id
eas
abou
t diff
eren
t way
s sc
ienc
e an
d re
ligio
ns
hand
le q
uest
ions
of o
rigin
s, w
here
we
com
e fr
om, a
nd w
hy
hum
ans
are
sign
ifica
nt in
the
univ
erse
, thi
nkin
g ab
out t
wo
or
mor
e di
ffer
ent a
nsw
ers
to th
e qu
estio
ns (C
1).
Mos
t pup
ils w
ill:
D
escr
ibe
wha
t Chr
istia
ns
do a
t tw
o di
ffer
ent
fest
ival
s
Conn
ect t
he c
eleb
ratio
ns
to B
ible
text
s an
d to
be
liefs
abo
ut G
od
A
sk a
nd a
nsw
er q
uest
ions
ab
out h
ow a
nd w
hy
Chri
stia
ns c
eleb
rate
God
’s
crea
tion,
Jesu
s bo
rn in
Be
thle
hem
, Eas
ter a
nd
Har
vest
Expr
ess
thei
r ow
n id
eas
abou
t the
dee
per
mea
ning
s of
thes
e fe
stiv
als
Co
nsid
er id
eas
such
as
gene
rosi
ty, c
omm
unity
an
d lo
ve-in
-act
ion
Li
st s
imila
ritie
s be
twee
n th
e fo
ur d
iffer
ent
Chri
stia
n fe
stiv
als
Ex
plai
n th
eir o
wn
idea
s ab
out t
he C
reat
ion
stor
ies
of G
enes
is 1
and
2.
40
Inte
nti
on
s: W
hat
do
we
w
ant
pu
pils
to
lear
n?
Imp
lem
en
tati
on
: Wh
at k
ind
of
acti
viti
es
wil
l en
able
lear
ne
rs
to a
chie
ve?
Imp
act:
Wh
at o
utc
om
es
will
pu
pil
s ac
hie
ve?
Ye
ar 3
U
nit
Nu
mb
er
3.2
Th
em
e
Re
ligio
n, f
amily
an
d
com
mu
nit
y: P
raye
r
En
qu
iry
Qu
est
ion
H
ow
do
re
ligio
us
fam
ilie
s an
d
com
mu
nit
ies
pra
ctic
e
the
ir f
aith
? T
he
e
xam
ple
of
pra
yer.
Re
ligio
ns:
C
hri
stia
ns
and
M
usl
ims
Kn
ow
led
ge
: P
up
ils w
ill le
arn
: ▪
abo
ut
the
pra
ctic
e,
me
anin
g a
nd
imp
ort
ance
of
the
5d
aily
Isla
mic
pra
yers
▪ab
ou
t th
e m
ean
ing
and
use
of
the
Lo
rd’s
Pra
yer
in C
hri
stia
nit
y,▪
abo
ut
pra
yer
at a
mo
squ
e o
r a
chu
rch
,▪
abo
ut
be
liefs
ab
ou
tA
llah
/ G
od
an
dp
raye
r in
th
ed
iffe
ren
t re
ligio
ns.
Sk
ills
: P
up
ils w
ill p
ract
ice
th
e
skill
s o
f se
ein
g m
ean
ing
in
rit
ual
s, s
ug
ge
stin
g
wh
at a
ctio
ns,
sym
bo
ls
and
ide
as m
ean
, e
xpla
inin
g m
ean
ing
to
e
ach
oth
er.
Ke
y co
nce
pts
an
d w
ord
s R
elig
ion
, Mu
slim
, Isl
am,
mo
squ
e, Q
ur’
an,
Pro
ph
et,
Ch
rist
ian
, sp
irit
ual
, rit
ual
, lit
urg
y,
pra
yer,
mo
squ
e, c
hu
rch
, co
mm
itm
ent,
val
ue
s.
Pu
pils
: ▪
pu
rsu
e a
n e
nq
uir
y in
to C
hri
stia
n a
nd
Isla
mic
pra
yer,
fin
din
go
ut
abo
ut
and
ex
plo
rin
g b
elie
fs a
nd
pra
ctic
es a
bo
ut
pra
yin
g5
tim
es
each
day
in Is
lam
an
d a
bo
ut
the
use
an
d m
ean
ing
of
the
Lo
rd’s
Pra
yer
in C
hri
stia
nit
y. G
et t
hem
to
th
ink
abo
ut
wo
rsh
ip, G
od
an
d h
um
an li
fe f
or
Ch
rist
ian
an
d M
usl
imp
eo
ple
(A
3);
▪fi
nd
ou
t ab
ou
t th
e m
ean
ing
s o
f sy
mb
ols
, wo
rds
and
act
ion
su
sed
in p
raye
r an
d w
ors
hip
su
ch a
s b
ow
ing
do
wn
, usi
ng
litu
rgy,
rit
ual
an
d s
ymb
ol,
pra
yin
g a
lon
e a
nd
in g
rou
ps
(A3)
;▪
fin
d o
ut
abo
ut
sim
ilar
itie
s an
d d
iffe
ren
ces
in C
hri
stia
n a
nd
Mu
slim
pra
yer
and
un
de
rsta
nd
ho
w t
he
pra
ctic
es
of
pra
yer
for
Ch
rist
ian
an
d M
usl
im p
eo
ple
can
bri
ng
th
e c
om
mu
nit
yto
ge
the
r at
ch
urc
h o
r m
osq
ue
, re
me
mb
eri
ng
lead
ers
incl
ud
ing
Je
sus
and
Pro
ph
et M
uh
amm
ad (
B2)
;▪
inve
stig
ate
th
e m
ean
ing
of
pra
yer
in t
he
se c
om
mu
nit
ies
and
con
sid
er
qu
esti
on
s ab
ou
t th
e v
alu
es
exp
ress
ed
in p
raye
rsfo
r th
em
selv
es,
ex
plo
rin
g t
he
ir o
wn
ide
as c
reat
ive
ly a
nd
con
ne
ctin
g id
eas
fro
m d
iffe
ren
t re
ligio
ns.
Ho
w, w
he
re,
wh
en
an
d w
hy
do
pe
op
le p
ray?
(B
2).
▪co
nsi
de
r th
e q
ue
stio
n: w
hy
do
so
me
pe
op
le p
ray
eve
ry d
ay,
bu
t o
the
r p
eo
ple
no
t at
all?
Co
nsi
de
r w
hy
som
e p
eo
ple
th
ink
pra
yer
is a
was
te o
f ti
me
an
d o
the
rs m
ake
it a
n im
po
rtan
tp
art
of
the
ir li
ves.
Mo
st p
up
ils w
ill:
▪D
esc
rib
e h
ow
a M
usl
im p
rays
▪D
esc
rib
e h
ow
a C
hri
stia
n p
rays
▪C
on
ne
ct id
eas
an
d b
elie
fs t
ow
hat
pe
op
le in
th
ese
tw
ore
lig
ion
s d
o.
▪A
sk a
nd
an
swe
r q
ue
stio
ns
abo
ut
pra
yer
in Is
lam
an
dC
hri
stia
nit
y▪
Re
spo
nd
th
ou
gh
tfu
lly
to b
eli
efs
and
ide
as a
bo
ut
pra
yer
▪D
iscu
ss q
ue
stio
ns
abo
ut
pra
yer
that
co
me
up
in t
he
stu
dy.
▪Li
st s
imila
riti
es
be
twe
en
th
etw
o w
ays
of
pra
yer
inC
hri
stia
nit
y an
d Is
lam
41
Inte
nti
on
s: W
hat
do
we
w
ant
pu
pils
to
lear
n?
Imp
lem
en
tati
on
: Wh
at k
ind
of
acti
viti
es
wil
l en
able
lear
ne
rs
to a
chie
ve?
Imp
act:
Wh
at o
utc
om
es
will
pu
pil
s ac
hie
ve?
Ye
ar 3
U
nit
Nu
mb
er
3.3
Th
em
e
Wo
rsh
ip a
nd
sac
red
p
lace
s:
En
qu
iry
Qu
est
ion
W
he
re, h
ow
an
d w
hy
do
pe
op
le w
ors
hip
?
Inve
stig
atin
g p
lace
s o
f w
ors
hip
in
No
ttin
gh
am C
ity
and
N
ott
ing
ham
shir
e.
Re
ligio
ns:
M
usl
ims,
Hin
du
s,
Ch
rist
ian
s
Ke
y co
nce
pts
an
d
wo
rds
Re
ligio
n, H
ind
u,
Mu
slim
, Isl
am,
Ch
rist
ian
, wo
rsh
ip,
chu
rch
, mo
squ
e,
man
dir
, Tri
nit
y, A
llah
, g
od
s an
d g
od
de
sse
s,
spir
itu
al, r
itu
al, l
itu
rgy,
p
raye
r, s
acre
d,
com
mit
men
t, v
alu
es.
Kn
ow
led
ge
: P
up
ils w
ill le
arn
: ▪
abo
ut
Ch
urc
he
s,M
osq
ues
an
dM
and
irs
and
th
ew
ays
the
seb
uild
ing
s e
xpre
sske
y id
eas
ab
ou
tb
elie
f an
d w
ors
hip
.▪
4 k
ey
term
s in
rela
tio
n t
o e
ach
bu
ildin
g.
▪to
ide
nti
fysi
mila
riti
es
be
twe
en t
he
pla
ces
of
wo
rsh
ip▪
to c
on
ne
ct f
eat
ure
so
f th
e b
uild
ing
s to
relig
iou
s b
elie
fs,
teac
hin
gs,
pra
ctic
esan
d w
ays
of
livin
g.
Sk
ills
: P
up
ils le
arn
to
ob
serv
e,
no
tice
, nam
e, d
esc
rib
e
and
re
me
mb
er
asp
ect
s o
f w
ors
hip
in d
iffe
ren
t re
ligio
us
bu
ildin
gs.
Pu
pils
: ▪
pu
rsu
e a
n e
nq
uir
y in
to lo
cal p
lace
s o
f w
ors
hip
an
d b
elie
fsab
ou
t w
ors
hip
, re
lati
ng
th
e m
ean
ing
s o
f sy
mb
ols
an
dac
tio
ns
use
d in
wo
rsh
ip t
o e
ven
ts a
nd
te
ach
ing
s fr
om
th
ere
ligio
ns
the
y st
ud
y (A
3);
▪g
ath
er
info
rmat
ion
an
d n
ew
ke
y w
ord
s fr
om
vid
eo
, vis
its,
visi
tors
, im
age
s an
d w
ritt
en
so
urc
es
to w
iden
th
eir
kno
wle
dg
e o
f re
ligio
us
bu
ildin
gs
and
wo
rsh
ip, s
ee
ing
sim
ilari
tie
s an
d d
iffe
ren
ces
be
twe
en c
hu
rch
es, m
osq
ues
and
man
dir
s. F
ind
ou
t ab
ou
t T
rin
ity,
Alla
h a
nd
th
e g
od
s an
dg
od
de
sse
s o
f H
ind
u w
ors
hip
.▪
con
sid
er:
wh
at h
app
en
s in
ho
ly b
uild
ing
s? L
inki
ng
to
His
tory
an
d D
esi
gn
Te
chn
olo
gy
pu
pils
co
nsi
de
r h
ow
th
ear
chit
ect
ure
, fu
rnit
ure
an
d u
ses
of
chu
rch
es,
man
dir
s,m
osq
ues
or
syn
ago
gu
es,
exp
ress
th
e c
om
mu
nit
y’s
way
of
life
, val
ue
s an
d b
elie
fs (
B1)
;▪
dis
cuss
an
d p
rese
nt
tho
ug
htf
ull
y th
eir
ow
n a
nd
oth
ers
’vi
ew
s o
n c
hal
len
gin
g q
ue
stio
ns
abo
ut
dif
fere
nt
kin
ds
of
relig
iou
s b
elo
ng
ing
in N
ott
ing
ham
Cit
y an
dN
ott
ing
ham
shir
e t
od
ay, p
rese
nti
ng
wh
at t
he
y h
ave
fo
un
do
ut
abo
ut
wo
rsh
ip c
lear
ly a
nd
th
ou
gh
tfu
lly in
a v
arie
ty o
fw
ays
incl
ud
ing
fo
r e
xam
ple
de
sig
n a
nd
mo
de
llin
g, p
ho
toal
bu
m d
esc
rip
tio
ns
and
rec
ou
nts
, Q&
A, p
oet
ry o
r ar
t (C
1).
▪w
rite
a t
ho
ug
htf
ul p
rop
osa
l fo
r a
ne
w r
elig
iou
s b
uild
ing
for
the
ir lo
cal a
rea,
incl
ud
ing
th
eir
ide
as f
or
de
sig
n,
acti
viti
es,
key
co
nce
pts
of
wo
rsh
ip a
nd
th
e u
se o
f su
ch a
bu
ildin
g.
Mo
st p
up
ils w
ill:
▪D
esc
rib
e 4
ke
y fe
atu
res
of
eac
ho
f th
ree
re
lig
iou
s b
uil
din
gs,
am
osq
ue
, man
dir
an
d c
hu
rch
▪C
on
ne
ct t
he
ke
y fe
atu
res
of
the
bu
ild
ing
s w
ith
be
lie
fsab
ou
t G
od
in e
ach
re
ligio
n▪
Ask
an
d a
nsw
er
qu
est
ion
sab
ou
t at
leas
t th
ree
dif
fere
nt
way
s th
e r
elig
iou
s b
uil
din
gs
are
use
d b
y th
e d
iffe
ren
tco
mm
un
itie
s▪
Re
spo
nd
th
ou
gh
tfu
lly
to t
he
task
of
de
sig
nin
g a
ne
wre
lig
iou
s b
uil
din
g f
or
the
irlo
calit
y▪
Co
nsi
de
r id
eas
su
ch a
s ‘a
frie
nd
ly b
uil
din
g’,
‘a h
ou
se o
fG
od
’, ‘a
sp
irit
ual
sp
ace
’ an
d s
ayw
hat
th
ey
thin
k m
ake
s th
ese
bu
ildin
gs
spe
cial
.▪
Dis
cuss
qu
est
ion
s su
ch a
s: w
hy
do
we
ne
ed
re
ligio
us
bu
ildin
gs?
Wh
at e
mo
tio
ns
do
we
fe
el i
n h
oly
sp
ace
s? Is
th
ew
ho
le e
arth
re
ally
a h
oly
spac
e?
Can
pe
op
le g
et c
lose
to
Go
d in
ho
ly b
uil
din
gs?
42
Inte
nti
on
s: W
hat
do
we
w
ant
pu
pils
to
lear
n?
Imp
lem
en
tati
on
: Wh
at k
ind
of
acti
viti
es
wil
l en
able
lear
ne
rs t
o
ach
ieve
? Im
pac
t: W
hat
ou
tco
me
s w
ill
pu
pil
s ac
hie
ve?
Ye
ar 3
U
nit
Nu
mb
er
3.4
T
he
me
In
spir
atio
nal
peo
ple
fr
om
th
e p
ast
En
qu
iry
Qu
est
ion
Wh
at c
an w
e le
arn
fro
m
insp
irin
g p
eo
ple
in
sacr
ed
te
xts
and
in t
he
h
isto
ry o
f re
ligio
ns?
Re
ligio
us
lead
ers
: M
ose
s, J
esu
s an
d
Mu
ham
mad
.
Re
ligio
ns:
C
hri
stia
ns,
Mu
slim
s an
d
Jew
ish
pe
op
le
No
n-r
elig
iou
s w
orl
dvi
ew
s su
ch a
s H
um
anis
m c
an a
lso
be
co
nsi
de
red
an
d s
o c
an
Sik
h G
uru
s.
Ke
y co
nce
pts
an
d w
ord
s R
elig
ion
, Mu
slim
, Je
wis
h, C
hri
stia
n,
spir
itu
al, P
rop
het
, E
xo
du
s, L
aw-g
ive
r,
Me
ssia
h, A
llah
, Qu
r’an
, N
ew
Te
stam
ent,
Go
spe
l, in
spir
atio
n, r
ole
-mo
de
l, co
mm
itm
ent,
val
ue
s.
Kn
ow
led
ge
P
up
ils w
ill le
arn
ab
ou
t:
▪at
leas
t tw
oe
xam
ple
s o
fin
spir
atio
nal
pe
op
lefr
om
th
e J
ew
ish
and
Ch
rist
ian
Bib
lesu
ch a
s A
bra
ham
,Ja
cob
, Jo
sep
h,
Mo
ses,
Dav
id,
Est
he
r, R
uth
(so
me
of
the
se a
re a
lso
pro
ph
ets
in Is
lam
).▪
exa
mp
les
of
sto
rie
san
d t
eac
hin
g f
rom
the
Ch
rist
ian
Go
spe
ls o
n t
he
life
,te
ach
ing
an
de
xam
ple
of
Jesu
s.▪
exa
mp
les
of
Isla
mic
sto
rie
s o
f th
e li
fe o
fth
e P
rop
het
Mu
ham
mad
[PB
UH
] an
d h
isco
mp
anio
ns,
an
d
fro
m Is
lam
ic
his
tory
.
Sk
ills
: P
up
ils w
ill p
ract
ice
th
e
skill
s o
f in
ferr
ing
be
liefs
an
d id
eas
ab
ou
t va
lues
fr
om
sto
rie
s an
d w
ill
pra
ctic
e w
riti
ng
b
iog
rap
hic
ally
ab
ou
t in
spir
atio
nal
fig
ure
s.
Pu
pils
: ▪
ex
plo
re t
he
live
s o
f ke
y re
ligio
us
pe
op
le in
Je
wis
h, C
hri
stia
nan
d M
usl
im s
tori
es,
de
scri
bin
g t
he
ch
alle
ng
es
the
y fa
ced
, an
dva
lue
s an
d c
om
mit
men
ts b
y w
hic
h t
hey
live
d (
A2)
.▪
resp
on
d t
ho
ug
htf
ull
y to
Jew
ish
sto
rie
s ab
ou
t M
ose
s as
th
ese
rvan
t o
f G
od
, le
arn
ing
fro
m s
tori
es o
f th
e E
xod
us
and
th
e 1
0C
om
man
dm
en
ts a
bo
ut
ho
w J
ew
ish
ide
as, f
est
ival
(P
esac
h)
and
sto
rie
s ar
e c
on
ne
cte
d (
A2)
;▪
resp
on
d t
ho
ug
htf
ull
y to
Ch
rist
ian
be
liefs
ab
ou
t Je
sus
as G
od
com
e d
ow
n t
o e
arth
, le
arn
ing
fro
m h
is li
fe, t
eac
hin
g a
nd
exa
mp
le, c
on
ne
ctin
g p
arab
les,
mir
acle
s an
d s
tori
es a
bo
ut
Jesu
s to
Ch
rist
ian
be
liefs
(A
2)▪
resp
on
d t
ho
ug
htf
ull
y to
sto
rie
s fr
om
th
e li
fe o
f th
e P
rop
he
tM
uh
amm
ad, c
on
ne
ctin
g M
usl
im b
elie
f an
d w
isd
om
to
th
est
ori
es
fro
m t
he
Qu
r’an
an
d H
adit
h t
o M
usl
im v
alu
es
and
ide
as(A
2)▪
con
sid
er
ho
w t
he
me
anin
gs
of
sto
rie
s o
f g
reat
lead
ers
are
exp
ress
ed
in v
arie
d c
on
tem
po
rary
way
s: s
acre
d w
riti
ng
,p
oe
try,
vid
eo
, sta
ine
d g
lass
an
d d
ram
a, w
eig
hin
g u
p t
he
eff
ect
iven
ess
of
the
dif
fere
nt
me
dia
in s
har
ing
th
ese
sto
rie
s(N
B:
Mu
slim
s d
o n
ot
de
pic
t A
llah
, Pro
ph
ets
or
the
irco
mp
anio
ns
in d
ram
a o
r im
age
ry)
(A3)
▪re
spo
nd
th
ou
gh
tfu
lly
to t
he
se ‘g
reat
live
s’, a
nd
to
th
e id
ea
of
insp
irat
ion
, or
of
a ro
le-m
od
el,
lear
nin
g f
rom
th
eir
ch
alle
ng
es
and
co
mm
itm
en
ts, l
inki
ng
to
His
tory
(B
2)
▪u
se t
he
ir t
hin
kin
g a
bo
ut
sto
rie
s o
f M
ose
s (L
aw-g
ive
r), J
esu
s(M
ess
iah
) an
d M
uh
amm
ad (
Pro
ph
et)
to e
xp
lore
ho
w J
ew
s,C
hri
stia
ns
and
Mu
slim
s to
day
re
me
mb
er
key
eve
nts
fro
m t
he
irh
isto
ry (
e.g
. in
Pas
sove
r, L
ent
or
Ram
adan
) (B
3)▪
dis
cuss
an
d p
rese
nt
tho
ug
htf
ull
y th
eir
ow
n a
nd
oth
ers
’ vie
ws
on
ch
alle
ng
ing
qu
esti
on
s ab
ou
t b
ein
g in
spir
ed
by
oth
ers,
an
dab
ou
t th
e w
ays
hu
man
co
ura
ge
an
d s
pir
itu
alit
y ca
n m
ake
ap
ers
on
an
exa
mp
le t
o o
ther
s (C
1)▪
ex
pre
ss a
nd
co
mm
un
icat
e t
he
ir o
wn
ide
as a
bo
ut
qu
est
ion
s o
nin
spir
atio
n, f
airn
ess
, fo
rgiv
en
ess
, fri
en
dsh
ip, c
om
mit
me
nt,
an
dco
ura
ge
. (C
3)
Mo
st p
up
ils w
ill:
▪D
esc
rib
e a
t le
ast
on
est
ory
ab
ou
t e
ach
of
the
sek
ey
fig
ure
s: M
ose
s, J
esu
san
d M
uh
amm
ad.
▪C
on
ne
ct t
he
ide
a o
fin
spir
atio
nal
lead
ers
to
the
sto
rie
s th
ey le
arn
▪A
sk a
nd
an
swe
rq
ue
stio
ns
abo
ut
lead
ers
hip
an
din
spir
atio
n, u
sin
g d
eta
ilsfr
om
th
e s
tori
es
the
yle
arn
ed
▪E
xp
ress
th
eir
ow
n v
iew
sab
ou
t w
ho
is in
spir
ing
and
wh
y▪
Co
nsi
de
r id
eas
su
ch a
s‘p
atri
arch
’ ‘p
rop
het
’ or
‘me
ssia
h’
▪Fr
om
th
e d
iffe
ren
tre
lig
ion
s: w
hat
do
th
ese
wo
rds
me
an?
Are
th
ey
sim
ilar
?▪
List
sim
ilari
tie
s b
etw
ee
nth
e k
ey
lead
ers
stu
die
d.
No
te t
hat
a s
tud
y o
f a
Sik
h
Gu
ru w
he
re S
ikh
pu
pil
s ar
e
pre
sen
t in
th
e s
cho
ol i
s an
ap
pro
pri
ate
ad
dit
ion
to
th
is
un
it o
f w
ork
. Su
pp
lem
en
tary
su
pp
ort
mat
eri
als
abo
ut
Gu
ru
Nan
ak a
nd
Gu
ru G
ob
ind
S
ing
h a
re p
rovi
de
d o
n t
he
w
eb
site
.
43
Year
4 P
rogr
amm
e of
Stu
dy
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill e
nabl
e le
arne
rs to
ach
ieve
? Im
pact
: Wha
t out
com
es
will
pup
ils a
chie
ve?
Year
4
Uni
t Num
ber 4
.1 Th
eme
The
jour
ney
of li
fe
and
deat
h:
Enqu
iry
Que
stio
n W
hy d
o so
me
peop
le
thin
k lif
e is
like
a
jour
ney?
Whe
re d
o w
e go
? Wha
t do
diff
eren
t pe
ople
thin
k ab
out l
ife
afte
r dea
th?
Relig
ions
: Ch
rist
iani
ty,
Hin
duis
m, I
slam
N
on-r
elig
ious
w
orld
view
s su
ch a
s H
uman
ism
can
als
o be
co
nsid
ered
Ke
y co
ncep
ts a
nd
wor
ds
Relig
ion,
Mus
lim,
Hin
du, C
hris
tian,
H
uman
ist,
belie
fs, l
ife
afte
r dea
th, d
estin
y,
wor
ship
, ritu
al, s
oul,
spiri
tual
, com
mitm
ent,
valu
es, h
eave
n,
para
dise
.
Know
ledg
e:
Pupi
ls w
ill le
arn:
key
way
s in
whi
ch C
hris
tians
, H
indu
s an
d M
uslim
s se
e lif
e as
a jo
urne
y.
to
gat
her a
nd u
se
info
rmat
ion
abou
t the
key
m
omen
ts m
arke
d by
ritu
als
for w
elco
min
g a
baby
, be
com
ing
an a
dult,
ce
lebr
atin
g a
mar
riage
and
fu
nera
l ritu
als.
abou
t a ra
nge
of id
eas
abou
t di
ffer
ent c
once
pts
of a
n af
terli
fe s
uch
as M
uslim
pa
radi
se, C
hris
tian
heav
en
and
Hin
du re
inca
rnat
ion
and
Mok
sha.
abou
t non
-relig
ious
vie
ws,
fo
r exa
mpl
e ab
out H
uman
ist
com
mitm
ent t
o ‘th
e on
e lif
e w
e ha
ve.’
Skill
s:
Pupi
ls w
ill u
se a
nd d
evel
op s
kills
of
exp
ress
ing
unde
rsta
ndin
g an
d ha
ndlin
g va
ried
pers
pect
ives
. Cr
ucia
l for
RE
at th
is s
tage
is th
e ab
ility
to re
cogn
ize
diff
eren
t re
ason
able
idea
s.
Pupi
ls:
fin
d ou
t abo
ut a
nd d
escr
ibe
som
e w
ays
in w
hich
di
ffer
ent r
elig
ions
see
life
as
a jo
urne
y, u
sing
exa
mpl
es
of b
aby-
wel
com
ing
cere
mon
ies
from
Mus
lims,
Hin
dus,
H
uman
ists
and
Chr
istia
ns (C
hris
teni
ng w
ill h
ave
been
st
udie
d in
an
earli
er u
nit)
(A1)
; m
ake
conn
ectio
ns b
etw
een
diff
eren
t fea
ture
s of
the
relig
ions
and
wor
ldvi
ews
they
stu
dy, d
isco
verin
g m
ore
abou
t cel
ebra
tions
, wor
ship
, and
the
ritua
ls w
hich
mar
k im
port
ant p
oint
s in
life
in o
rder
to re
flect
thou
ghtf
ully
on
thei
r ow
n id
eas
abou
t the
‘jou
rney
of l
ife’ (
A1);
com
pare
how
Chr
istia
ns, M
uslim
s, H
indu
s or
Hum
anis
ts
cele
brat
e a
new
bab
y’s
birt
h, b
ecom
ing
an a
dult,
a
mar
riage
or t
he li
fe o
f som
eone
who
has
die
d an
d re
flect
on
idea
s of
thei
r ow
n ab
out l
ife’s
mile
ston
es in
di
scus
sion
s or
in w
ritin
g (B
1);
dev
elop
thei
r und
erst
andi
ng o
f bel
iefs
abo
ut li
fe a
fter
de
ath
in a
t lea
st tw
o re
ligio
ns o
r oth
er w
orld
view
s th
roug
h se
ekin
g an
swer
s to
thei
r ow
n qu
estio
ns,
cons
ider
ing
relig
ious
sou
rces
of w
i sdo
m a
nd a
rtic
ulat
ing
reas
ons
for t
heir
own
idea
s an
d re
spon
ses
(B1)
. u
nder
stan
d th
e lin
k be
twee
n re
ligio
us id
eas
abou
t ‘d
estin
y’ o
r ‘de
stin
atio
ns’ a
t the
end
of l
ife a
nd th
e w
ays
relig
ious
peo
ple
live
now
(C1)
. c
onsi
der s
imila
ritie
s an
d di
ffer
ence
s be
twee
n va
ried
view
s of
que
stio
ns a
bout
life
’s m
eani
ng a
nd th
e po
ssib
ility
of a
nex
t life
, disc
ussi
ng a
rang
e of
vie
ws
thou
ghtf
ully
(C1)
. w
rite
thou
ghtf
ully
abo
ut th
eir o
wn
life
as a
jour
ney,
and
its
key
mile
ston
es, i
n re
latio
n to
the
view
s th
ey h
ave
lear
ned.
Mos
t pup
ils w
ill b
e ab
le to
:
Des
crib
e 4
diff
eren
t be
liefs
abo
ut li
fe a
fter
de
ath
Sh
ow th
at th
ey
unde
rsta
nd w
hy li
fe is
lik
e a
jour
ney
Co
nnec
t at l
east
two
view
poin
ts th
ey h
ave
stud
ied
with
text
s fr
om
diff
eren
t rel
igio
ns
Co
nsid
er v
arie
d an
swer
s to
que
stio
ns
abou
t life
as
a jo
urne
y an
d ab
out a
fter
life
Ex
pres
s re
ason
s w
hy
they
hol
d th
eir o
wn
view
s ab
out l
ife a
fter
de
ath
Ex
plai
n si
mila
ritie
s an
d di
ffer
ence
s be
twee
n H
indu
, Chr
istia
n,
Mus
lim a
nd H
uman
ist
idea
s ab
out t
he
purp
oses
of l
ife a
nd li
fe
afte
r dea
th.
44
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill e
nabl
e le
arne
rs
to a
chie
ve?
Impa
ct: W
hat o
utco
mes
w
ill p
upils
ach
ieve
? Ye
ar 4
U
nit N
umbe
r 4.2
Th
eme
Sym
bols
and
relig
ious
ex
pres
sion
: En
quir
y Q
uest
ion
How
do
peop
le
expr
ess
thei
r rel
igio
us
and
spiri
tual
idea
s on
pi
lgrim
ages
? Re
ligio
ns: I
slam
, H
indu
ism
, Ch
rist
iani
ty, n
on-
relig
ious
wor
ldvi
ews
Key
conc
epts
and
w
ords
Re
ligio
n, M
uslim
, H
indu
, Chr
istia
n,
spiri
tual
, pilg
rim,
pilg
rimag
e, ri
tual
, sy
mbo
l, co
mm
unity
, co
mm
itmen
t, va
lues
.
Know
ledg
e:
Pupi
ls w
ill le
arn:
abou
t pilg
rimag
es a
nd
relig
ious
jour
neys
to, f
or
exam
ple,
Mak
kah
(Mus
lim),
Vara
nasi
(Hin
du)
and
Lour
des,
Iona
or t
he
Hol
y La
nd (C
hris
tian)
.
deta
ils a
bout
and
reas
ons
for r
itual
and
pra
ctic
e on
pi
lgrim
ages
.
to re
flect
abo
ut h
ow th
e jo
urne
y of
a p
erso
n w
ho is
sp
iritu
al b
ut n
ot re
ligio
us
mig
ht b
e lik
e a
relig
ious
pi
lgrim
age.
abou
t loc
al p
lace
s of
pi
lgrim
age
(suc
h as
Bet
h Sh
alom
or S
outh
wel
l M
inst
er) a
nd to
refle
ct
upon
wha
t kin
d of
pi
lgrim
ages
thes
e re
pres
ent.
Skill
s:
Pupi
ls w
ill u
se a
nd d
evel
op
skill
s of
exp
ress
ing
unde
rsta
ndin
g an
d ha
ndlin
g va
ried
pers
pect
ives
on
pilg
rimag
e. C
ruci
al fo
r RE
at
this
sta
ge is
the
abili
ty to
re
cogn
ise
diff
eren
t rea
sona
ble
idea
s an
d de
scrib
e va
ried
relig
ious
pra
ctic
e an
d its
m
eani
ngs.
Pupi
ls:
con
side
r why
peo
ple
go o
n pi
lgrim
ages
. The
y w
ill u
se a
ra
nge
of e
xciti
ng s
timul
i to
find
out a
bout
pilg
rimag
es a
nd
mak
e so
me
conn
ectio
ns b
etw
een
jour
neys
to V
aran
asi f
or
Hin
dus,
Haj
j fo r
Mus
lims
and
pilg
rimag
e to
Lou
rdes
, Ion
a or
th
e ‘H
oly
Land
’ for
Chr
istia
ns, d
escr
ibin
g th
e m
otiv
es p
eopl
e ha
ve fo
r mak
ing
spiri
tual
jour
neys
. The
y m
ight
imag
ine
plan
ning
a p
ilgrim
age
in d
etai
l to
show
they
can
con
nect
sp
iritu
al id
eas
with
relig
ious
pra
ctic
e (A
1);
sug
gest
how
and
why
bel
ongi
ng to
a c
omm
unity
and
ex
pres
sing
spi
ritua
lty in
, for
exa
mpl
e, th
e m
emor
ies,
sto
ries,
m
usic
, ritu
als,
em
otio
ns a
nd e
xper
ienc
es o
f pilg
rimag
es
mig
ht b
e va
luab
le to
Hin
dus,
Mus
lims
or C
hris
tians
(B2)
c
onsi
der a
jour
ney
to a
spi
ritua
l pla
ce th
at is
take
n by
peo
ple
who
are
spi
ritua
l, bu
t not
relig
ious
– e
.g. t
o St
oneh
enge
, to
a w
onde
rful
pla
ce in
the
wor
ld o
f nat
ure,
to a
pla
ce a
ssoc
iate
d w
ith th
eir f
amily
his
tory
. How
sim
ilar o
r diff
eren
t is
this
to a
pi
lgrim
age?
Wha
t are
the
key
diff
eren
ces
betw
een
pilg
rims
and
tour
ists
? li
nkin
g to
Eng
lish,
pup
ils fi
nd o
ut m
ore
abou
t diff
eren
t fo
rms
of w
orsh
ip, p
raye
r and
med
itatio
n in
diff
eren
t co
mm
uniti
es a
nd o
n di
ffer
ent p
ilgrim
ages
, and
writ
e cr
eativ
ely
and
thou
ghtf
ully
som
e so
ngs,
pra
yers
or
med
itatio
ns s
uite
d to
par
ticul
ar o
ccas
ions
and
com
mun
ities
(B
3);
link
ing
with
the
expr
essi
ve a
rts
curr
icul
um, p
upils
cre
ate
wor
ks o
f art
or m
usic
whi
ch e
xpre
ss th
eir u
nder
stan
ding
of
wha
t it m
eans
to b
elon
g to
a re
ligio
n or
wor
ldvi
ew, i
nclu
ding
to
und
erta
ke a
spi
ritua
l jou
rney
, ref
lect
ing
on th
eir w
ork
on
pilg
rimag
e, s
ymbo
l and
relig
ious
exp
ress
ion
(C1)
. w
rite
thou
ghtf
ully
abo
ut a
pla
ce o
n ea
rth
whe
re th
ey w
ould
lik
e to
trav
el n
ot a
s a
tour
ist o
r jus
t for
fun,
but
hop
ing
to
find
spiri
tual
str
engt
h or
enl
ight
enm
ent,
conn
ectin
g th
eir
idea
s to
pilg
rimag
es th
ey h
ave
stud
ied
(C1)
.
Mos
t pup
ils w
ill b
e ab
le to
:
Des
crib
e so
me
relig
ious
bel
iefs
that
un
derl
ie th
e pr
actic
e of
pilg
rim
ages
in a
t le
ast t
wo
relig
ions
Show
that
they
un
ders
tand
why
a
spir
itual
jour
ney
can
chan
ge p
eopl
e’s
lives
, gi
ving
exa
mpl
es
Co
nsid
er v
arie
d an
swer
s to
que
stio
ns
abou
t the
pur
pose
s of
go
ing
on a
pilg
rim
age
Ex
pres
s re
ason
s w
hy
they
wou
ld c
hoos
e th
eir o
wn
kind
of
pilg
rim
age
if th
ey
coul
d.
A
pply
the
idea
of
spir
itual
jour
neys
for
them
selv
es
Ex
plai
n si
mila
ritie
s an
d di
ffer
ence
s be
twee
n va
ried
app
roac
hes
to
pilg
rim
age
from
di
ffer
ent r
elig
ions
and
w
orld
view
s
45
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill e
nabl
e le
arne
rs to
ac
hiev
e?
Impa
ct: W
hat o
utco
mes
will
pu
pils
ach
ieve
? Ye
ar 4
U
nit N
umbe
r 4.3
Th
eme
Sp
iritu
al e
xpre
ssio
n En
quir
y Q
uest
ion
Chri
stia
nity
, mus
ic
and
wor
ship
: wha
t ca
n w
e le
arn?
Re
ligio
n: C
hris
tiani
ty
and
also
the
idea
of
bein
g ‘s
piri
tual
but
no
n -re
ligio
us’
Know
ledg
e:
Re
ligio
us c
onte
nt w
ill
incl
ude
diff
eren
t exa
mpl
es
of th
e m
usic
of t
he
Chris
tian
com
mun
ity,
expl
ored
in d
epth
as
form
s of
spi
ritua
l exp
ress
ion
and
wor
ship
.
Pupi
ls w
ill g
ain
know
ledg
e ab
out e
xam
ples
of m
usic
fr
om C
hris
tiani
ty in
clud
ing
Chris
tmas
car
ols,
a fa
mou
s hy
mn,
the
Hal
lelu
jah
chor
us, c
onte
mpo
rary
w
orsh
ip m
usic
and
Ch
ristia
ns s
ongs
for
child
ren.
Thes
e ca
n be
com
pare
d w
ith m
usic
from
any
so
urce
s w
hich
pup
ils fi
nd
spiri
tual
ly in
tere
stin
g or
in
spiri
ng.
Skill
s:
List
enin
g, d
iscu
ssio
n an
d se
lf-ex
pres
sion
ski
lls, i
nclu
ding
m
usic
al a
ppre
ciat
ion
are
cent
ral t
o th
is u
nit o
f wor
k.
Key
conc
epts
and
wor
ds
Relig
ion,
Chr
istia
n, s
pirit
ual,
wor
ship
, dev
otio
n, b
elie
f, se
lf-ex
pres
sion
Pupi
ls:
list
en to
and
con
side
r spi
ritua
l mus
ic in
way
s th
at e
nabl
e th
em
to d
iscu
ss th
e m
eani
ngs
and
impa
cts
of th
e m
usic
and
co
nsid
er th
e m
eani
ngs
of w
ords
use
d in
mus
ical
wor
ship
. li
nkin
g to
the
mus
ic c
urric
ulum
, exp
lore
and
resp
ond
thou
ghtf
ully
to e
xam
ples
of C
hris
tian
mus
ic s
uch
as P
salm
s,
Chris
tmas
car
ols
and
song
s, fa
mou
s hy
mns
(e.g
. Abi
de w
ith
Me,
All
thin
gs B
right
and
Bea
utifu
l, Ch
rist t
he L
ord
is R
isen
To
day)
, Han
del’s
‘Hal
lelu
jah
Chor
us’,
cont
empo
rary
wor
ship
m
usic
and
Chr
istia
n so
ngs
for c
hild
ren.
(A2
) d
escr
ibe
the
impa
ct o
f exa
mpl
es o
f rel
igio
us m
usic
on
thos
e w
ho s
ing
or p
lay
it, e
xplo
ring
spiri
tual
idea
s an
d qu
estio
ns:
does
mus
ic c
reat
e ca
lm, e
xcite
men
t, w
orsh
ip o
r a s
ense
of t
he
pres
ence
of G
od? H
ow a
re C
hris
tian
belie
fs e
xpre
ssed
in
mus
ic? H
ow d
o Ch
ristia
ns u
se te
xts
from
the
Bibl
e in
thei
r m
usic
? (A3
) e
xpre
ss th
eir o
wn
idea
s ab
out r
elig
ious
and
spi
ritua
l mus
ic,
iden
tifyi
ng p
iece
s of
mus
ic th
at m
ake
them
feel
cal
m, e
xcite
d,
peac
eful
, joy
ful o
r per
haps
wor
ship
ful o
r clo
se to
God
. The
y co
nsid
er th
ough
tful
ly is
sues
and
que
stio
ns, g
ivin
g re
ason
s fo
r th
eir t
houg
hts
(A3)
d
iscu
ss a
nd d
ebat
e re
ason
s w
hy m
usic
mat
ters
to u
s an
d en
able
s us
to e
xpre
ss d
eep
feel
ings
and
idea
s, in
clud
ing
spiri
tual
feel
ings
and
idea
s fo
r som
e pe
ople
(C1)
c
onsi
der t
he q
uest
ion:
wha
t pie
ces
of m
usic
are
spi
ritua
l or
insp
iring
for m
e? If
they
cho
se a
pla
ylis
t cal
led
‘spi
ritua
l’ fr
om
spot
ify o
r tik
-tok ,
wha
t pie
ces
of m
usic
wou
ld th
ey in
clud
e an
d w
hy? T
he c
lass
mig
ht li
ke to
pla
y ex
ampl
es o
f the
ir ow
n sp
iritu
al m
usic
to e
ach
othe
r and
dis
cuss
how
this
cho
ice
is
diff
eren
t for
eac
h pe
rson
(C1)
. w
rite
an
acco
unt o
f the
ir ow
n vi
ews
abou
t spi
ritua
lity
and
mus
ic, g
ivin
g so
me
exam
ples
of t
heir
own.
Mos
t pup
ils w
ill b
e ab
le to
:
Des
crib
e be
liefs
and
pr
actic
e ab
out w
orsh
ip
with
mus
ic in
Ch
rist
iani
ty
Sh
ow th
at th
ey
unde
rsta
nd h
ow a
nd
why
Chr
istia
ns u
se m
usic
to
exp
ress
bel
iefs
abo
ut
God
and
dev
otio
n to
God
Cons
ider
var
ied
answ
ers
to q
uest
ions
abo
ut w
hy
mus
ic m
atte
rs in
hum
an
life
and
in re
ligio
us li
fe
Ex
pres
s re
ason
s w
hy
part
icul
ar p
iece
s of
m
usic
are
spi
ritu
al fo
r th
em
A
pply
the
idea
of
spir
itual
ity fo
r th
emse
lves
Expl
ain
sim
ilari
ties
and
diff
eren
ces
betw
een
exam
ples
of t
he m
usic
Ch
rist
ians
use
from
the
past
and
in
cont
empo
rary
wor
ship
46
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill e
nabl
e le
arne
rs to
ac
hiev
e?
Impa
ct: W
hat o
utco
mes
w
ill p
upils
ach
ieve
? Ye
ar 4
U
nit N
umbe
r 4.4
Th
eme
Relig
ion,
fam
ily,
com
mun
ity, w
orsh
ip,
cele
brat
ion,
way
s of
liv
ing
Enqu
iry
Que
stio
n H
ow d
o H
indu
fam
ilies
pr
actis
e th
eir f
aith
? W
hat a
re th
e de
eper
m
eani
ngs
of s
ome
Hin
du fe
stiv
als?
Re
ligio
n: H
indu
ism
Know
ledg
e:
Pu
pils
will
gai
n kn
owle
dge
abou
t Hin
du w
orsh
ip a
nd
cele
brat
ion,
incl
udin
g de
tails
info
rmat
ion
abou
t st
orie
s of
Ram
a an
d Si
ta,
cele
brat
ions
of D
ival
i and
at
leas
t one
oth
er H
indu
fe
stiv
al in
bot
h In
dia
and
in
the
UK,
They
will
exp
lore
Hin
du
idea
s ab
out g
ods
and
godd
esse
s, w
orsh
ip in
the
hom
e an
d M
andi
r, be
liefs
an
d va
lues
exp
ress
ed in
st
orie
s, fe
stiv
ities
and
w
orsh
ip a
nd le
arni
ng fr
om
Hin
du c
omm
unity
life
. Sk
ills:
D
iscu
ssio
n, g
athe
ring
info
rmat
ion
from
vid
eo, s
tory
, vi
sual
reso
urce
s an
d w
here
po
ssib
le in
terv
iew
s or
vis
its,
infe
rrin
g an
d su
gges
ting
mea
ning
s to
relig
ious
pr
actic
es.
Key
conc
epts
and
wor
ds
Relig
ion,
Hin
du, m
urtis
, god
s an
d go
ddes
ses,
kar
ma,
dh
arm
a, s
pirit
ual,
fest
ival
s,
ritua
l, sy
mbo
l (in
clud
ing
the
Aum
sym
bol),
com
mun
ity,
com
mitm
ent,
valu
es.
Pupi
ls:
pur
sue
an e
nqui
ry in
to H
indu
wor
ship
, fes
tival
s an
d ce
lebr
atio
ns, d
evel
opin
g id
eas
of th
eir o
wn
on th
e de
eper
m
eani
ngs
of fe
stiv
als
thro
ugh
aski
ng q
uest
ions
, loo
king
at
evid
ence
from
vid
eo, p
hoto
grap
hy, t
ext a
nd p
artic
ipan
ts’
desc
riptio
ns, i
nclu
ding
a v
isit
or a
n in
terv
iew
with
a v
isito
r w
here
pos
sibl
e (B
BC ‘M
y Li
fe M
y Re
ligio
n: H
indu
s’ h
as g
ood
clip
s fo
r thi
s un
it) (A
1)
fin
d ou
t abo
ut th
e m
eani
ngs
of s
torie
s, s
ymbo
ls a
nd a
ctio
ns
used
in H
indu
wor
ship
and
cel
ebra
tions
at h
ome
and
in th
e m
andi
r, le
arni
ng a
bout
mur
tis, i
mag
es o
f the
god
s an
d go
ddes
ses
and
the
belie
fs a
bout
the
ultim
ate
real
ity th
ey
expr
ess,
incl
udin
g co
ncep
ts o
f kar
ma,
dha
rma
and
Brah
man
(A
3)
des
crib
e an
d un
ders
tand
link
s be
twee
n H
indu
sto
ries
and
cele
brat
ions
, exa
min
ing
the
Div
ali s
torie
s, fo
r exa
mpl
e, a
nd a
t le
ast o
ne o
ther
fest
ival
, usi
ng d
iffer
ent l
itera
cy a
ppro
ache
s to
th
e ch
arac
ters
and
mea
ning
s of
the
stor
ies
(A2)
in
vest
igat
e th
e de
eper
mea
ning
s of
Hin
du fe
stiv
als
and
resp
ond
thou
ghtf
ully
to th
em: t
hem
es o
f lig
ht a
nd d
arkn
ess,
goo
dnes
s an
d ev
il, h
ones
ty a
nd tr
ust,
col
labo
ratio
n an
d co
-ope
ratio
n,
patie
nce
and
devo
tion
are
to b
e ex
plor
ed in
rela
tion
to th
e st
orie
s to
ld a
t fes
tival
s an
d ab
out t
he g
ods
and
godd
esse
s (B
1)
exp
ress
and
com
mun
icat
e th
eir u
nder
stan
ding
abo
ut th
e m
eani
n gs
of th
e fe
stiv
als,
refle
ctin
g on
and
lear
ning
from
thes
e an
d m
akin
g de
epen
ing
conn
ectio
ns to
thei
r ow
n liv
es a
nd
cele
brat
ions
. Thi
s co
uld
incl
ude
non-
relig
ious
fest
ival
s su
ch a
s N
ew Y
ear o
r Com
ic R
elie
f Day
(C3)
w
rite
thou
ghtf
ully
abo
ut th
eir u
nder
stan
ding
of s
imila
ritie
s an
d di
ffer
ence
s be
twee
n th
e H
indu
fest
ival
s an
d th
e th
ings
they
ce
lebr
ate
on th
e ‘b
ig d
ays
of th
e ye
ar’ –
why
do
fest
ival
s fr
om a
ll re
ligio
ns o
ften
incl
ude
such
ele
men
ts a
s ol
d st
orie
s, c
harit
y,
valu
es, c
omm
unity
gat
herin
gs, s
peci
al fo
ods,
drin
ks a
nd m
eals
, sh
ared
mus
ic a
nd d
ance
, gift
s, tr
aditi
ons,
fire
wor
ks,
proc
essi
ons?
Mos
t pup
ils w
ill b
e ab
le to
:
Des
crib
e H
indu
bel
iefs
ab
out t
he g
ods
and
godd
esse
s
Show
that
they
un
ders
tand
wha
t ha
ppen
s at
Hin
du
wor
ship
in th
e ho
me
or
the
man
dir
Re
spon
d w
ith
thou
ghtf
ul id
eas
of
thei
r ow
n to
the
way
s H
indu
s ce
lebr
ate
Expr
ess
som
e ‘d
eepe
r m
eani
ngs’
of t
he
fest
ival
s th
ey s
tudy
, gi
ving
reas
ons
why
pa
rtic
ular
ritu
als
are
impo
rtan
t to
Hin
dus
Expl
ain
sim
ilari
ties
and
diff
eren
ces
betw
een
two
Hin
du fe
stiv
als
Ex
plai
n si
mila
ritie
s an
d di
ffer
ence
s be
twee
n a
‘big
day
’ the
y ce
lebr
ate
and
Hin
du fe
stiv
ities
47
Year
5 p
rogr
amm
e of
stu
dy
In
tent
ions
: Wha
t do
we
wan
t pup
ils to
lear
n?
Impl
emen
tatio
n: W
hat k
ind
of a
ctiv
ities
will
ena
ble
lear
ners
to
achi
eve?
Im
pact
: Wha
t out
com
es
will
pup
ils a
chie
ve?
Year
5
Uni
t 5.1
Them
e
Insp
irat
iona
l peo
ple
in to
day’
s w
orld
En
quiry
que
stio
n W
hat c
an w
e le
arn
from
gre
at le
ader
s an
d in
spiri
ng
exam
ples
in to
day’
s w
orld
? Re
ligio
ns s
elec
ted
by
the
scho
ol, b
ut
poss
ibly
exa
mpl
es
from
Isla
m, H
indu
ism
an
d Ch
rist
iani
ty, a
nd
poss
ibly
a n
on-
relig
ious
exa
mpl
e
Know
ledg
e:
Re
ligio
us c
onte
nt c
an
incl
ude
exam
ples
suc
h as
: Dr M
artin
Lut
her
King
, Sai
nt T
eres
a of
Ko
lkat
a, G
andh
i, W
illia
m
Boot
h of
Sne
into
n (f
ound
er o
f the
Sa
lvat
ion
Arm
y), D
r Han
y El
Ban
na (f
ound
er o
f Is
lam
ic R
elie
f), D
esm
ond
Tutu
, Joh
n Se
ntam
u, th
e Ar
chbi
shop
of Y
ork
to
2020
, Pan
dura
ng S
hast
ri At
hava
le o
r Sw
ami
Vive
kana
nda
(Hin
du
lead
ers)
, oth
er lo
cal o
r in
tern
atio
nal e
xam
ples
. Sk
ills:
Ap
plyi
ng th
e id
ea o
f in
spira
tion,
con
side
ring
and
wei
ghin
g up
fact
ors
in
thin
king
abo
ut in
spira
tion
and
lead
ersh
ip
Key
conc
epts
and
wor
ds
Relig
ion,
Mus
lim, H
indu
, Ch
ristia
n, p
roph
et,
mah
atm
a, h
olin
ess,
spi
ritua
l, in
spira
tion,
vis
ion,
sym
bol,
com
mun
ity, c
omm
itmen
t, va
lues
.
Pupi
ls:
des
crib
e an
d re
spon
d th
ough
tful
ly to
the
lives
of s
ome
insp
iratio
nal s
pirit
ual a
nd le
ader
s fr
om th
e m
oder
n w
orld
, an
swer
ing
ques
tions
like
thes
e: w
hat m
ade
this
per
son
into
a
lead
er? H
ow d
id th
eir r
elig
ion
insp
ire th
em? W
hat h
oly
text
s ex
plai
n th
eir l
ives
? Is
this
per
son
insp
iring
just
in th
eir r
elig
ion,
or
to a
ny h
uman
? (A2
) u
nder
stan
d ho
w k
ey le
ader
s ca
n be
sou
rces
of w
isdo
m fo
r re
ligio
us b
elie
vers
by
stud
ying
and
app
lyin
g so
me
of th
e le
ader
’s s
ayin
gs, s
peec
hes
or w
ritin
gs (A
2)
exp
lore
the
lives
of k
ey re
ligio
us le
ader
s fr
om c
onte
mpo
rary
lif
e (in
clud
ing
mod
ern
hist
ory)
, des
crib
ing
the
chal
leng
es th
ey
have
face
d an
d th
e co
mm
itmen
ts b
y w
hich
they
live
d (B
2)
app
ly id
eas
of th
eir o
wn
by g
ivin
g re
ason
s fo
r the
ir vi
ews
abou
t how
lead
ers
can
prov
ide
wis
dom
and
insp
iratio
n (C
1)
und
erta
ke a
rese
arch
task
ove
r sev
eral
less
ons
to p
repa
re a
n im
agin
ary
inte
rvie
w w
ith o
ne o
f the
insp
iratio
nal l
eade
rs in
a
talk
sho
w fo
rmat
. Thi
s sh
ould
incl
ude
thei
r ow
n qu
estio
ns (a
nd
gues
ses
at a
nsw
ers)
, as
wel
l as
the
ques
tions
and
ans
wer
s th
e gr
eat f
igur
e w
ould
giv
e. P
upils
sho
uld
be e
ncou
rage
d to
in
clud
e qu
otat
ions
from
scr
iptu
re, n
ewsp
aper
hea
dlin
es,
com
men
ts fr
om o
ther
peo
ple,
pho
togr
aphs
. Pre
sent
atio
n so
ftw
are
(e.g
. Pow
erPo
int)
, DTP
or d
igita
l vid
eo, P
rezi
cou
ld
be u
sed.
c
ompo
se th
eir o
wn
spee
ch re
late
d to
the
insp
iratio
nal f
igur
e:
‘how
wou
ld ‘X
’ lik
e th
e w
orld
to li
ve?’
Refle
ct o
n ho
w th
ey
‘mea
sure
up’
. Pup
ils c
ould
off
er c
omm
ent o
n th
e w
ays
thei
r ch
osen
per
son
mig
ht in
spire
any
one
in th
e cl
ass.
w
rite
a c
itatio
n fo
r thi
s le
ader
to b
e no
min
ated
for a
Pea
ce
Priz
e.
Note
: the
se le
ader
s mig
ht b
e w
orld
fam
ous e
xam
ples
, or t
hose
w
ho se
rve
the
com
mun
ity lo
cally
~ in
Not
tingh
am C
ity a
nd
Nott
ingh
amsh
ire fo
r exa
mpl
e.
Mos
t pup
ils w
ill b
e ab
le
to:
Show
that
they
un
ders
tand
how
in
spir
atio
nal l
eade
rs
are
exam
ples
of t
heir
re
ligio
ns’ i
deal
s
Conn
ect t
wo
exam
ples
from
di
ffer
ent w
orld
view
s:
wha
t hav
e th
ey in
co
mm
on?
Co
nsid
er v
arie
d an
swer
s to
que
stio
ns
abou
t wha
t mak
es a
pe
rson
insp
irin
g
Expl
ain
thou
ghtf
ully
th
eir o
wn
idea
s ab
out
the
insp
irin
g le
ader
s th
ey s
tudi
ed
A
pply
the
idea
of
insp
irat
ion
for
them
selv
es to
sto
ries
of
lead
ers
Ex
plai
n w
hat m
atte
rs
abou
t the
live
s of
in
spir
atio
nal l
eade
r:
do w
e al
l nee
d ro
le
mod
els?
Do
the
lead
ers
exem
plify
th
eir b
elie
fs?
48
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill e
nabl
e le
arne
rs to
ac
hiev
e?
Impa
ct: W
hat o
utco
mes
w
ill p
upils
ach
ieve
? Ye
ar 5
U
nit 5
.2
Them
e Re
ligio
n an
d th
e in
divi
dual
: wha
t m
atte
rs to
Chr
istia
ns?
Enqu
iry
Que
stio
ns
Wha
t is
expe
cted
of a
pe
rson
in fo
llow
ing
a re
ligio
n or
bel
ief?
W
hat m
atte
rs m
ost t
o Ch
ristia
ns in
thei
r re
ligio
n?
Relig
ion:
Chr
istia
nity
Know
ledg
e:
Re
ligio
us c
onte
nt w
ill
incl
ude:
the
deep
er
mea
ning
s of
the
cele
brat
ions
of C
hris
tmas
, Ea
ster
, Pen
teco
st a
nd
Euch
aris
t;
Th
e w
ays
Chris
tians
use
so
me
exam
ples
of B
ible
te
xts
to g
uide
them
in
faci
ng li
fe’s
cha
lleng
es;
the
role
of t
he C
hris
tian
com
mun
ity in
hel
ping
pe
ople
to li
ve a
goo
d lif
e,
and
the
pupi
ls’ r
efle
ctio
ns
on C
hris
tians
’ use
s of
id
eas
such
as
Trin
ity,
forg
iven
ess
or in
spira
tion.
Sk
ills:
Pu
pils
will
use
info
rmat
ion
to
addr
ess
ques
tions
, in
disc
ussi
on a
nd w
ritin
g,
deve
lopi
ng a
nd u
sing
thei
r ab
ility
to m
ake
sens
e of
key
co
ncep
ts.
Key
conc
epts
and
wor
ds
Relig
ion,
Chr
istia
n, s
pirit
ual,
fest
ival
, inc
arna
tion,
re
surr
ectio
n, C
hris
tmas
, Ea
ster
, Pen
teco
st, E
ucha
rist,
Gos
pel,
trin
ity, H
oly
Spiri
t, co
mm
unity
, com
mitm
ent.
Pupi
ls:
lear
n ab
out d
evot
ion
and
com
mitm
ent i
n Ch
ristia
nity
. The
y co
nsid
er w
hy C
hris
tians
cel
ebra
te J
esus
’ birt
h: w
hat i
s th
e m
eani
ng o
f Chr
istm
as? T
hey
com
pare
the
text
s in
the
Chris
tian
gosp
els
that
tell
the
stor
ies
of s
heph
erds
and
wis
e m
en a
t Jes
us’ b
irth,
exp
lorin
g ho
w th
ey a
re re
mem
bere
d an
d ce
lebr
ated
in a
rang
e of
Chr
istm
as fe
stiv
ities
(A2)
; u
se th
eir d
etai
led
unde
rsta
ndin
g of
relig
ious
pra
ctic
e su
ch a
s re
mem
berin
g Je
sus
with
bre
ad a
nd w
ine
in C
hris
tian
wor
ship
an
d tr
ying
to fo
llow
the
teac
hing
of J
esus
abo
ut fo
rgiv
enes
s an
d lo
ving
you
r ene
mie
s to
des
crib
e th
e si
gnifi
canc
e of
bei
ng
part
of t
he C
hris
tian
relig
ion
(B1)
; u
nder
stan
d an
d co
nnec
t key
idea
s ab
out s
alva
tion,
fo
rgiv
enes
s an
d et
erna
l life
with
the
cele
brat
ions
of H
oly
Wee
k an
d Ea
ster
in C
hris
tian
com
mun
ities
from
read
ing
the
Gos
pel t
exts
abo
ut J
esus
’ cru
cifix
ion
and
resu
rrec
tion.
The
y m
ight
inte
rvie
w a
Chr
istia
n m
inis
ter a
bout
this
. (A1
) d
evel
op u
nder
stan
ding
of k
ey C
hris
tian
belie
fs (e
.g. f
rom
a
Cree
d), g
aini
ng k
now
ledg
e ab
out k
ey C
hris
tian
belie
fs in
God
as
Fat
her,
Son
and
Hol
y Sp
irit,
the
Trin
ity a
nd a
bout
the
mea
ning
of P
ente
cost
for C
hris
tians
(A1)
con
side
r the
idea
of ‘
the
frui
t of t
he S
pirit
’ (G
alat
ians
5:2
2,
New
Tes
tam
ent)
as
they
dis
cuss
and
app
ly th
eir o
wn
idea
s ab
out e
thic
al q
uest
ions
: wha
t is
fair
and
unfa
ir? W
hy d
o pe
ople
figh
t and
cau
se p
ain?
How
do
we
know
wha
t is
good
? Ca
n pe
ople
lear
n to
be
mor
e ge
nero
us? T
hey
lear
n fr
om
exam
ples
of C
hris
tian
prac
tice
and
cons
ider
the
chal
leng
es o
f tr
ying
to li
ve a
goo
d lif
e (C
3).
wri
te a
thou
ghtf
ul a
nsw
er to
the
ques
tion:
whi
ch o
f the
se
four
is m
ost i
mpo
rtan
t to
Chris
tians
and
why
: Chr
istm
as,
East
er, P
ente
cost
or E
ucha
rist?
Mos
t pup
ils w
ill b
e ab
le
to:
Expl
ain
thre
e or
mor
e ke
y Ch
rist
ian
belie
fs
Sh
ow th
at th
ey
unde
rsta
nd w
hat
mat
ters
to C
hris
tians
Cons
ider
var
ied
answ
ers
to q
uest
ions
ab
out G
od
Ex
plai
n w
ith re
ason
s w
hy th
ey s
elec
t one
of
the
4 el
emen
ts o
f Ch
rist
iani
ty s
tudi
ed a
s th
e m
ost i
mpo
rtan
t
Expl
ain
wha
t mat
ters
ab
out w
orsh
ippi
ng
God
to C
hris
tians
Expl
ain
sim
ilari
ties
and
diff
eren
ces
betw
een
diff
eren
t ce
lebr
atio
ns th
at a
re
part
of C
hris
tian
wor
ship
49
In
tent
ions
: Wha
t do
we
wan
t pup
ils to
lear
n?
Impl
emen
tatio
n: W
hat k
ind
of a
ctiv
ities
will
ena
ble
lear
ners
to a
chie
ve?
Impa
ct: W
hat o
utco
mes
will
pup
ils
achi
eve?
Ye
ar 5
U
nit 5
.3
Them
e Be
liefs
and
que
stio
ns:
Enqu
iry
Que
stio
n H
ow d
o pe
ople
’s b
elie
fs
abou
t God
, the
wor
ld
and
othe
rs h
ave
impa
ct
on th
eir l
ives
? Re
ligio
ns: I
slam
, H
indu
ism
N
on-r
elig
ious
w
orld
view
s su
ch a
s H
uman
ism
can
als
o be
co
nsid
ered
Ke
y w
ord s
and
co
ncep
ts:
Mus
lim k
ey w
ords
will
in
clud
e 5
Pilla
rs,
Prop
het,
Alla
h, Im
an
(fai
th),
akhl
aq
(cha
ract
er o
r mor
al
cond
uct)
H
indu
key
wor
ds w
ill
incl
ude
mur
tis,
Brah
man
, god
s an
d go
ddes
ses,
ahi
msa
N
on-r
elig
ious
key
w
ords
incl
ude
athe
ist,
agno
stic
.
Know
ledg
e:
Pupi
ls w
ill le
arn:
abou
t diff
eren
t id
eas
and
form
s of
ex
pres
sion
in
rela
tion
to b
elie
f ab
out G
od in
M
uslim
and
Hin
du
life
to
refle
ct o
n th
eir
own
resp
onse
s to
H
indu
and
Mus
lim
text
s an
d ex
pres
sion
in
crea
tive
arts
and
ar
chite
ctur
e.
Skill
s:
Pupi
ls w
ill u
se
info
rmat
ion
to a
ddre
ss
ques
tions
, in
disc
ussi
on
and
writ
ing,
dev
elop
ing
and
usin
g th
eir a
bilit
y to
m
ake
sens
e of
key
co
ncep
ts.
They
will
con
side
r how
to
exp
ress
resp
ectf
ul
attit
udes
to p
eopl
e di
ffer
ent f
rom
th
emse
lves
.
Pupi
ls:
fin
d ou
t abo
ut th
e Fi
ve P
illar
s of
Isla
m a
nd th
e m
ain
way
s H
indu
s w
orsh
ip g
ods
and
godd
esse
s in
the
hom
e an
d th
e M
andi
r (A1
) e
xplo
re a
nd re
spon
d th
ough
tful
ly to
Mus
lim a
nd H
indu
be
liefs
abo
ut G
od, w
orsh
ip, r
elig
ious
pra
ctic
es a
nd te
xts
usin
g a
rang
e of
sou
rces
of w
isdo
m. F
rom
read
ing
exam
ples
of H
indu
and
Mus
lim te
xts
abou
t God
and
hu
man
ity, p
upils
will
be
able
to th
ink
abou
t key
bel
iefs
an
d w
hat d
iffer
ence
they
mak
e in
life
(A2)
d
escr
ibe
the
impa
ct o
f exa
mpl
es o
f rel
igio
us te
achi
ng. A
H
indu
exa
mpl
e m
ight
be
the
impa
ct o
f Hin
du te
achi
ng
abou
t har
mle
ssne
ss (a
him
sa) o
n qu
estio
ns a
bout
wha
t w
e ea
t and
how
we
trea
t ani
mal
s. A
Mus
lim e
xam
ple
mig
ht b
e th
e im
pact
of d
aily
pra
yer a
nd Z
akat
(alm
s gi
ving
) on
Mus
lim in
divi
dual
s an
d co
mm
uniti
es (A
3)
exp
ress
thei
r ow
n id
eas
abou
t rel
igio
us is
sues
and
qu
estio
ns, r
aisi
ng q
uest
ions
of t
heir
own
abou
t Mus
lim
and
Hin
du p
ract
ice
and
resp
ondi
ng to
the
‘big
idea
s’ o
f H
indu
and
Mus
li m th
inki
ng, g
ivin
g id
eas
and
reas
ons
for
thei
r tho
ught
s (A
3)
dis
cuss
and
deb
ate
reas
ons
why
diff
eren
t peo
ple
have
di
ffer
ent i
deas
abo
ut re
ligio
us q
uest
ions
incl
udin
g w
heth
er G
od is
real
and
wha
t God
is li
ke (C
1)
sug
gest
two
reas
ons
why
deb
ates
abo
ut G
od a
nd
ques
tions
abo
ut b
elie
f in
God
are
impo
rtan
t to
peop
le
toda
y, g
ivin
g th
eir o
wn
view
s (C
1)
exp
lain
sim
ilari
ties
and
diff
eren
ces
betw
een
Mus
lim a
nd
Hin
du id
eas
abou
t God
and
thei
r ow
n id
eas,
refe
renc
ing
the
fact
that
man
y no
n-re
ligio
us p
eopl
e ar
e ei
ther
at
heis
ts o
r agn
ostic
s an
d co
nsid
erin
g qu
estio
ns a
bout
th
is d
iver
sity
of b
elie
f (B3
)
Mos
t pup
ils w
ill b
e ab
le to
:
Expl
ain
the
mai
n be
liefs
of
Mus
lims
and
Hin
dus
abou
t God
Show
that
they
und
erst
and
why
the
wor
ship
of A
llah
/ Br
ahm
an m
atte
rs to
Mus
lims
and
Hin
dus
Co
nsid
er v
arie
d an
swer
s to
qu
estio
ns a
bout
whe
ther
God
is
real
and
wha
t God
is li
ke
Cl
earl
y ex
pres
s re
ason
s w
hy
they
hol
d th
eir o
wn
view
s ab
out q
uest
ions
to d
o w
ith
God
Expl
ain
wha
t mat
ters
abo
ut
wor
ship
ping
God
to M
uslim
s
Expl
ain
wha
t mat
ters
abo
ut
wor
ship
ping
god
s an
d go
ddes
ses
to H
indu
s
50
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill e
nabl
e le
arne
rs to
ach
ieve
? Im
pact
: Wha
t out
com
es w
ill p
upils
ac
hiev
e?
Year
5
Uni
t 5.4
Th
eme
Belie
fs in
act
ion
in th
e w
orld
: En
quir
y Q
uest
ion
How
are
relig
ious
and
sp
iritu
al th
ough
ts a
nd
belie
fs e
xpre
ssed
in
arts
and
arc
hite
ctur
e an
d in
cha
rity
and
gene
rosi
ty?
Relig
ions
: sel
ecte
d by
th
e sc
hool
, per
haps
Ch
rist
ian,
Mus
lim,
Hin
du
Non
-rel
igio
us
wor
ldvi
ews
such
as
Hum
anis
m c
an a
lso
be c
onsi
dere
d.
Key
conc
epts
and
w
ords
Re
ligio
n, M
uslim
, H
indu
, Chr
istia
n,
Hum
anis
t, sp
iritu
al,
Gol
den
Rule
, cha
rity,
ka
rma,
dha
rma,
U
mm
ah, p
lace
of
wor
ship
, dev
otio
n,
com
mun
ity,
com
mitm
ent,
valu
es,
com
pass
ion.
Know
ledg
e:
Pupi
ls w
ill le
arn:
abou
t som
e gr
eat
exam
ples
of r
elig
ious
ar
chite
ctur
e fr
om a
cros
s th
e w
orld
and
som
e lo
cal
exam
ples
, inc
ludi
ng fo
r in
stan
ce S
outh
wel
l M
inst
er, l
ocal
chu
rche
s an
d ch
apel
s, a
loca
l Sy
nago
gue,
Man
dir a
nd
Mos
que.
abou
t diff
eren
t cha
ritie
s w
hich
app
ly th
e ‘g
olde
n ru
le’ (
‘trea
t oth
ers
as y
ou
wou
ld li
ke to
be
trea
ted’
,
‘love
you
r nei
ghbo
ur a
s yo
u lo
ve y
ours
elf’)
from
a
rang
e of
relig
ions
and
w
orld
view
s to
som
e gl
obal
pro
blem
s.
Skill
s:
Pupi
ls w
ill u
se in
form
atio
n to
ad
dres
s qu
estio
ns, i
n di
scus
sion
and
writ
ing,
de
velo
ping
and
usi
ng th
eir
abili
ty to
mak
e se
nse
of k
ey
conc
epts
. Th
ey w
ill c
onsi
der h
ow
relig
ious
cha
ritie
s an
d ar
chite
ctur
e m
ight
be
conn
ecte
d, th
inki
ng a
bout
di
lem
mas
for t
hem
selv
es a
nd
via
disc
ussi
on.
Pupi
ls:
des
crib
e so
me
way
s re
ligio
us a
rt a
nd a
rchi
tect
ure
expr
ess
spiri
tual
idea
s, g
ivin
g ex
ampl
es o
f gre
at
build
ings
from
diff
eren
t rel
igio
ns, i
nclu
ding
loca
l and
gl
obal
exa
mpl
es (A
2)
des
crib
e so
me
way
s ch
ariti
es s
uch
as T
zede
k (a
Je
wis
h de
velo
pmen
t cha
rity)
, Sew
a In
tern
atio
nal
(Hin
du) C
hris
tian
Aid
and
Mus
lim H
ands
(bas
ed in
N
ottin
gham
) exp
ress
spi
ritua
l ide
as, p
ut v
alue
s of
ju
stic
e an
d co
mpa
ssio
n in
to a
ctio
n, a
nd e
xpre
ss
thei
r rel
igio
n’s
idea
ls (A
2)
und
erst
and
how
bui
ldin
gs a
nd c
reat
ive
arts
can
put
th
e sp
iritu
ality
of a
relig
ion
into
vis
ual f
orm
s, a
nd
how
thes
e be
autif
ul b
uild
ings
can
cre
ate
spac
e fo
r pe
ople
’s s
pirit
ual l
ives
(A2)
e
xplo
re e
xam
ples
of a
rchi
tect
ure
dedi
cate
d to
faith
or
spi
ritua
lity
and
of c
harit
y an
d co
mpa
ssio
n ar
isin
g fr
om re
ligio
n fo
r the
mse
lves
, res
pond
ing
with
in
crea
sing
dis
cern
men
t (B2
) a
pply
idea
s of
thei
r ow
n by
giv
ing
reas
ons
for t
heir
view
s on
relig
ious
que
stio
ns li
ke th
ese:
how
do
art
and
arch
itect
ure
expr
ess
spiri
tual
idea
s? H
ow d
o re
ligio
us c
harit
ies
expr
ess
spiri
tual
idea
s? Is
it
impo
rtan
t to
expr
ess
spiri
tual
idea
s in
bot
h w
orsh
ip
and
actio
n? H
ow, a
nd w
hy? (
C1)
app
ly id
eas
such
as
spiri
tual
ity, c
harit
y, ‘t
he g
lory
of
God
’, co
mpa
ssio
n fo
r the
mse
lves
to a
que
stio
n su
ch
as: d
o w
e ne
ed re
ligio
us b
uild
ings
to h
ear G
od’s
w
ord
abou
t pov
erty
? (C3
)
Mos
t pup
ils w
ill b
e ab
le to
:
Expl
ain
belie
fs a
bout
the
valu
e of
sac
red
spac
e an
d ho
ly
build
ings
to b
elie
vers
in a
t le
ast t
wo
relig
ions
Show
that
they
und
erst
and
the
poss
ible
tens
ion
betw
een
build
ing
a be
autif
ul ‘h
ouse
of
God
’ and
ser
ving
the
need
s of
pe
ople
in p
over
ty
Ex
plai
n th
ough
tful
ly th
eir o
wn
idea
s ab
out t
he re
lativ
e va
lue
of w
orsh
ip a
nd h
oly
build
ings
an
d ch
arity
and
com
pass
ion
Clea
rly
expr
ess
reas
ons
why
so
me
relig
ious
peo
ple
belie
ve
that
wor
ship
mak
es th
em
mor
e ch
arita
ble
A
pply
the
idea
s of
wor
ship
and
se
rvic
e to
the
key
ques
tion
in
the
unit
Ex
plai
n w
hat m
atte
rs in
di
ffer
ent r
elig
ions
abo
ut
wor
ship
and
abo
ut g
ener
osity
or
cha
rity
51
Ye
ar 6
Pro
gra
mm
e o
f S
tud
y Inte
nti
on
s: W
hat
do
we
w
ant
pu
pils
to
lear
n?
Imp
lem
en
tati
on
: Wh
at k
ind
of
acti
viti
es
wil
l en
able
lear
ne
rs
to a
chie
ve?
Imp
act:
Wh
at o
utc
om
es
will
p
up
ils
ach
ieve
?
Ye
ar 6
Un
it N
um
be
r 6
.1
Th
em
e T
eac
hin
gs,
w
isd
om
an
d
auth
ori
ty:
En
qu
iry
Qu
est
ion
: W
hat
can
we
lear
n b
y re
fle
ctin
g o
n w
ord
s o
f w
isd
om
fro
m r
elig
ion
s an
d w
orl
dvi
ew
s?
Wh
at d
o s
acre
d t
ext
s an
d o
the
r so
urc
es
say
abo
ut
Go
d, t
he
wo
rld
an
d h
um
an li
fe?
Re
ligio
ns:
as
sele
cte
d
by
the
sch
oo
l N
on
-re
ligio
us
wo
rld
vie
ws
such
as
Hu
man
ism
can
als
o
be
co
nsi
der
ed
Kn
ow
led
ge
: P
up
ils w
ill le
arn
: ▪
to u
nd
ers
tan
d t
wo
care
fully
se
lect
ed
te
xts
fro
m t
he
scr
iptu
res
of
eac
h o
f th
e r
elig
ion
sse
lect
ed
fo
r st
ud
y.▪
abo
ut
two
con
tem
po
rary
exa
mp
les
of
me
mb
ers
of
eac
h o
fth
e f
aith
co
mm
un
itie
sw
ho
are
se
ekin
g t
o li
veo
ut
the
se t
ext
s an
d t
he
irva
lue
s.
Sk
ills
P
up
ils d
eve
lop
th
e a
bili
ty t
o
resp
on
d t
ho
ug
htf
ully
to
a
ran
ge
of
sou
rces
of
wis
do
m
and
to
be
liefs
an
d t
eac
hin
gs
that
ari
se f
rom
th
em in
d
iffe
ren
t re
ligio
ns.
Ke
y co
nce
pts
an
d w
ord
s R
elig
ion
, mo
ral c
od
es,
Te
n
Co
mm
and
me
nts
, Let
ters
of
Sai
nt
Pau
l, T
rin
ity,
In
carn
atio
n, H
oly
Sp
irit
, B
ud
dh
ist
Pre
cep
ts, s
ou
rce
s o
f w
isd
om
, To
rah
, Bib
le,
Qu
r’an
, Had
ith
, Hu
man
ist,
ra
tio
nal
ist.
Pu
pils
:
•u
se a
rtef
acts
, vid
eo
of
ph
oto
s to
des
crib
e h
ow
re
ligio
us
pe
op
le u
se s
acre
d t
ext
s su
ch a
s T
ora
h, B
ible
or
Qu
r’an
and
Had
ith
in t
he
ir w
ors
hip
, fo
r p
riva
te s
tud
y,m
em
ori
zati
on
an
d f
or
gu
idan
ce (
A1)
.
•e
xp
lain
tw
o e
xam
ple
s o
f p
eo
ple
fro
m t
he
re
ligio
ns
stu
die
d w
ho
use
sac
red
te
xts:
th
ese
co
uld
be
loca
l or
fam
ou
s p
eo
ple
(A2)
.
•su
gg
est
a li
st o
f re
aso
ns
wh
y th
e s
acre
d t
ext
s o
f re
ligio
ns
hav
e la
ste
d s
o lo
ng
an
d a
re o
fte
n b
est
selle
rs (
A2)
•e
xp
lain
sim
ilar
itie
s an
d d
iffe
ren
ces
be
twe
en t
he
te
xts
they
hav
e s
tud
ied
: do
th
e r
elig
ion
s te
ach
sim
ilar
thin
gs?
(B3)
•co
nsi
de
r w
hy
som
e t
ext
s fr
om
th
e T
ora
h (
e.g
. th
eS
he
ma)
, th
e B
ible
(e
.g. 1
Co
rin
thia
ns
13)
and
th
e Q
ur’
an(e
.g. T
he
1st
Su
rah
, th
e O
pen
ing
) ar
e s
ee
n a
s so
urc
es
of
wis
do
m in
dif
fere
nt
com
mu
nit
ies.
(B
3)
•d
iscu
ss t
ho
ug
htf
ull
y w
he
re w
e c
an f
ind
‘wis
do
m t
o li
veb
y’. W
ou
ld t
he
pu
pils
be
ab
le t
o w
rite
‘ten
com
man
dm
ents
fo
r to
day
’ or
‘a g
uid
eb
oo
k to
th
e jo
urn
ey
of
life
’? (
C1)
•co
nsi
de
r m
ora
l co
de
s, f
or
exam
ple
, th
e T
en
Co
mm
and
me
nts
(Je
wis
h),
St
Pau
l’s a
dvi
ce f
or
be
lieve
rs(R
om
ans
12)
and
th
e F
ive
Pre
cep
ts (
Bu
dd
his
t), e
xpre
ssin
gth
ou
gh
tfu
l id
eas
ab
ou
t w
hat
is r
igh
t an
d w
ron
g in
th
elig
ht
of
the
ir le
arn
ing
(c2
).
•ap
ply
ide
as s
uch
as
insp
irat
ion
or
‘th
e g
ift
of
Go
d’ t
o h
oly
text
s fr
om
dif
fere
nt
fait
hs,
an
d c
lear
ly e
xpre
ss t
he
ir o
wn
ide
as a
bo
ut
wis
e s
ayin
gs
and
wis
e w
ord
s (c
2).
•w
rite
an
acc
ou
nt
of
the
val
ue
an
d im
po
rtan
ce o
f th
ete
xts
the
y h
ave
stu
die
d b
oth
to
th
e r
elig
ion
s w
hic
hre
vere
th
ese
te
xts
and
may
be
als
o t
o a
ny
pe
rso
n w
ho
read
s th
em
(A
3).
Mo
st p
up
ils c
an:
•E
xp
lain
th
e im
pac
t o
fb
eli
efs
ab
ou
t sa
cre
dw
riti
ng
s, G
od
an
d v
alu
es
•E
xp
lain
tw
o v
iew
po
ints
abo
ut
wh
y p
eo
ple
ne
ed
wis
e w
ord
s to
fo
llo
w
•C
on
sid
er
vari
ed
an
swe
rsto
qu
est
ion
s ab
ou
t th
eva
lue
of
ho
ly w
riti
ng
san
d o
the
r so
urc
es
of
wis
do
m
•E
xp
lain
wit
h r
eas
on
s w
hy
(e.g
.) C
hri
stia
ns
and
Mu
slim
s re
vere
th
eir
ho
ly t
ex
ts
•E
xp
lain
th
ou
gh
tfu
lly
the
ir o
wn
ide
as a
bo
ut
wis
e w
ord
s, s
ele
ctin
ge
xam
ple
s an
d c
lear
lye
xp
ress
ing
re
aso
ns
for
the
ir c
ho
ice
s
•A
pp
ly t
he
ide
a o
f ‘w
ord
so
f w
isd
om
’ fo
rth
em
selv
es,
se
lect
ing
ex
amp
les
and
ex
pla
inin
gth
em
•E
xp
lain
sim
ilari
tie
sb
etw
ee
n h
oly
bo
ok
s o
rw
riti
ng
s fr
om
tw
od
iffe
ren
t re
ligio
ns
52
In
tent
ions
: Wha
t do
we
wan
t pup
ils to
lear
n?
Impl
emen
tatio
n: W
hat k
ind
of a
ctiv
ities
will
ena
ble
lear
ners
to a
chie
ve?
Impa
ct: W
hat o
utco
mes
will
pup
ils
achi
eve?
Ye
ar 6
U
nit N
umbe
r 6.2
Th
eme
Relig
ion,
wor
ldvi
ews,
fa
mily
and
co
mm
unity
: En
quir
y Q
uest
ions
W
hat c
ontr
ibut
ions
do
relig
ions
mak
e to
loca
l lif
e in
Not
tingh
am C
ity
and
Not
tingh
amsh
ire?
How
can
we
mak
e N
ottin
gham
City
and
N
ottin
gham
shire
a
coun
ty o
f tol
eran
ce
and
resp
ect?
Re
ligio
ns: S
elec
t fro
m
Chri
stia
nity
, Isl
am,
Hin
duis
m, J
udai
sm.
Als
o, n
on-r
elig
ious
ex
ampl
es s
houl
d be
st
udie
d in
this
uni
t.
Know
ledg
e:
Pupi
ls w
ill le
arn :
abou
t the
sta
tistic
s of
wor
ld re
ligio
ns in
th
e lo
cal a
rea,
the
coun
ty, r
egio
n,
natio
n an
d w
orld
.
abou
t at l
east
two
exam
ples
of i
nter
fa
ith c
o-op
erat
ion.
Sk
ills:
Th
ey w
ill th
ink
reas
onab
ly a
bout
qu
estio
ns o
f com
mun
ity
harm
ony
and
inte
r fai
th
wor
k.
Key
conc
epts
and
wor
ds
Relig
ion,
inte
r-fai
th,
harm
ony,
tole
ranc
e,
resp
ect,
mor
al v
alue
s,
relig
ious
plu
ralit
y
Pupi
ls:
in
vest
igat
e as
pect
s of
com
mun
ity li
fe s
uch
as w
eekl
y w
orsh
ip, c
harit
able
giv
ing
or b
elie
fs a
bout
pra
yer,
show
ing
thei
r und
erst
andi
ng a
nd e
xpre
ssin
g id
eas
of
thei
r ow
n (A
2)
lin
king
to th
e ex
pres
sive
art
s, p
upils
dev
elop
thei
r ow
n im
agin
ativ
e an
d cr
eativ
e w
ays
of e
xpre
ssin
g so
me
of
thei
r ow
n co
mm
itmen
ts s
uch
as w
orki
ng h
ard
at s
port
or
mus
ic, c
arin
g fo
r ani
mal
s, lo
ving
the
fam
ily o
r ser
ving
G
od (B
2)
lis
t and
des
crib
e si
mila
ritie
s an
d di
ffer
ence
s be
twee
n th
e w
ays
diff
eren
t com
mun
ities
sho
w th
at th
ey b
elon
g (C
1)
lin
king
to M
athe
mat
ics
and
Geo
grap
hy, p
upils
use
loca
l an
d na
tiona
l cen
sus
stat
istic
s to
dev
elop
acc
urat
e un
ders
tand
ing
of th
e re
ligio
us p
lura
lity
of th
eir l
ocal
ity
and
of B
ritai
n to
day
(C2)
disc
uss
and
appl
y id
eas
from
diff
eren
t rel
igio
us c
odes
fo
r liv
ing
(e.g
. Com
man
dmen
ts, P
rece
pts
or R
ules
), to
co
mpi
le a
cha
rter
of t
heir
own
mor
al v
alue
s, a
pply
ing
thei
r ide
as to
issu
es o
f res
pect
for a
ll (C
2)
ap
ply
idea
s su
ch a
s to
lera
nce,
em
path
y an
d re
spec
t for
al
l to
real
-life
exa
mpl
es o
f ten
sion
or c
onfli
ct b
etw
een
diff
eren
t gro
ups:
how
can
our
soc
iety
bec
ome
mor
e re
spec
tful
? Wha
t do
inte
r fai
th e
vent
s do
to m
ake
resp
ect g
row
?
clea
rly
expr
ess
thei
r ow
n id
eas
abou
t a m
ore
resp
ectf
ul c
omm
unity
wri
te a
spe
ech
for s
omeo
ne w
ho w
ants
to b
e th
e m
ayor
of N
ottin
gham
or a
noth
er lo
cal t
own,
exp
lain
ing
how
they
will
mak
e ou
r com
mun
ities
mor
e ha
rmon
ious
. Ca
n th
ey s
ugge
st 6
idea
s an
d ex
plai
n w
hat i
mpa
ct th
ey
wou
ld h
ave?
Mos
t pup
ils c
an:
Ex
plai
n th
e im
pact
of b
elie
fs
abou
t com
mun
ities
on
peop
le
from
diff
eren
t rel
igio
ns.
Co
nnec
t at l
east
two
view
poin
ts a
bout
whe
ther
our
co
mm
uniti
es c
an b
e m
ore
harm
onio
us to
teac
hing
from
re
ligio
us s
acre
d te
xts
Co
nsid
er v
arie
d an
swer
s to
qu
estio
ns a
bout
bui
ldin
g pe
acef
ul fa
mili
es a
nd
com
mun
ities
Expl
ain
thou
ghtf
ully
thei
r ow
n id
eas
abou
t com
mun
ities
–
why
they
mat
ter,
and
how
th
ey c
an b
ecom
e st
rong
er.
A
pply
the
idea
s of
tole
ranc
e an
d re
spec
t to
som
e te
nsio
ns
or p
robl
ems
in c
omm
unity
re
latio
ns
Ex
plai
n w
hat m
atte
rs a
bout
pe
ace,
resp
ect a
nd h
arm
ony
to
them
selv
es a
nd in
our
co
mm
unity
.
53
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill
enab
le le
arne
rs to
ach
ieve
? Im
pact
: Wha
t out
com
es w
ill p
upils
ac
hiev
e?
Year
6
Uni
t Num
ber 6
.3
Them
e Be
liefs
in a
ctio
n in
the
wor
ld:
Enqu
iry
Que
stio
ns
How
do
relig
ions
and
be
liefs
resp
ond
to
glob
al is
sues
of
hum
an ri
ghts
, fa
irnes
s, s
ocia
l jus
tice
and
the
impo
rtan
ce o
f th
e en
viro
nmen
t?
Relig
ions
: Ch
rist
iani
ty,
Hin
duis
m, H
uman
ism
.
Know
ledg
e:
Pupi
ls w
ill le
arn:
abou
t spi
ritua
l con
cept
s of
ju
stic
e, fa
irnes
s, c
ompa
ssio
n an
d re
spon
sibi
lity.
abou
t at l
east
two
exam
ples
of
maj
or fa
ith b
ased
glo
bal
aid
and
deve
lopm
ent
char
ities
(e.g
. Isl
amic
Rel
ief,
Chris
tian
Aid.
Sav
e th
e Ch
ildre
n m
ight
be
a go
od
exam
ple
of a
cha
rity
with
out
a re
ligio
us id
entit
y).
Sk
ills:
Pu
pils
will
lear
n to
gat
her,
wei
gh
up a
nd u
se in
form
atio
n th
roug
h si
mpl
e re
sear
ch.
They
will
pra
ctic
e th
e sk
ills
of
disc
ussi
on, r
easo
ning
and
ar
gum
ent i
n re
latio
n to
qu
estio
ns a
bout
glo
bal i
ssue
s.
Key
conc
epts
and
wor
ds
Relig
ion,
ath
eist
, agn
ostic
, ch
arity
, ahi
msa
, um
mah
, aga
pe,
just
ice,
f aith
.
Pupi
ls:
dis
cove
r and
exp
lore
wha
t (e.
g.) M
uslim
s,
Hum
anis
ts, H
indu
s an
d Ch
ristia
ns te
ach
abou
t ho
w w
e ca
n al
l liv
e to
geth
er fo
r the
wel
lbei
ng o
f ea
ch o
ther
, inc
ludi
ng id
eas
like
Ahim
sa (H
indu
), U
mm
ah (M
uslim
) and
Aga
pe (C
hris
tian)
(C1)
d
isco
ver a
nd e
xplo
re th
e te
achi
ng a
nd p
ract
ice
of d
iffer
ent r
elig
ions
in lo
okin
g af
ter t
he p
lane
t an
d ca
ring
for t
he e
arth
and
all
its c
reat
ures
(C1)
a
pply
thei
r ide
as a
bout
just
ice
and
fairn
ess
to th
e w
ork
of v
ario
us d
evel
opm
ent c
harit
ies
such
as
Chris
tian
Aid,
CAF
OD
, Mus
lim H
ands
, Isl
amic
Re
lief,
Sew
a In
tern
atio
nal a
nd S
ave
the
Child
ren
(C3)
w
rite
per
suas
ivel
y ab
out t
he re
ason
s w
hy
mem
bers
of d
iffer
ent r
elig
ions
and
bel
iefs
try
to
help
peo
ple
who
are
vul
nera
ble
(e.g
. vic
tims
of
natu
ral d
isas
ters
, peo
ple
who
live
with
dis
abili
ties
or p
eopl
e af
fect
ed b
y w
ar) (
C3)
con
side
r and
exp
lain
sim
ilarit
ies
and
diff
eren
ces
betw
een
the
wor
k of
diff
eren
t cha
ritie
s.
Mos
t pup
ils c
an:
Ex
plai
n th
e im
pact
of b
elie
fs
on h
ow p
eopl
e re
spon
d to
ch
arity
Conn
ect t
wo
view
poin
ts a
bout
ju
stic
e an
d ch
arity
: sho
uld
relig
ious
peo
ple
do m
ore
to
help
the
poor
, or i
s it
ever
yone
’s ta
sk?
Co
nsid
er v
arie
d an
swer
s to
qu
estio
ns a
bout
just
ice,
fa
irne
ss, h
uman
righ
ts a
nd
envi
ronm
ent
Ex
plai
n th
ough
tful
ly th
eir o
wn
idea
s ab
out t
he w
ork
of s
ome
glob
al d
evel
opm
ent c
hari
ties
A
pply
the
idea
of j
ustic
e to
at
leas
t tw
o ca
se s
tudi
es
Ex
plai
n si
mila
ritie
s an
d di
ffer
ence
s be
twee
n tw
o gl
obal
aid
cha
ritie
s.
54
In
tent
ions
: Wha
t do
we
wan
t pu
pils
to le
arn?
Im
plem
enta
tion:
Wha
t kin
d of
act
iviti
es w
ill e
nabl
e le
arne
rs to
ach
ieve
? Im
pact
: Wha
t out
com
es w
ill p
upils
ac
hiev
e?
Year
6
Uni
t Num
ber 6
.4
Them
e:
Belie
fs in
act
ion
in th
e w
orld
: En
quir
y Q
uest
ions
W
hat w
as th
e Ki
nder
tran
spor
t?
Who
resi
sted
and
re
scue
d? H
ow c
an w
e be
Ups
tand
ers
toda
y?
Relig
ion:
Juda
ism
Ke
y co
ncep
ts a
nd
wor
ds
Relig
ion,
har
mon
y,
resp
ect,
pers
ecut
ion,
pr
ejud
ice,
Bet
h Sh
alom
, re
mem
bran
ce,
byst
ande
r, up
stan
der.
Know
ledg
e:
Pupi
ls w
ill le
arn:
abou
t pre
-war
Jew
ish
life
and
the
impa
ct o
f pe
rsec
utio
n an
d di
scrim
inat
ion
on J
ewis
h pe
ople
livi
ng in
Ger
man
y in
the
1930
s.
ab
out t
he
Kind
ertr
ansp
ort a
nd th
e im
port
ance
of p
rovi
ding
re
fuge
to p
eopl
e w
ho
are
pers
ecut
ed fo
r who
th
ey a
re.
ab
out t
he w
ork
of th
e N
atio
nal H
oloc
aust
Ce
ntre
and
Mus
eum
as
a pl
ace
of re
mem
bran
ce in
th
e U
K. (T
his
can
be
achi
eved
thro
ugh
usin
g re
sour
ces
onlin
e, th
e N
HCM
out
reac
h pr
ogra
mm
e or
by
visi
ting
The
Jour
ney
exhi
bitio
n at
th
e N
atio
nal H
oloc
aust
Ce
ntre
.) Sk
ills:
Pu
pils
will
lear
n to
refle
ct o
n bi
g qu
estio
ns a
bout
hum
an
valu
es a
nd b
ehav
iour
. The
y w
ill d
iscu
ss, t
hink
and
cre
ate
resp
onse
s to
the
wor
k fo
r th
emse
lves
.
Pupi
ls:
fin
d ou
t abo
ut th
e Je
wis
h re
ligio
n an
d co
mm
unity
, foc
usin
g on
relig
ious
pra
ctic
e in
G
erm
any
befo
re th
e Se
cond
Wor
ld W
ar (A
1)
inve
stig
ate
aspe
cts
of th
e pe
rsec
utio
n of
Jew
ish
peop
le, s
how
ing
thei
r und
erst
andi
ng a
nd
expr
essi
ng id
eas
of th
eir o
wn
(A2)
le
arn
abou
t the
sto
ry o
f a K
inde
rtra
nspo
rtee
d
evel
op th
eir o
wn
imag
inat
ive
and
crea
tive
way
s of
exp
ress
ing
som
e qu
estio
ns a
nd id
eas
abou
t pe
rsec
utio
n an
d pr
ejud
ice,
incl
udin
g ex
ampl
es
from
the
Kind
ertr
ansp
ort a
nd fr
om to
day’
s w
orld
(B
2)
use
cas
e st
udie
s an
d su
rviv
or a
ccou
nts
to d
evel
op
accu
rate
und
erst
andi
ng o
f exa
mpl
es o
f iss
ues
aris
ing
from
the
stud
y of
the
Kind
ertr
ansp
ort (
C2)
hav
ing
lear
ned
abou
t Jew
ish
com
mun
ity a
ctio
n in
th
e U
K to
day,
cre
ate
thei
r ow
n ch
arte
r of w
ays
to
beco
me
an u
psta
nder
, app
lyin
g th
eir o
wn
idea
s to
is
sues
of r
espe
ct fo
r all
(C2)
w
rite
a c
lear
acc
ount
of t
he li
fe o
f a
Kind
ertr
ansp
orte
e an
d ex
plai
n w
hat m
atte
rs
mos
t in
the
stru
ggle
aga
inst
hat
red
and
prej
udic
e (B
2).
NO
TE: T
he m
ater
ial i
n th
is u
nit d
oes
not u
se th
e co
ncep
ts o
f gen
ocid
e or
hol
ocau
st a
nd g
ives
som
e fo
cus
to s
urvi
vors
of h
atre
d. T
his
appr
oach
is ta
ken
in
reco
gniti
on o
f the
you
ng a
ge o
f the
pup
ils le
arni
ng
from
this
uni
t.
Mos
t pup
ils w
ill:
Ex
plai
n th
e im
pact
of b
elie
fs
on p
eopl
e liv
es
Sh
ow th
at th
ey u
nder
stan
d a
stor
y of
a s
urvi
vor o
f Naz
i ha
tred
Wri
te a
fact
shee
t abo
ut th
e w
ays
Jew
ish
peop
le
resp
onde
d to
the
prej
udic
e an
d ha
tred
of t
he N
azis
Cons
ider
var
ied
answ
ers
to
ques
tions
abo
ut s
uffe
ring
and
G
od
Ex
plai
n w
ith re
ason
s w
hy it
is
impo
rtan
t to
rem
embe
r ex
ampl
es o
f hat
red
and
prej
udic
e, a
nd w
hy ‘n
ever
ag
ain’
is a
n im
port
ant i
dea.
App
ly th
e id
eas
of re
spec
t, ha
rmon
y an
d go
odne
ss to
the
lives
of t
hose
who
reje
cted
N
azi i
deas
.
Expl
ain
wha
t mat
ters
abo
ut
rem
embr
ance
of t
hose
who
di
ed a
nd th
ose
who
sur
vive
d an
d th
e id
ea o
f ‘up
stan
ders
’.
55
Programme of study for Key Stage 3 RE
Students should extend and deepen their knowledge and understanding of a range of religions and worldviews4, recognising their local, national and global context. Building on their prior learning, they learn to appreciate religions and worldviews in systematic ways. They should draw on a wide range of subject specific language confidently and flexibly, learning to use the concepts of religious study to describe the nature of religion (e.g. thinking about philosophy of religion, sociology of religion or psychology of religion as well as textual and historical study). They should understand how beliefs influence the values and lives of individuals and groups, and how religions and worldviews have an impact on wider current affairs. They should be able to appraise the practices and beliefs they study with increasing discernment based on interpretation, evaluation and analysis, developing their capacity to articulate well-reasoned positions.
The aim of RE is expressed in age appropriate outcomes for most 14 year olds.
Specifically students should be taught to:
Know about and understand religions and worldviews
Express ideas and insights into religions and worldviews
Gain and deploy the skills needed to study religions and worldviews seriously
A1. Explain and interpret ways that the history and culture of religions and worldviews influence individuals and communities, including a wide range of beliefs and practices in order to appraise reasons why some people support and others question these influences;
B1. Explain the religions and worldviews which they encounter clearly, reasonably and coherently; evaluate them, drawing on a range of introductory level approaches recognised in the study of religion or theology;
C1. Explore some of the ultimate questions that are raised by human life in ways that are well-informed and which invite reasoned personal responses, expressing insights that draw on a wide range of examples including the arts, media and philosophy;
A2. Explain and interpret a range of beliefs, teachings and sources of wisdom and authority in order to understand religions and worldviews as coherent systems or ways of seeing the world;
B2. Observe and interpret a wide range of ways in which commitment and identity are expressed. They develop insightful evaluation and analysis of controversies about commitment to religions and worldviews, accounting for the impact of diversity within and between communities;
C2. Examine and evaluate issues about community cohesion and respect for all in the light of different perspectives from varied religions and worldviews;
A3. Explain how and why individuals and communities express the meanings of their beliefs and values in many different forms and ways of living, enquiring into the variety, differences and relationships that exist within and between them.
B3. Consider and evaluate the question: what is religion? Analyse the nature of religion using the main disciplines by which religion is studied.
C3. Explore and express insights into significant moral and ethical questions posed by being human in ways that are well-informed and which invite personal response, using reasoning which may draw on a range of examples from real life, fiction or other forms of media.
4 Breadth: in line with the law and the statement about breadth of learning on page 5 above, best practice will enable pupils to learn from Christianity and at least three other examples of a religion or worldview through Key stage Three.
56
Prog
ram
me
of S
tudy
for 1
1-14s
Su
gges
ted
units
of e
nqui
ry: s
elec
t at l
east
9 fr
om 18
Her
e ar
e 18
pos
sibl
e tit
les
for u
nits
of e
nqui
ry in
KS3
RE.
The
Agr
eed
Sylla
bus
Conf
eren
ce a
nd S
ACR
E, m
indf
ul o
f the
var
iety
of p
rovi
sion
of t
ime
and
reso
urce
s fo
r KS3
RE,
ass
ert t
he v
alue
of s
tudy
ing,
in a
yea
r, th
ree
or
four
of t
hese
enq
uirie
s (in
dep
th) o
r mor
e (a
t hig
her s
peed
, or p
erha
ps w
ith
mor
e ab
le s
tude
nts)
. The
refo
re s
tude
nts
are
expe
cted
to e
ngag
e w
ith 9
or
mor
e of
thes
e en
quiri
es a
cros
s Ke
y St
age
3 (w
here
it o
ccup
ies
thre
e ye
ars
of tu
ition
). S
choo
ls a
re a
lso
enco
urag
ed to
dev
elop
thei
r ow
n en
quiri
es
usin
g th
e ou
tcom
es fo
r 14
year
old
s to
gui
de th
e st
anda
rds
set a
nd
mai
ntai
ning
the
bala
nce
of s
tudy
the
sylla
bus
requ
ires.
Man
y of
thes
e in
vest
igat
ions
hav
e st
rong
link
s to
are
as o
f stu
dy in
GCS
E RS
, w
hich
may
be
help
ful i
n so
me
scho
ols
wor
king
with
a tw
o ye
ar K
ey S
tage
3.
In p
lann
ing
whi
ch e
nqui
ries
to ta
ckle
, and
in w
hat o
rder
, sch
ools
mus
t co
nsid
er h
ow to
ena
ble
cont
inui
ty a
nd p
rogr
essi
on in
stu
dent
s’ le
arni
ng,
sett
ing
high
sta
ndar
ds.
The
enqu
iries
are
writ
ten
here
with
a s
ugge
stio
n ab
out w
here
they
fit i
n Ye
ar 7
, 8 o
r 9 b
uilt
into
them
, so
that
a c
lear
pic
ture
of p
rogr
essi
on in
bot
h kn
owle
dge
and
skill
s is
giv
en. S
ome
are
reco
mm
ende
d fo
r you
nger
or l
ower
ac
hiev
ing
stud
ents
(wor
king
from
ste
ps 3
-6).
Oth
ers
are
mor
e de
man
ding
, fo
r exa
mpl
e sp
ecify
ing
outc
omes
from
ste
ps 5
-8, s
uite
d to
lear
ning
nee
ds in
Ye
ar 9
for e
xam
ple.
The
se w
ays
of d
escr
ibin
g ac
hiev
emen
ts a
re in
tend
ed to
help
the
teac
her,
rath
er th
an to
be
pres
crip
tive.
Teac
hers
are
wel
com
e to
dev
ise
othe
r enq
uirie
s fo
r use
in th
eir o
wn
scho
ol
whi
ch e
nabl
e pu
pils
to m
eet t
he o
utco
mes
for 1
4 ye
ar o
lds,
whi
ch a
re o
f co
urse
the
stat
utor
y he
art o
f the
syl
labu
s.
Scho
ols
shou
ld s
elec
t the
uni
ts th
ey w
ish
to s
tudy
and
pla
n th
e pr
ogre
ssio
n th
roug
h th
e tit
les
they
cho
ose
care
fully
, bea
ring
in m
ind
the
need
to
bala
nce
the
stud
y of
Chr
istia
nity
and
the
stud
y of
oth
er p
rinci
pal r
elig
ions
in
the
UK,
whi
lst a
lso
mak
ing
appr
opria
te s
pace
for n
on-re
ligio
us w
orld
view
s.
In th
e ex
ampl
es p
rese
nted
ove
r the
nex
t sec
tion,
the
sylla
bus
spec
ifies
age
-ap
prop
riate
out
com
es a
nd p
ictu
res
prog
ress
tow
ards
to th
e ou
tcom
es fo
r 14
yea
r old
s cl
early
and
car
eful
ly. T
each
ers
who
writ
e th
eir o
wn
units
of
wor
k or
mov
e th
e or
der o
f tho
se s
peci
fied
belo
w fr
om y
ear t
o ye
ar s
houl
d gi
ve c
aref
ul a
tten
tion
to p
upils
’ pro
gres
sion
tow
ards
the
outc
omes
. Th
e sy
llabu
s pr
escr
ibes
a m
inim
um o
f rel
igio
ns to
be
taug
ht. A
cros
s Ke
y St
age
Thre
e, th
ese
are
Budd
hism
, Sik
hism
, Isl
am a
nd C
hris
tiani
ty. S
ome
scho
ols
may
wis
h to
go
beyo
nd th
e m
inim
um re
quire
men
t.
57
A ti
tle
ques
tion
and
the
lear
ning
in
tent
ion
Que
stio
ns to
add
ress
in im
plem
entin
g th
e in
tent
ion
The
impa
ct th
is s
tudy
can
hav
e on
stu
dent
s le
arni
ng
7.1 R
ecom
men
ded
for Y
ear 7
En
quir
y: W
hat i
s re
ligio
n? Is
relig
ion
dyin
g or
gro
win
g or
bot
h?
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
som
e of
the
way
s re
ligio
ns b
egin
, and
of t
he n
atur
e of
re
ligio
n. T
hey
will
dev
elop
thei
r abi
litie
s an
d sk
ills
in th
inki
ng a
bout
que
stio
ns
abou
t rel
igi o
n fr
om s
ocio
logy
and
th
eolo
gy in
clud
ing
ques
tions
of g
row
th
and
decl
ine.
Co
ncep
ts: b
elie
fs, t
each
ings
, sou
rces
of
wis
dom
, way
s of
exp
ress
ing
mea
ning
, di
vers
ity, m
eani
ng, c
omm
itmen
t Su
gges
ted
relig
ions
and
wor
ldvi
ews:
Ch
ristia
nity
and
two
othe
r exa
mpl
es.
Budd
hism
and
Sik
hi a
re re
com
men
ded.
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t do
you
belie
ve in
? W
hy a
re p
eopl
e re
ligio
us?
Rel
igio
n is
dec
linin
g in
the
UK
but g
row
ing
fast
acr
oss
the
wor
ld. W
hy? W
ill it
die
out
ou
r flo
uris
h in
the
next
50
year
s?
Wha
t are
the
maj
or w
orld
relig
ions
? How
ar
e th
ey s
prea
d ou
t in
our r
egio
n of
the
UK?
W
hich
are
gro
win
g an
d w
hich
dec
linin
g?
Doe
s ev
eryo
ne h
ave
a w
orld
view
bas
ed o
n be
liefs
and
exp
erie
nces
? H
ow d
o pe
ople
exp
ress
com
mitm
ent t
o th
eir r
elig
ion?
A
re th
eir d
iffer
ent p
aths
to G
od?
Wha
t are
the
diff
eren
ces
betw
een
relig
ion,
fa
ith, b
elie
ving
and
con
vict
ions
?
Expe
cted
out
com
es fr
om s
teps
3-6
M
ost p
upils
can
wor
k at
Ste
p 4:
Expl
ain
the
impa
ct o
f and
con
nect
ions
bet
wee
n id
eas,
pr
actic
es, v
iew
poin
ts a
bout
the
begi
nnin
g an
d po
pula
rity
of
thre
e m
ajor
relig
ions
Expr
ess
idea
s of
thei
r ow
n th
ough
tful
ly a
bout
wha
t mak
es
relig
ions
so
wid
espr
ead
in th
e U
K an
d gl
obal
ly
A
pply
idea
s ab
out r
elig
ions
and
wor
ldvi
ews
thou
ghtf
ully
M
any
pupi
ls c
an w
ork
at S
tep
5:
U
nder
stan
d id
eas
and
prac
tice
s, li
nkin
g di
ffer
ent v
iew
poin
ts
abou
t the
nat
ure
of re
ligio
n
Ex
plai
n di
vers
e id
eas
and
view
poin
ts a
bout
the
natu
re o
f re
ligio
ns c
lear
ly in
var
ious
form
s
In
vest
igat
e an
d ex
plai
n w
hy re
ligio
ns a
nd w
orld
view
s m
atte
r, fo
r exa
mpl
e as
king
the
ques
tion
: doe
s ev
eryo
ne
have
a w
orld
view
?
7.2
Reco
mm
ende
d fo
r Yea
r 7
Enqu
iry:
Wha
t is
it lik
e to
be
a m
embe
r of
one
part
icul
ar re
ligio
n in
Bri
tain
toda
y?
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
a re
ligio
n th
ey m
ay
not h
ave
stud
ied
befo
re, e
.g. S
ikhi
, the
w
ay o
f the
Bud
dha.
The
y w
ill d
evel
op
thei
r abi
litie
s an
d sk
ills
in u
nder
stan
ding
re
ligio
us te
xts,
exp
erie
nces
and
pra
ctic
es
in m
oder
n Br
itai
n.
Conc
epts
: bel
ongi
ng, b
elie
fs, t
each
ings
way
s of
livi
ng, i
dent
ity, p
urpo
se, v
alue
s.
Sugg
este
d re
ligio
ns a
nd w
orld
view
s:
One
from
Jud
aism
, Isl
am, H
indu
ism
, Sik
hi,
Budd
hism
.
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t doe
s it
mea
n to
bel
ong?
H
ow c
an w
e in
vest
igat
e a
relig
ion?
A
re a
ll Je
ws
/ Mus
lims
/ Hin
dus
/ Sik
hs /
Budd
hist
s th
e sa
me?
Wha
t are
the
diff
eren
ces
with
in e
ach
relig
ion?
W
hat m
akes
relig
ious
iden
tity
so im
port
ant
for s
ome
peop
le, a
nd s
o un
impo
rtan
t for
ot
hers
? H
ow is
this
relig
ion
rela
ted
to s
ome
othe
r re
ligio
ns?
Som
e pe
ople
bel
ieve
‘all
relig
ions
lead
to
God
’. If
so, t
hen
why
are
they
all
so
diff
eren
t?
Not
e th
at th
is u
nit c
an b
e us
ed m
ore
than
on
ce w
here
teac
hers
wis
h to
pla
n to
intr
oduc
e re
ligio
ns to
thei
r pup
ils o
ne b
y on
e.
Expe
cted
out
com
es fr
om s
teps
3-6
M
ost p
upils
can
wor
k at
Ste
p 4:
Expl
ain
the
impa
ct o
f and
con
nect
ions
bet
wee
n id
eas,
pr
actic
es a
nd v
iew
poin
ts in
the
relig
ion
I am
stu
dyin
g
Expr
ess
idea
s of
my
own
abou
t the
relig
ion
I am
stu
dyin
g th
ough
tful
ly in
RE
A
pply
idea
s ab
out t
he re
ligio
n I a
m s
tudy
ing,
con
nect
ing
thes
e id
eas
to o
ther
wor
ldvi
ews
thou
ghtf
ully
M
any
pupi
ls c
an w
ork
at S
tep
5:
U
nder
stan
d id
eas
and
prac
tices
in th
e re
ligio
n I a
m s
tudy
ing,
lin
king
diff
eren
t vie
wpo
ints
and
kno
win
g th
at m
embe
rs o
f th
e re
ligio
n ex
pres
s it
in d
iffer
ent w
ays
Ex
plai
n di
vers
e id
eas
and
view
poin
ts fr
om in
side
the
relig
ion
I am
stu
dyin
g cl
earl
y in
var
ious
form
s, e
.g. i
n ar
t, a
rgum
ent,
de
scri
ptio
n an
d co
mpa
riso
n
In
vest
igat
e an
d ex
plai
n w
hy th
e re
ligio
n I a
m s
tudy
ing
mat
ters
to y
oung
follo
wer
s in
the
UK
toda
y.
58
7.3
Reco
mm
ende
d fo
r Yea
r 7
Enqu
iry:
Wha
t can
we
lear
n fr
om
visi
ting
plac
es o
f wor
ship
? Le
arni
ng in
tent
ion:
stu
dent
s w
ill
gain
rich
kno
wle
dge
of th
e be
liefs
an
d pr
actic
es e
mbo
died
in p
lace
s of
w
orsh
ip fr
om th
ree
diff
eren
t re
ligio
ns.
They
will
dev
elop
thei
r ab
ilitie
s an
d sk
ills
in e
xplo
ring
, ex
plai
ning
and
inte
rpre
ting
relig
ious
w
ays
of w
orsh
ip a
nd w
ays
of li
ving
.
Conc
epts
: bel
iefs
, way
s of
livi
ng, w
ays
of
expr
essi
ng m
eani
ng, c
omm
itmen
ts
Relig
ions
and
wor
ldvi
ews:
Chr
istia
nity
an
d tw
o ot
hers
sel
ecte
d by
the
scho
ol
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
con
side
r que
stio
ns s
uch
as:
Wha
t are
the
purp
oses
of s
acre
d sp
aces
an
d pl
aces
? W
hy a
re th
ere
over
50
000
chur
ch
build
ings
in th
e U
K? W
hy a
re th
ere
near
ly 2
000
mos
ques
? W
hy d
o pe
ople
of a
ll re
ligio
ns b
uild
hol
y bu
ildin
gs?
How
are
diff
eren
t rel
igio
us b
uild
ings
si
mila
r and
diff
eren
t?
Can
relig
ions
sha
re a
hol
y bu
ildin
g, in
e.
g. a
hos
pita
l, ai
rpor
t or p
rison
? S
houl
d re
ligio
us b
uild
ings
be
sold
to
feed
sta
rvin
g ch
ildre
n? O
r sho
uld
bank
s an
d fin
anci
al in
stitu
tions
be
sold
in
stea
d?
Expe
cted
out
com
es fr
om s
teps
3-6
M
ost p
upils
can
wor
k at
Ste
p 4:
Expl
ain
the
impa
ct o
f rel
igio
us b
uild
ings
on
the
com
mun
ities
th
ey s
erve
, ref
erri
ng to
idea
s, p
ract
ices
and
vie
wpo
ints
Expr
ess
idea
s of
thei
r ow
n ab
out s
acre
d sp
ace,
relig
ious
bu
ildin
gs a
nd c
omm
unity
thou
ghtf
ully
App
ly id
eas
such
as
sacr
edne
ss, h
oly
spac
e, th
e im
pact
of
com
mun
ity a
nd th
e va
lue
of s
olid
arity
in re
latio
n to
diff
eren
t re
ligio
ns a
nd w
orld
view
s th
ough
tful
ly fo
r the
mse
lves
M
any
pupi
ls c
an w
ork
at S
tep
5:
U
nder
stan
d a
rang
e of
idea
s an
d pr
actic
es fr
om a
t lea
st th
ree
relig
ions
, lin
king
and
com
pari
ng d
iffer
ent v
iew
poin
ts a
bout
w
orsh
ip a
nd s
acre
d sp
ace
Expl
ain
dive
rse
idea
s an
d vi
ewpo
ints
abo
ut th
e va
lue
and
sign
ifica
nce
of p
lace
s of
wor
ship
cle
arly
in v
ario
us fo
rms
In
vest
igat
e an
d ex
plai
n w
hy re
ligio
us b
uild
ings
mat
ter t
o be
lieve
rs –
and
why
‘Sec
ular
Hal
ls’ f
or n
on-r
elig
ious
com
mun
ity
life
are
rath
er ra
re.
7.4
Reco
mm
ende
d fo
r Yea
r 7
Enqu
iry:
Do
the
teac
hing
s of
Jes
us
stan
d th
e te
st o
f tim
e?
Lear
ning
inte
ntio
n: s
tude
nts
will
ga
in ri
ch k
now
ledg
e of
the
teac
hing
of
Jes
us fr
om th
e G
ospe
l nar
rativ
es
and
its im
pact
on
Chri
stia
ns to
day.
Th
ey w
ill d
evel
op th
eir a
bilit
ies
and
skill
s as
inte
rpre
ters
of B
iblic
al id
eas
and
exam
ples
.
Conc
epts
: tea
chin
g, s
ourc
es o
f wis
dom
, w
ays
of li
ving
, bel
ongi
ng, m
eani
ng,
valu
es
Relig
ions
and
wor
ldvi
ews:
Chr
istia
nity
, Is
lam
, Ath
eism
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
con
side
r que
stio
ns s
uch
as:
Wha
t do
we
know
abo
ut J
esus
from
hi
stor
y?
Wha
t kin
ds o
f lite
ratu
re a
re th
e fo
ur
Gos
pels
? W
hat w
ould
Jes
us s
ay a
nd d
o ab
out
som
e of
toda
y’s
ethi
cal i
ssue
s?
Why
doe
s Je
sus
have
ove
r 2 b
illio
n fo
llow
ers
wor
ldw
ide
toda
y?
In
wha
t way
s do
the
Chris
tian
com
mun
ities
put
the
teac
hing
and
ex
ampl
e of
Jes
us in
to p
ract
ice?
In w
hat
way
s do
they
not
? W
as J
esus
mad
or b
ad o
r was
he
the
Son
of G
od? (
Que
stio
n ba
sed
on a
fam
ous
quot
e by
CS
Lew
is)
How
and
why
can
peo
ple
lear
n fr
om
Jesu
s to
day?
Expe
cted
out
com
es fr
om s
teps
3-6
M
ost p
upils
can
wor
k at
Ste
p 4:
Expl
ain
the
impa
ct o
f Jes
us’ t
each
ing
amon
g Ch
rist
ians
toda
y
Expr
ess
idea
s of
thei
r ow
n ab
out J
esus
’ tea
chin
g on
them
es li
ke
forg
iven
ess,
wea
lth,
pra
yer a
nd in
clus
ive
love
thou
ghtf
ully
App
ly id
eas
from
the
teac
hing
and
exa
mpl
e of
Jes
us
thou
ghtf
ully
to s
ome
cont
empo
rary
issu
es o
f rel
igio
n,
spir
itual
ity o
r eth
ics
Man
y pu
pils
can
wor
k at
Ste
p 5:
Und
erst
and
Jesu
s’ id
eas
and
thei
r inf
luen
ce o
n Ch
rist
ian
prac
tices
, lin
king
diff
eren
t vie
wpo
ints
abo
ut h
is s
igni
fican
ce to
ex
ampl
es
Ex
plai
n di
vers
e id
eas
abou
t the
impa
ct o
f the
life
, tea
chin
g an
d ex
ampl
e of
Jes
us a
nd e
xpla
in a
rang
e of
vie
wpo
ints
cle
arly
in
vari
ous
form
s –
e.g.
art
, arg
umen
t, d
escr
iptio
n an
d co
mpa
riso
n
Inve
stig
ate
and
expl
ain
why
Jes
us is
con
side
red
to b
e (o
ne o
f?)
hum
anity
’s m
ost i
nflu
entia
l fig
ures
by
billi
ons
of C
hris
tians
, and
m
any
who
are
not
Chr
istia
ns to
o.
59
7.5
Reco
mm
ende
d fo
r Yea
r 7
Enqu
iry:
Wha
t is
good
and
wha
t is
bad?
H
ow d
o w
e de
cide
righ
t and
wro
ng?
Nob
le a
nd e
vil?
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
the
belie
fs a
nd
teac
hing
s of
thre
e re
ligio
ns a
bout
goo
d an
d ev
il. T
hey
will
dev
elop
thei
r abi
litie
s an
d sk
ills
in th
inki
ng b
oth
abou
t bel
iefs
an
d et
hics
in re
latio
n to
diff
eren
t re
ligio
us te
xts
and
prac
tices
. Co
ncep
ts: w
ays
of li
ving
, div
ersi
ty,
Sugg
este
d re
ligio
ns a
nd w
orld
view
s:
Chris
tiani
ty, H
indu
ism
, Isl
am
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t do
we
thin
k is
righ
t and
goo
d, o
r wro
ng
and
evil?
Why
? W
hat i
s th
e te
achi
ng o
f thr
ee d
iffer
ent
relig
ions
abo
ut g
oodn
ess?
Are
the
teac
hing
s si
mila
r or d
iffer
ent?
W
hat v
alue
s an
d co
mm
itmen
ts fr
om d
iffer
ent
relig
ions
hel
p pe
ople
dec
ide
wha
t is
good
or
evil?
W
hy d
oes
it m
atte
r wha
t we
thin
k ab
out e
vil?
I
f we
all f
ollo
wed
the
teac
hing
s of
a re
ligio
n,
how
wou
ld th
e w
orld
cha
nge?
D
oes
relig
ion
help
peo
ple
to b
e go
od, o
r m
ake
them
mor
e lik
ely
to d
o ev
il? H
ow a
nd
why
? W
hat a
re n
on-re
ligio
us c
odes
for l
ivin
g lik
e?
Expe
cted
out
com
es fr
om s
teps
3-6
M
ost p
upils
can
wor
k at
Ste
p 4:
Expl
ain
the
impa
ct o
f rel
igio
us id
eas
abou
t goo
d an
d ev
il, c
onne
ctin
g id
eas
abou
t goo
dnes
s an
d G
od w
ith
relig
ious
pra
ctic
e an
d m
oral
vie
wpo
ints
Expr
ess
idea
s of
thei
r ow
n ab
out g
oodn
ess
and
evil
in
rela
tion
to re
ligio
us te
xts
and
teac
hing
s th
ough
tful
ly
A
pply
idea
s ab
out g
ood
and
evil
from
diff
eren
t re
ligio
ns a
nd w
orld
view
s th
ough
tful
ly
Man
y pu
pils
can
wor
k at
Ste
p 5:
Und
erst
and
links
bet
wee
n be
liefs
abo
ut g
ood
and
evil
and
som
e va
ried
way
s th
ese
are
put i
nto
prac
tice
in
diff
eren
t rel
igio
ns
Ex
plai
n di
vers
e id
eas
and
view
poin
ts a
bout
goo
d an
d ev
il cl
earl
y in
var
ious
form
s, e
.g. i
n ar
t, a
rgum
ent,
de
scri
ptio
n an
d co
mpa
riso
n
Inve
stig
ate
and
expl
ain
why
relig
ious
– o
r ath
eist
- te
achi
ng a
bout
goo
d an
d ev
il m
atte
rs to
bel
ieve
rs
8.1 R
ecom
men
ded
for Y
ear 8
En
quir
y: W
hy b
elie
ve in
God
? Or w
hy b
e an
ath
eist
? Le
arni
ng in
tent
ion:
stu
dent
s w
ill g
ain
rich
kno
wle
dge
of th
e ex
peri
ence
s,
deba
tes
and
argu
men
ts a
roun
d th
e id
ea
of G
od. T
hey
will
dev
elop
thei
r abi
litie
s an
d sk
ills
in w
eigh
ing
up th
e m
eani
ng
and
valu
e of
diff
eren
t per
spec
tives
on
ques
tions
abo
ut th
e re
ality
of G
od.
Co
ncep
ts: b
elie
fs, t
each
ing,
wis
dom
, au
thor
ity, w
ays
of e
xpre
ssin
g m
eani
ng, t
ruth
, va
lues
Re
ligio
ns a
nd w
orld
view
s: C
hris
tiani
ty,
athe
ism
, one
furt
her s
elec
ted
by th
e sc
hool
(S
ikhs
, Mus
lims
and
Jew
ish
peop
le a
ll be
lieve
in
one
God
)
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Why
do
abou
t 70%
+ o
f the
wor
ld’s
peo
ple
belie
ve in
God
? Is
this
figu
re g
row
ing
or
decl
inin
g? W
hy?
Doe
s be
lief i
n G
od m
ake
peop
le h
appi
er?
“Th
ere’
s no
pro
of a
bout
God
or a
thei
sm.”
Is
ther
e an
y go
od e
vide
nce
on e
ach
side
of t
he
argu
men
t?
Is
the
Chris
tian
God
the
sam
e as
the
Mus
lim
God
? And
wha
t abo
ut S
ikh
and
Jew
ish
idea
s?
Can
a g
ood
God
allo
w s
uffe
ring?
D
id G
od s
tart
the
Big
Bang
? R
elig
ious
peo
ple
clai
m fa
ith in
God
and
ex
perie
nce
of G
od g
ives
mea
ning
to li
fe –
w
hy?
Whe
re d
o at
heis
ts fi
nd m
eani
ngs
in li
fe?
Expe
cted
out
com
es fr
om s
teps
4-7
M
ost p
upils
can
wor
k at
Ste
p 5:
Und
erst
and
idea
s ab
out b
elie
f in
God
or t
he b
elie
f th
at th
ere
is n
o G
od, s
eein
g co
nnec
tion
s be
twee
n di
ffer
ent v
iew
s
Ex
plai
n di
vers
e id
eas
and
view
poin
ts a
bout
the
natu
re
and
real
ity
of G
od c
lear
ly in
var
ious
form
s
In
vest
igat
e an
d ex
plai
n w
hy th
e di
ffer
ent v
iew
s ab
out
God
foun
d in
relig
ions
and
wor
ldvi
ews
mat
ter
M
any
pupi
ls c
an w
ork
at S
tep
6:
A
ppre
ciat
e an
d ap
prai
se d
iffer
ent u
nder
stan
ding
s of
th
e na
ture
and
real
ity o
f God
from
a ra
nge
of re
ligio
ns
and
wor
ldvi
ews
Ex
pres
s in
sigh
ts in
to re
ligio
us q
uest
ions
abo
ut th
e na
ture
and
real
ity o
f God
, giv
ing
cohe
rent
acc
ount
s of
be
liefs
and
idea
s
Enqu
ire
into
and
inte
rpre
t ide
as, s
ourc
es a
nd
argu
men
ts in
rela
tion
to th
eolo
gica
l and
phi
loso
phic
al
ques
tion
s ab
out G
od.
60
8.2
Reco
mm
ende
d fo
r Yea
r 8
Enqu
iry:
Wha
t will
mak
e ou
r co
mm
uniti
es m
ore
resp
ectf
ul? E
xplo
ring
be
lief i
n ac
tion.
Le
arni
ng in
tent
ion:
stu
dent
s w
ill g
ain
rich
kno
wle
dge
of s
ome
issu
es a
bout
liv
ing
in a
plu
ral s
ocie
ty fo
r the
w
ellb
eing
of a
ll, d
evel
opin
g ab
ilitie
s an
d sk
ills
in a
naly
zing
and
resp
ondi
ng t o
so
cial
and
relig
ious
issu
es a
bout
how
pe
ople
can
dis
agre
e re
spec
tful
ly a
nd li
ve
harm
onio
usly
toge
ther
, in
dive
rse
fam
ily
stru
ctur
es a
nd fr
om d
iffer
ent e
thni
c an
d re
ligio
us g
roup
s.
Conc
epts
: bel
iefs
, way
s of
livi
ng, v
alue
s,
com
mitm
ent.
Relig
ions
and
wor
ldvi
ews:
Th
ose
repr
esen
ted
in th
e lo
cal a
rea
/ reg
ion
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Can
peo
ple
who
bel
ieve
ver
y di
ffer
ent t
hing
s ab
out G
od, h
uman
ity a
nd th
e w
orld
stil
l sha
re
one
soci
ety
in h
arm
ony?
Wha
t is
need
ed fo
r th
is to
hap
pen?
C
an w
e liv
e w
ell t
oget
her e
ven
thou
gh w
e’re
al
l diff
eren
t?
Is
relig
ion
anti-
raci
st? S
houl
d it
be?
Sho
uld
polit
icia
ns li
sten
mor
e or
less
to
relig
ious
lead
ers?
W
hat d
oes
it m
ean
to ‘R
espe
ct th
e Ea
rth’
? W
hy d
oes
it m
atte
r?
Wha
t can
we
do to
bre
ak d
own
gene
ratio
nal
barr
iers
? Fam
ily c
onfli
cts?
W
hy a
re g
ende
r equ
ality
, eth
nic
equa
lity
and
relig
ious
equ
ality
impo
rtan
t? W
hat c
an b
e do
ne to
pro
mot
e th
ese
and
othe
r equ
aliti
es in
ou
r com
mun
ity?
Expe
cted
out
com
es fr
om s
teps
4-7
M
ost p
upils
can
wor
k at
Ste
p 5:
Und
erst
and
relig
ious
idea
s ab
out l
ivin
g to
geth
er w
ell,
incl
udin
g m
oral
vis
ions
and
com
man
ds fo
und
in v
arie
d sa
cred
text
s
Ex
plai
n di
vers
e id
eas
abou
t com
mun
ity
harm
ony
and
abou
t int
er-r
elig
ious
and
oth
er e
xam
ples
of c
onfli
ct
In
vest
igat
e an
d ex
plai
n w
hy re
ligio
ns a
nd w
orld
view
s co
ntri
bute
to c
omm
unity
har
mon
y, a
nd h
ow th
ey
som
etim
es h
ave
the
oppo
site
impa
ct
Man
y pu
pils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of
the
cont
ribu
tions
of v
arie
d re
ligio
ns a
nd w
orld
view
s to
issu
es o
f soc
ial c
ohes
ion,
resp
ect f
or a
ll an
d co
nflic
t
Expr
ess
insi
ghts
into
relig
ious
and
mor
al q
uest
ions
ab
out c
omm
unity
har
mon
y, g
ivin
g a
cohe
rent
acc
ount
of
how
bel
iefs
and
val
ues
mak
e a
diff
eren
ce to
qu
estio
ns o
f res
pect
for a
ll
Enqu
ire
into
and
inte
rpre
t ide
as, s
ourc
es a
nd
argu
men
ts
8.
3 Re
com
men
ded
for Y
ear 8
En
quir
y: W
hat d
oes
just
ice
mea
n to
Ch
rist
ians
? Le
arni
ng in
tent
ion:
stu
dent
s w
ill g
ain
rich
kno
wle
dge
of B
iblic
al e
xam
ples
of
text
s ab
out j
ustic
e an
d of
con
tem
pora
ry
exam
ples
of C
hris
tian
actio
n fo
r jus
tice.
Th
ey w
ill d
evel
op th
eir a
bilit
ies
and
skill
s in
ana
lyzi
ng w
hat m
akes
for j
ustic
e an
d ex
plai
ning
the
impa
cts
of b
elie
fs
and
valu
es.
Conc
epts
: way
s of
livi
ng, w
ays
of e
xpre
ssin
g m
eani
ng, b
elon
ging
, pur
pose
, val
ues
Sugg
esti
ng re
ligio
ns a
nd w
orld
view
s:
Chris
tiani
ty (o
ther
exa
mpl
es o
f rel
igio
us
figur
es w
ho h
ave
give
n th
eir l
ives
for j
ustic
e co
uld
be u
sed
in a
n ad
apta
tion
of th
is u
nit)
.
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t doe
s th
e ex
ampl
e of
Jes
us s
how
abo
ut
just
ice,
fairn
ess
and
love
? W
ho a
re th
e he
roes
of C
hris
tian
just
ice
in th
e la
st 10
0 ye
ars?
W
hy d
o so
me
Chris
tian
peop
le s
acrif
ice
them
selv
es fo
r oth
ers?
H
ave
Chris
tian
lead
ers
chan
ged
the
wor
ld fo
r th
e be
tter
? I
f Jes
us p
reac
hed
just
ice,
pea
ce a
nd lo
ve,
then
why
has
the
chur
ch s
omet
imes
faile
d to
fo
llow
his
teac
hing
? W
hat s
houl
d yo
u do
whe
n hu
man
righ
ts a
re
deni
ed? W
hat h
ave
som
e Ch
ristia
ns d
one?
N
ote:
this
uni
t foc
uses
on
Chri
stia
nity
. A si
mila
r ap
proa
ch c
ould
be
take
n us
ing
insp
iratio
nal
exam
ples
of s
eeki
ng ju
stic
e fr
om a
noth
er
relig
ion
or w
orld
view
.
Expe
cted
out
com
es fr
om s
teps
4-7
M
ost p
upils
can
wor
k at
Ste
p 5:
Und
erst
and
the
idea
s of
a ra
nge
of C
hris
tian
s co
mm
itte
d to
just
ice
and
conn
ect t
heir
idea
s to
Bi
blic
al a
nd o
ther
Chr
istia
n te
achi
ng
Ex
plai
n di
vers
e id
eas
and
view
poin
ts a
bout
just
ice,
pe
ace
and
the
inte
grity
of c
reat
ion
clea
rly
Inve
stig
ate
and
expl
ain
why
just
ice
is a
sig
nific
ant
conc
ept i
n Ch
rist
iani
ty a
nd c
onsi
der m
oral
issu
es
aris
ing
from
thei
r stu
dy
Man
y pu
pils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of
just
ice
in re
latio
n to
Chr
istia
n co
ncep
ts a
nd v
isio
ns
Ex
pres
s in
sigh
ts in
to q
uest
ions
abo
ut ju
stic
e in
re
latio
n to
Chr
istia
nity
, giv
ing
cohe
rent
acc
ount
s of
be
liefs
and
idea
s
Enqu
ire
into
and
inte
rpre
t ide
as, s
ourc
es a
nd
argu
men
ts
61
8.4
Reco
mm
ende
d fo
r Yea
r 8
Enqu
iry:
Wha
t is
good
and
wha
t is
chal
leng
ing
abou
t bei
ng a
teen
age
belie
ver i
n Br
itain
toda
y?
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
one
relig
ion
in th
e U
K to
day.
The
y w
ill d
evel
op th
eir a
bilit
ies
and
skill
s in
gat
heri
ng a
nd u
sing
in
form
atio
n, li
sten
ing
to o
ther
s an
d th
inki
ng a
bout
the
impa
ct o
f bel
iefs
on
life.
Co
ncep
ts: w
ays
of li
ving
, bel
ongi
ng d
iver
sity
, m
eani
ng, c
omm
itmen
t, liv
ed re
ligio
n Su
gges
ted
relig
ions
and
wor
ldvi
ews:
Bu
ddhi
st, S
ikhi
(not
stu
died
at K
S2) o
r ad
ditio
nal w
ork
on H
indu
, Jew
ish,
Mus
lim li
fe
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t doe
s it
mea
n to
be
relig
ious
? W
hat i
s it
like
to b
e a
relig
ious
teen
ager
in
Not
tingh
am C
ity a
nd N
ottin
gham
shire
to
day?
(with
det
aile
d re
fere
nce
to th
e re
ligio
n se
lect
ed)
Why
doe
s re
ligio
n m
atte
r to
som
e, b
ut n
ot
to o
ther
s?
If y
ou w
ere
to fo
llow
a fa
ith, w
hat w
ould
be
good
and
wha
t wou
ld b
e ha
rd?
How
doe
s re
ligio
n m
ake
a di
ffer
ence
to
ritua
ls, d
ress
, foo
d, fa
mily
, fes
tiviti
es,
wor
ship
, eth
ics
and
belie
fs?
Doe
s sp
iritu
ality
mat
ter m
ore
than
relig
ion?
N
ote
that
this
uni
t can
be
used
mor
e th
an o
nce
whe
re te
ache
rs w
ish
to p
lan
to in
trod
uce
relig
ions
to th
eir p
upils
one
by
one.
Expe
cted
out
com
es fr
om s
teps
4-7
M
ost p
upils
can
wor
k at
Ste
p 5:
Und
erst
and
idea
s an
d pr
acti
ces,
in S
ikh
or B
uddh
ist (
or
anot
her)
relig
ion,
link
ing
diff
eren
t vie
wpo
ints
Expl
ain
dive
rse
idea
s an
d vi
ewpo
ints
from
the
relig
ion
stud
ied
clea
rly
in v
ario
us fo
rms
In
vest
igat
e an
d ex
plai
n w
hy th
is re
ligio
n m
atte
rs to
its
youn
g fo
llow
ers
toda
y
Man
y pu
pils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
the
chal
leng
es o
f a re
ligio
us
way
of l
ife in
mod
ern
Brita
in
Ex
pres
s in
sigh
ts in
to th
e Si
kh /
Budd
hist
(oth
er)
relig
ious
bel
iefs
and
way
s of
livi
ng, r
aisi
ng q
uest
ions
an
d gi
ving
coh
eren
t acc
ount
s of
bel
iefs
and
idea
s
Enqu
ire
into
and
inte
rpre
t the
sig
nific
ance
of a
spec
ts o
f liv
ing
as a
you
ng S
ikh
/ Bud
dhis
t / o
ther
in th
e U
K to
day
8.5
Reco
mm
ende
d fo
r Yea
r 8
Enqu
iry:
Whe
re c
an w
e fin
d w
isdo
m to
liv
e by
? Stu
dyin
g so
urce
s of
wis
dom
fr
om re
ligio
ns a
nd w
orld
view
s.
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
the
way
s in
whi
ch
sacr
ed te
xts
func
tion
as s
ourc
es o
f w
isdo
m a
nd g
uida
nce
for r
elig
ious
pe
ople
. The
y w
ill d
evel
op th
eir a
bilit
ies
and
skill
s in
sel
ectin
g an
d de
ploy
ing
idea
s an
d ex
pres
sing
spi
ritu
al id
eas
Co
ncep
ts: W
isdo
m, a
utho
rity,
bel
iefs
and
te
achi
ngs,
mea
ning
, pur
pose
and
trut
h.
Sugg
este
d re
ligio
ns a
nd w
orld
view
s:
Chris
tiani
ty, S
ikhi
sm, B
uddh
ism
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t is
the
valu
e of
sac
red
text
s to
be
lieve
rs?
Wha
t is
the
mea
ning
of s
ome
wis
dom
text
s fr
om S
ikh,
Bud
dhis
t and
Chr
istia
n sc
riptu
res?
(U
se re
al e
xam
ples
with
stu
dent
s)
Wha
t is
sim
ilar a
nd d
istin
ctiv
e ab
out t
he
wis
dom
text
s fr
om d
iffer
ent r
elig
ions
? I
s sp
iritu
al w
isdo
m d
iffer
ent f
rom
sac
red
text
s? H
ow a
nd w
hy?
If G
od d
oes
not s
peak
in s
acre
d w
ritin
gs,
why
do
billi
ons
follo
w th
em?
If G
od s
peak
s in
sac
red
writ
ings
, how
can
hu
man
ity h
ear a
nd fo
llow
? D
oes
ever
yone
nee
d w
isdo
m to
live
by?
W
hy?
Whe
re d
o I g
et m
y w
isdo
m fo
r life
from
?
Expe
cted
out
com
es fr
om s
teps
4-7
M
ost p
upils
can
wor
k at
Ste
p 5:
Und
erst
and
exam
ples
of w
isdo
m te
achi
ngs
from
Sik
hs,
Budd
hist
s an
d Ch
rist
ians
, lin
king
dif
fere
nt id
eas
from
di
ffer
ent r
elig
ions
Expl
ain
dive
rse
idea
s an
d vi
ewpo
ints
abo
ut th
e na
ture
of
spi
ritu
al w
isdo
m c
lear
ly in
var
ious
form
s
In
vest
igat
e an
d ex
plai
n ho
w a
nd w
hy re
ligio
us te
xts
prov
ide
wis
dom
to b
illio
ns o
f peo
ple
toda
y, s
tudy
ing
sim
ilari
ties
and
diff
eren
ces
thou
ghtf
ully
M
any
pupi
ls c
an w
ork
at S
tep
6:
A
ppre
ciat
e an
d ap
prai
se d
iffer
ent u
nder
stan
ding
s of
a
rang
e of
wis
dom
text
s fr
om S
ikh,
Bud
dhis
t and
Ch
rist
ian
sour
ces
Ex
pres
s in
sigh
ts in
to q
uest
ions
abo
ut s
piri
tual
wis
dom
, gi
ving
coh
eren
t acc
ount
s of
bel
iefs
and
idea
s fr
om
Sikh
s, B
uddh
ists
and
Chr
istia
ns
En
quir
e in
to a
nd in
terp
ret e
xam
ples
of i
deas
and
so
urce
s of
wis
dom
from
thre
e re
ligio
ns, a
ccou
ntin
g fo
r si
mila
riti
es a
nd d
iffe
renc
es
62
8.6
Reco
mm
ende
d fo
r Yea
r 8
Enqu
iry:
Dea
th: i
s it
the
end?
Le
arni
ng in
tent
ion:
stu
dent
s w
ill g
ain
rich
kno
wle
dge
of b
elie
fs a
bout
life
af
ter d
eath
in th
ree
relig
ions
and
fr
om s
ome
non-
relig
ious
pe
rspe
ctiv
es.
They
will
dev
elop
thei
r ab
ilitie
s an
d sk
ills
in a
rgui
ng,
wei
ghin
g up
evi
denc
e an
d th
inki
ng
abou
t div
ersi
ties
of p
ersp
ectiv
es.
Co
ncep
ts: b
elie
fs, w
ays
of e
xpre
ssin
g m
eani
ng, m
eani
ng, p
urpo
se, v
alue
s Re
ligio
ns a
nd w
orld
view
s: C
hris
tiani
ty,
Budd
hism
, Sik
hism
. Non
-relig
ious
w
orld
view
s ca
n al
so b
e st
udie
d.
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to c
onsi
der
ques
tions
suc
h as
: W
hat h
appe
ns w
hen
we
die?
W
hat a
re th
e di
ffer
ence
s be
twee
n ‘fo
lk re
ligio
n’
or s
uper
stiti
on a
nd th
e re
ligio
us b
elie
fs o
f ‘m
ajor
re
ligio
ns’?
E.g.
: gho
sts,
spi
rits,
sou
ls, r
ebirt
h.
Do
you
have
a s
oul a
nd a
des
tiny?
I
s th
ere
a he
aven
or a
hel
l – w
hat d
o di
ffer
ent
faith
s te
ach?
W
hy d
o Si
khs
belie
ve in
rein
carn
atio
n? W
hat l
eads
to
a g
ood
rein
carn
atio
n in
Sik
h te
achi
ng?
Why
do
Chris
tians
hop
e fo
r the
resu
rrec
tion
of
the
body
and
eve
rlast
ing
life
with
God
? Wha
t im
pact
doe
s th
is h
ave
on th
is li
fe?
Why
do
Budd
hist
s se
ek th
e en
light
enm
ent t
hat
lead
s to
Nirv
ana?
How
doe
s Bu
ddhi
st p
ract
ice
lead
tow
ards
this
des
tiny?
C
an th
e ‘re
al y
ou’ b
e re
born
? I
s a
near
dea
th e
xper
ienc
e ev
iden
ce o
f life
aft
er
deat
h? W
hy o
r why
not
?
Expe
cted
out
com
es fr
om s
teps
4-7
M
ost p
upils
can
wor
k at
Ste
p 5:
Und
erst
and
a ra
nge
of id
eas
abou
t life
aft
er d
eath
and
wei
gh
up th
e pr
actic
es (e
.g. i
n a
fune
ral)
that
are
con
nect
ed to
th
ese
belie
fs
Ex
plai
n di
vers
e id
eas
and
view
poin
ts a
bout
que
stio
ns to
do
with
the
soul
, des
tiny,
life
aft
er d
eath
and
rela
ted
info
rmat
ion
clea
rly
In
vest
igat
e an
d ex
plai
n w
hy re
ligio
ns a
nd w
orld
view
s ha
ve
wid
ely
diff
erin
g vi
ews
abou
t lif
e af
ter d
eath
, and
why
thes
e be
liefs
hav
e an
impa
ct o
n th
e w
ay a
per
son
lives
thei
r lif
e.
Man
y pu
pils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of
ques
tions
abo
ut s
oul,
dest
iny
and
life
afte
r dea
th fr
om a
ra
nge
of re
ligio
ns a
nd w
orld
view
s
Giv
e a
cohe
rent
acc
ount
of t
he b
elie
fs a
nd id
eas
held
by
mem
bers
of t
hree
or m
ore
diff
eren
t rel
igio
ns a
nd
wor
ldvi
ews
abou
t life
aft
er d
eath
Enqu
ire
into
and
inte
rpre
t ide
as u
sing
sou
rces
suc
h as
sac
red
text
s an
d ar
gum
ents
from
phi
loso
phy
and
theo
logy
9.
1 Rec
omm
ende
d fo
r Yea
r 9
Enqu
iry:
How
can
peo
ple
expr
ess
the
spir
itual
thro
ugh
the
arts
? Le
arni
ng in
tent
ion:
stu
dent
s w
ill g
ain
rich
kno
wle
dge
of e
xam
ples
of
spir
itual
exp
ress
ion
in a
rchi
tect
ure,
ca
lligr
aphy
, art
, mus
ic a
nd o
ther
m
edia
from
thre
e di
ffer
ent r
elig
ions
. Th
ey w
ill d
evel
op th
eir a
bilit
ies
and
skill
s in
exp
ress
ing
thei
r ow
n id
eas
abou
t spi
ritu
al q
uest
ions
Co
ncep
ts: w
ays
of e
xpre
ssin
g m
eani
ng,
iden
tity,
trut
h, v
alue
s.
Relig
ions
and
wor
ldvi
ews:
Isla
m,
Chris
tiani
ty, B
uddh
ism
, non
-rel
igio
us
view
s.
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t rel
igio
us o
r spi
ritua
l art
, arc
hite
ctur
e,
poet
ry, m
usic
and
dra
ma
is im
pres
sive
to m
e?
How
can
bui
ldin
gs, p
iece
s of
mus
ic o
r wor
ks o
f ar
t exp
ress
spi
ritua
l ide
as? W
hat a
re th
e be
st
exam
ples
from
Isla
m, C
hris
tiani
ty a
nd
Budd
hism
? H
ow d
o pe
ople
who
are
‘spi
ritua
l but
not
re
ligio
us’ u
se th
e ar
ts fo
r spi
ritua
l exp
ress
ion?
W
hy d
o re
ligio
ns u
se th
e ar
ts?
If a
rt is
spi
ritua
l, th
en in
wha
t way
s no
n-re
ligio
us p
eopl
e ac
cess
it a
s w
ell a
s re
ligio
us
peop
le?
Wha
t ins
pire
s m
e?
How
do
I exp
ress
my
deep
est c
omm
itmen
ts?
Expe
cted
out
com
es fr
om s
teps
5-8
M
ost p
upils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of th
e sp
iritu
ality
of r
elig
ious
cre
ativ
ity in
art
, mus
ic, a
rchi
tect
ure
and
othe
r for
ms
Ex
pres
s in
sigh
ts in
to s
piri
tual
que
stio
ns a
bout
the
arts
, gi
ving
coh
eren
t acc
ount
s of
exa
mpl
es o
f how
Bud
dhis
ts,
Chri
stia
ns a
nd M
uslim
s us
e cr
eativ
ity to
exp
ress
spi
ritu
al
idea
s
Enqu
ire
into
and
inte
rpre
t ide
as a
nd e
xam
ples
of t
he a
rts
as
spir
itual
exp
ress
ion
Som
e pu
pils
can
wor
k at
Ste
p 7:
Eval
uate
div
erse
per
spec
tives
on
the
way
s in
whi
ch
Chri
stia
ns, M
uslim
s, B
uddh
ists
and
thos
e w
ho a
re s
piri
tual
bu
t not
relig
ious
use
the
crea
tive
arts
to ra
ise
and
expl
ore
ultim
ate
ques
tions
Use
diff
eren
t met
hods
of r
elig
ious
stu
dy to
exp
ress
and
ex
plai
n sp
iritu
al id
eas
of th
eir o
wn
crea
tivel
y an
d co
here
ntly
Eval
uate
arg
umen
ts a
bout
the
role
s of
the
arts
in d
iffer
ent
relig
ions
and
wor
ldvi
ews
both
per
sona
lly a
nd c
ritic
ally
63
9.2
Reco
mm
ende
d fo
r Yea
r 9
Enqu
iry:
Are
the
idea
s of
sci
ence
and
re
ligio
n co
mpa
tible
? Le
arni
ng in
tent
ion:
stu
dent
s w
ill g
ain
rich
kno
wle
dge
of d
ebat
es a
bout
the
cont
ribu
tions
of s
cien
ce a
nd re
ligio
n to
hu
man
und
erst
andi
ng, c
onsi
deri
ng
whe
ther
sci
ence
and
relig
ion
are
com
plim
enta
ry o
r con
flict
ing.
The
y w
ill
deve
lop
thei
r abi
litie
s an
d sk
ills
in
wei
ghin
g up
arg
umen
ts a
nd b
alan
cing
co
nclu
sion
s ab
out p
rofo
und
ques
tions
of
mea
ning
and
kno
wle
dge.
Co
ncep
ts: b
elie
fs, m
eani
ng, t
ruth
, co
mm
itmen
t, va
lues
Re
ligio
ns a
nd w
orld
view
s: C
hris
tiani
ty,
Isla
m, A
thei
sm
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t do
relig
ion
and
scie
nce
say
abou
t the
or
igin
s of
the
univ
erse
and
hum
anity
? W
hat a
re th
e va
ried
view
s of
Chr
istia
ns
abou
t the
val
ue a
nd ro
le o
f sci
ence
in
expl
orin
g th
e un
iver
se?
Wha
t are
the
varie
d vi
ews
of M
uslim
s ab
out
the
valu
e an
d ro
le o
f sci
ence
in e
xplo
ring
the
univ
erse
? W
hat a
re th
e va
ried
view
s of
ath
eist
s ab
out
the
clai
ms
relig
ions
mak
e to
exp
lain
hum
an
orig
ins,
pur
pose
s an
d de
stin
y?
Why
do
som
e pe
ople
thin
k re
ligio
n an
d sc
ienc
e ar
e op
posi
tes
and
othe
rs s
ay th
ey fi
t w
ell t
oget
her?
C
an re
ligio
n an
d sc
ienc
e be
reco
ncile
d?
Will
relig
ion
lose
out
to s
cien
ce in
the
next
ce
ntur
y?
If G
od m
ade
the
univ
erse
, who
mad
e G
od?
Expe
cted
out
com
es fr
om s
teps
5-8
M
ost p
upils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of
relig
ions
and
wor
ldvi
ews
rega
rdin
g qu
estio
ns a
bout
ori
gins
an
d de
stin
y fr
om th
e vi
ewpo
ints
of s
cien
ce a
nd re
ligio
ns
Ex
pres
s in
sigh
ts in
to q
uest
ions
abo
ut s
cien
ce a
nd re
ligio
n,
givi
ng c
oher
ent a
ccou
nts
of b
elie
fs a
nd id
eas
En
quir
e in
to a
nd in
terp
ret i
deas
, sou
rces
and
arg
umen
ts,
taki
ng b
alan
ced
and
reas
onab
le v
iew
poin
ts s
uppo
rted
wit
h re
ason
s So
me
pupi
ls c
an w
ork
at S
tep
7:
Ev
alua
te d
iver
se b
elie
fs a
nd p
ersp
ectiv
es o
n qu
estio
ns a
bout
re
ligio
ns a
nd s
cien
ce, u
sing
evi
denc
e, re
ason
s an
d ar
gum
ents
Use
diff
eren
t met
hods
of s
tudy
(e.g
. phi
loso
phy,
theo
logy
) to
exp
lain
idea
s ab
out p
ossi
ble
rela
tion
ship
s be
twee
n sc
ienc
e an
d re
ligio
ns c
reat
ivel
y an
d co
here
ntly
Eval
uate
arg
umen
ts a
bout
sci
ence
and
relig
ion
pers
onal
ly
and
criti
cally
9.3
Reco
mm
ende
d fo
r Yea
r 9
Enqu
iry:
Doe
s re
ligio
n m
ake
peac
e or
ca
use
war
? Le
arni
ng in
tent
ion:
stu
dent
s w
ill g
ain
rich
kno
wle
dge
of c
ase
stud
ies
of
relig
ions
in c
onfli
ct a
nd in
pe
acem
akin
g. T
hey
will
dev
elop
thei
r ab
ilitie
s an
d sk
ills
in e
xpre
ssin
g un
ders
tand
ing
of b
alan
ce, d
iver
sity
and
am
bigu
ity.
Conc
epts
: bel
iefs
, sou
rces
of w
isdo
m,
dive
rsity
, tru
th, v
alue
s Re
ligio
ns a
nd w
orld
view
s: C
hris
tiani
ty,
Isla
m, A
thei
sm
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
(H
ow) C
an p
eopl
e fin
d pe
ace
thro
ugh
faith
? W
hat d
o re
ligio
ns te
ach
abou
t pea
ce?
Wha
t can
we
lear
n fr
om e
xam
ples
of
relig
ious
con
flict
and
relig
ious
pea
ce m
akin
g?
Wha
t do
diff
eren
t Chr
istia
ns s
ay a
bout
m
akin
g pe
ace
and
abou
t tim
es w
hen
Chris
tians
hav
e be
en g
uilty
of v
iole
nce?
W
hat d
o di
ffer
ent M
uslim
s sa
y ab
out m
akin
g pe
ace
and
abou
t tim
es w
hen
Mus
lims
have
be
en g
uilty
of v
iole
nce?
W
hat d
o di
ffer
ent a
thei
sts
say
abou
t mak
ing
peac
e an
d ab
out t
imes
whe
n at
heis
ts h
ave
been
gui
lty o
f vio
lenc
e?
Why
is re
ligio
n of
ten
blam
ed fo
r war
? I
f rel
igio
ns te
ach
peac
e, w
hy d
o th
ey fi
ght?
Expe
cted
out
com
es fr
om s
teps
5-8
M
ost p
upils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of
conn
ecti
ons
betw
een
relig
ions
and
wor
ldvi
ews
and
viol
ence
an
d pe
ace
Ex
pres
s in
sigh
ts in
to q
uest
ions
abo
ut re
ligio
n, p
eace
and
co
nflic
t, g
ivin
g co
here
nt a
ccou
nts
of b
elie
fs a
nd id
eas
from
M
uslim
, Chr
istia
n an
d A
thei
st s
ourc
es
En
quir
e in
to a
nd in
terp
ret i
deas
, sou
rces
and
arg
umen
ts, f
or
exam
ple
abou
t ‘Ju
st W
ar’ t
heor
y an
d pa
cifis
m in
Chr
isti
anit
y an
d Is
lam
So
me
pupi
ls c
an w
ork
at S
tep
7:
Ev
alua
te d
iver
se b
elie
fs a
nd p
ersp
ectiv
es o
n th
e ke
y qu
esti
ons
of th
e en
quir
y
Use
diff
eren
t met
hods
of r
elig
ious
stu
dy in
clud
ing
philo
soph
ical
, his
tori
cal,
polit
ical
and
eth
ical
, to
expl
ain
idea
s ab
out r
elig
ion
peac
e an
d co
nflic
t cre
ativ
ely
and
cohe
rent
ly
Ev
alua
te a
rgum
ents
abo
ut re
ligio
ns, p
eace
and
con
flic
t pe
rson
ally
and
cri
tical
ly
64
9.4
Reco
mm
ende
d fo
r Yea
r 9
Enqu
iry:
How
do
peop
le d
ecid
e w
hat i
s ri
ght i
n re
latio
n to
eth
ical
issu
es?
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
cas
e st
udie
s of
re
ligio
ns a
nd e
thic
al is
sues
and
di
lem
mas
. Th
ey w
ill d
evel
op th
eir a
bilit
ies
and
skill
s in
exp
ress
ing
unde
rsta
ndin
g of
bal
ance
, di
vers
ity a
nd a
mbi
guity
. Co
ncep
ts: b
elie
fs, s
ourc
es o
f wis
dom
, di
vers
ity, t
ruth
, val
ues
Relig
ions
and
wor
ldvi
ews:
Chr
isti
anit
y,
Budd
hism
, Hum
anis
m (o
ther
relig
ions
mig
ht
be s
elec
ted
by th
e sc
hool
)
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
H
ow d
o Ch
ristia
ns, H
uman
ists
and
Bud
dhis
ts
deci
de w
hat i
s rig
ht o
r wro
ng?
W
hat i
s th
e m
eani
ng o
f key
relig
ious
text
s ab
out e
thic
s –
exam
ples
mig
ht in
clud
e Ro
man
s 12
:9-2
1 (Ch
ristia
n), t
he H
uman
ist
Man
ifest
o, th
e Fi
ve P
rece
pts
(Bud
dhis
t).
H
ow d
o Ch
ristia
ns, H
uman
ists
and
Bud
dhis
ts
appl
y th
eir b
elie
fs a
bout
eth
ics
to v
arie
d is
sues
- e.g
. pea
ce +
con
flict
, sex
ualit
y,
sanc
tity
of li
fe, m
e dic
al e
thic
s, a
nim
al ri
ghts
.
Wha
t can
we
lear
n fr
om te
achi
ngs
of
relig
ions
and
wor
ldvi
ews
abou
t our
ow
n et
hica
l ide
as a
nd b
ehav
ior?
Wha
t mak
es a
n ac
tion
good
or e
vil?
H
ow d
o w
e de
cide
wha
t is
right
and
wro
ng?
W
hy is
it h
ard
to d
o w
hat w
e th
ink
is ri
ght
and
good
? The
issu
es o
f tem
ptat
ion
and
hypo
cris
y.
Expe
cted
out
com
es fr
om s
teps
5-8
M
ost p
upils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of
ethi
cal s
ourc
es fr
om re
ligio
ns a
nd w
orld
view
s
Expr
ess
insi
ghts
into
relig
ious
and
eth
ical
que
stio
ns,
givi
ng c
oher
ent a
ccou
nts
of b
elie
fs a
nd id
eas
En
quir
e in
to a
nd in
terp
ret i
deas
, sou
rces
and
arg
umen
ts
rega
rdin
g w
hat i
s ri
ght a
nd w
rong
, goo
d an
d ev
il So
me
pupi
ls c
an w
ork
at S
tep
7:
Ev
alua
te d
iver
se b
elie
fs a
nd p
ersp
ectiv
es o
n a
rang
e of
co
ntem
pora
ry e
thic
al is
sues
usi
ng s
ourc
es o
f wis
dom
th
ough
tful
ly
U
se d
iffer
ent m
etho
ds o
f rel
igio
us s
tudy
(e.g
. phi
loso
phy,
te
xtua
l stu
dy, p
sych
olog
y of
relig
ion)
to e
xpla
in id
eas
abou
t eth
ics
crea
tivel
y an
d co
here
ntly
Eval
uate
arg
umen
ts a
bout
wha
t is
righ
t and
wro
ng, g
ood
and
evil,
per
sona
lly a
nd c
riti
cally
9.5
Reco
mm
ende
d fo
r Yea
r 9
Enqu
iry:
Doe
s be
ing
relig
ious
mak
e it
easi
er o
r har
der t
o be
goo
d?
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
rese
arch
into
relig
ion
and
happ
ines
s an
d in
to re
ligio
n an
d ch
arita
ble
givi
ng.
Th
ey w
ill d
evel
op th
eir a
bilit
ies
and
skill
s in
inte
rpre
ting
data
and
arg
umen
ts a
nd
expr
essi
ng c
oher
ent v
iew
s re
ason
ably
. Co
ncep
ts: b
elie
fs, s
ourc
es o
f wis
dom
, di
vers
ity, t
ruth
, val
ues
Relig
ions
and
wor
ldvi
ews:
Hum
anis
m, S
ikhi
, Ch
rist
iani
ty (o
ther
relig
ions
may
be
sele
cted
by
the
scho
ol)
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
W
hat d
o Si
khs
and
Chris
tians
say
abo
ut th
e et
hica
l im
pact
of f
ollo
win
g th
eir r
elig
ions
? W
hat d
o th
ey d
o ab
out t
his?
How
do
non
relig
ious
peo
ple,
for e
xam
ple
thos
e w
ho a
re h
uman
ist,
or w
ho a
re s
pirit
ual
but n
ot re
ligio
us, l
ive
for t
he w
ellb
eing
of
all?
Is
relig
ion
mor
e of
a p
ower
for p
eace
or a
so
urce
of c
onfli
ct in
the
wor
ld to
day?
How
ca
n w
e fin
d ou
t?
D
o re
ligio
us p
eopl
e do
goo
d be
caus
e th
ey
fear
God
?
Why
do
non
relig
ious
peo
ple
reje
ct
selfi
shne
ss?
W
hat a
re m
y be
liefs
and
inte
ntio
ns a
bout
liv
ing
a go
od li
fe?
Expe
cted
out
com
es fr
om s
teps
5-8
M
ost p
upils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of th
e im
pact
s of
relig
ions
and
wor
ldvi
ews
on p
eopl
e’s
beha
viou
r
Expr
ess
insi
ghts
into
que
stio
ns a
bout
why
peo
ple
mig
ht
try
to b
e go
od, g
ivin
g co
here
nt a
ccou
nts
of b
elie
fs a
nd
idea
s
Enqu
ire
into
and
inte
rpre
t ide
as a
bout
goo
dnes
s in
act
ion
usin
g va
ried
sou
rces
and
arg
umen
ts
Som
e pu
pils
can
wor
k at
Ste
p 7:
Eval
uate
div
erse
bel
iefs
and
per
spec
tives
on
whe
ther
re
ligio
n is
a fo
rce
for g
oodn
ess
Use
diff
eren
t met
hods
of r
elig
ious
stu
dy to
exp
lain
idea
s ab
out t
he im
pact
of e
thic
al b
elie
fs o
n be
havi
our
crea
tivel
y an
d co
here
ntly
Eval
uate
arg
umen
ts a
bout
whe
ther
relig
ion
mak
es a
pe
rson
beh
ave
bett
er b
oth
pers
onal
ly a
nd c
ritic
ally
65
9.6
Reco
mm
ende
d fo
r Yea
r 9
Enqu
iry:
Wha
t can
relig
ions
and
w
orld
view
s co
ntri
bute
to c
limat
e ju
stic
e an
d ‘s
avin
g th
e Ea
rth’
? Le
arni
ng in
tent
ion:
stu
dent
s w
ill g
ain
rich
kno
wle
dge
of c
ase
stud
ies
of
relig
ions
in re
latio
n to
gre
en is
sues
. Th
ey w
ill d
evel
op th
eir a
bilit
ies
and
skill
s in
exp
ress
ing
unde
rsta
ndin
g of
way
s in
w
hich
wor
ldvi
ews
impa
ct o
n gr
een
issu
es s
uch
as c
limat
e ju
stic
e.
Conc
epts
: bel
iefs
, sou
rces
of w
isdo
m,
dive
rsity
, tru
th, v
alue
s Re
ligio
ns a
nd w
orld
view
s: H
indu
ism
, Ch
rist
iani
ty, g
reen
spi
ritu
aliti
es.
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
W
hat d
o di
ffer
ent r
elig
ions
and
w
orld
view
s te
ach
and
do a
bout
the
sign
ifica
nce
of th
e ea
rth
and
the
wor
ld o
f na
ture
?
Why
hav
e so
me
relig
ions
not
sho
wn
muc
h ca
re fo
r the
ear
th in
rece
nt c
entu
ries?
Can
relig
ions
mak
e a
bett
er c
ontr
ibut
ion
to
deal
ing
with
issu
es o
f clim
ate
chan
ge a
nd
clim
ate
just
ice?
How
do
Hin
dus
expr
ess
thei
r vis
ion
of th
e un
ity o
f all
life
in re
latio
n to
env
ironm
enta
l is
sues
?
How
do
Chris
tians
exp
ress
thei
r bel
ief o
n G
od a
s cr
eato
r of a
goo
d ea
rth
in re
latio
n to
env
ironm
enta
l iss
ues?
How
do
peop
le w
ho b
elie
ve in
‘gre
en’
spiri
tual
ities
exp
ress
thei
r fai
th in
act
ion?
Expe
cted
out
com
es fr
om s
teps
5-8
M
ost p
upils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of th
e w
ays
vari
ed re
ligio
ns a
nd w
orld
view
s en
gage
with
gre
en
issu
es
Ex
pres
s in
sigh
ts in
to e
thic
al q
uest
ions
abo
ut th
e fu
ture
of
the
plan
et, g
ivin
g co
here
nt a
ccou
nts
of b
elie
fs, i
deas
and
ex
ampl
es o
f act
ion
En
quir
e in
to a
nd in
terp
ret i
deas
, sou
rces
and
arg
umen
ts,
com
pari
ng d
iffer
ent v
iew
s ab
out t
he n
atur
al w
orld
So
me
pupi
ls c
an w
ork
at S
tep
7:
Ev
alua
te d
iver
se b
elie
fs, p
ersp
ectiv
es a
nd a
ctio
ns in
re
latio
n to
key
env
iron
men
tal i
ssue
s
U
se d
iffer
ent m
etho
ds o
f rel
igio
us s
tudy
to e
xpla
in id
eas
abou
t the
impo
rtan
ce o
f tac
klin
g cl
imat
e ch
ange
issu
es
crea
tivel
y an
d co
here
ntly
Eval
uate
arg
umen
ts a
bout
the
impa
cts
of d
iffer
ent v
iew
s of
eth
ics
and
belie
f to
do w
ith
the
natu
ral w
orld
bot
h pe
rson
ally
and
cri
tical
ly
9.7
Reco
mm
ende
d fo
r Yea
r 9
Enqu
iry:
Wha
t was
the
Hol
ocau
st? W
ho
wer
e By
stan
ders
, Res
cuer
s an
d U
psta
nder
s? H
ow c
an w
e be
Ups
tand
ers?
W
hat w
as th
e im
pact
of t
he H
oloc
aust
on
surv
ivor
s?
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
Jew
ish
life
in
Euro
pean
set
tings
bef
ore
1939
and
Je
wis
h re
spon
ses
to re
spon
ses
to N
azi
geno
cide
, inc
ludi
ng re
ligio
us re
spon
ses.
Th
ey w
ill d
evel
op th
eir a
bilit
ies
and
skill
s in
arg
uing
for j
ustic
e an
d ha
rmon
y in
co
mm
uniti
es.
Relig
ion:
Juda
ism
, Chr
istia
nity
and
oth
er
wor
ldvi
ews.
W
hat w
ere
the
cond
ition
s of
pre
-war
Je
wis
h lif
e in
Eur
ope?
Wha
t wer
e th
e im
pact
s of
gen
ocid
al p
olic
y on
the
Jew
ish
peop
le?
W
hat a
re o
ur re
flect
ions
on
the
choi
ces
that
peo
ple
mad
e du
ring
the
Hol
ocau
st
and
the
impa
ct o
f the
se c
hoic
es?
H
ow d
id th
e H
oloc
aust
aff
ect J
ewis
h su
rviv
ors’
bel
ief i
n G
od, f
orgi
vene
ss a
nd
thei
r sen
se o
f jus
tice?
Why
is th
e w
ork
of th
e N
atio
nal H
oloc
aust
Ce
ntre
and
Mus
eum
impo
rtan
t tod
ay?
H
ow c
an w
e ga
in a
n ac
cura
te
unde
rsta
ndin
g of
exa
mpl
es o
f iss
ues
aris
ing
from
Hol
ocau
st s
tudy
?
Expe
cted
out
com
es fr
om s
teps
5-8
M
ost p
upils
can
wor
k at
Ste
p 6:
App
reci
ate
and
appr
aise
diff
eren
t und
erst
andi
ngs
of th
e w
ays
prej
udic
e an
d di
scri
min
atio
n le
d to
the
holo
caus
t
Expr
ess
insi
ghts
into
eth
ical
que
stio
ns a
bout
the
holo
caus
t an
d ot
her g
enoc
ides
Inte
rpre
t ide
as, s
ourc
es a
nd a
rgum
ents
to m
ake
a ca
se fo
r ho
loca
ust r
emem
bran
ce
Som
e pu
pils
can
wor
k at
Ste
p 7:
Eval
uate
div
erse
exa
mpl
es o
f gen
ocid
e, a
ccou
ntin
g fo
r pa
tter
ns o
f pre
judi
ce a
nd h
atre
d
U
se d
iffer
ent m
etho
ds o
f rel
igio
us s
tudy
to e
xpla
in id
eas
abou
t the
impo
rtan
ce o
f hol
ocau
st re
mem
bran
ce
Ev
alua
te a
rgum
ents
abo
ut th
e si
gnif
ican
ce a
nd d
ange
rs o
f ha
tred
, int
oler
ance
and
pre
judi
ce in
the
wor
ld to
day
in th
e lig
ht o
f the
ir le
arni
ng
66
Enqu
iry:
Dev
ised
by
the
scho
ol
Lear
ning
inte
ntio
n: s
tude
nts
will
gai
n ri
ch k
now
ledg
e of
…
They
will
dev
elop
thei
r abi
litie
s an
d sk
ills
in…
Co
ncep
ts: S
elec
ted
from
the
sylla
bus
(2 o
r mor
e fr
om b
elie
fs, t
each
ings
, wis
dom
, way
s of
livi
ng, w
ays
of
expr
essi
ng m
eani
ng, i
dent
ity, d
iver
sity
, bel
ongi
ng,
mea
ning
, pur
pose
, tru
th, v
alue
s, c
omm
itmen
ts)
Relig
ions
and
wor
ldvi
ews:
Se
lect
ed fr
om th
e sy
llabu
s
Que
stio
ns: T
his
unit
will
ena
ble
stud
ents
to
cons
ider
que
stio
ns s
uch
as:
Wha
t…
How
do
relig
ions
…
Wha
t do
relig
ious
text
s sa
y ab
out…
W
hat d
o re
ligio
us p
eopl
e do
abo
ut…
W
here
…
Whi
ch…
H
ow...
W
hy…
I
f…
Wha
t arg
umen
ts s
uppo
rt…
W
hat e
xper
ienc
e su
gges
t…
Wha
t con
clus
ions
can
we
draw
abo
ut…
(Yea
r 8 g
ener
al e
xam
ples
are
giv
en h
ere
– th
ese
will
nee
d ap
plyi
ng to
the
cont
ent a
nd /
or a
ge g
roup
you
pla
n fo
r)
Expe
cted
out
com
es fr
om s
teps
4-7
M
ost p
upils
can
wor
k at
Ste
p 5:
Und
erst
and
idea
s an
d pr
acti
ces,
link
ing
diff
eren
t vi
ewpo
ints
Expl
ain
dive
rse
idea
s an
d vi
ewpo
ints
cle
arly
in v
ario
us
form
s
Inve
stig
ate
and
expl
ain
why
relig
ions
and
wor
ldvi
ews
mat
ter
M
any
pupi
ls c
an w
ork
at S
tep
6:
A
ppre
ciat
e an
d ap
prai
se d
iffer
ent u
nder
stan
ding
s of
re
ligio
ns a
nd w
orld
view
s
Expr
ess
insi
ghts
into
relig
ious
que
stio
ns, g
ivin
g co
here
nt
acco
unts
of b
elie
fs a
nd id
eas
En
quir
e in
to a
nd in
terp
ret i
deas
, sou
rces
and
arg
umen
ts
67
Aim
s in
RE:
A p
rogr
essi
on g
rid
At t
he e
nd o
f KS1
mos
t pup
ils w
ill b
e ab
le
to:
At t
he e
nd o
f key
sta
ge 2
mos
t pup
ils w
ill b
e ab
le
to:
At t
he e
nd o
f key
sta
ge 3
mos
t pup
ils w
ill b
e ab
le to
:
Know
abo
ut &
Und
erst
and
A1
. Des
crib
e, e
xpla
in a
nd a
naly
se b
elie
fs, a
nd
prac
tices
, rec
ogni
sing
the
dive
rsity
whi
ch
exis
ts w
ithin
and
bet
wee
n co
mm
uniti
es;
Reca
ll an
d na
me
diff
eren
t bel
iefs
and
pr
actic
es, i
nclu
ding
fest
ival
s, w
orsh
ip,
ritua
ls a
nd w
ays
of li
fe, i
n or
der t
o fin
d ou
t ab
out t
he m
eani
ngs
behi
nd th
em;
Des
crib
e an
d m
ake
conn
ectio
ns b
etw
een
diff
eren
t fe
atur
es o
f the
relig
ions
and
wor
ldvi
ews
they
st
udy,
dis
cove
ring
mor
e ab
out c
eleb
ratio
ns,
wor
ship
, pilg
rimag
es a
nd th
e rit
uals
whi
ch m
ark
impo
rtan
t poi
nts
in li
fe in
ord
er to
refle
ct
thou
ghtf
ully
on
thei
r ide
as;
Expl
ain
and
inte
rpre
t way
s th
at th
e hi
stor
y an
d cu
lture
of
relig
ions
and
wor
ldvi
ews
influ
ence
indi
vidu
als
and
com
mun
ities
, inc
ludi
ng a
wid
e ra
nge
of b
elie
fs a
nd
prac
tices
in o
rder
to a
ppra
ise
reas
ons
why
som
e pe
ople
su
ppor
t and
oth
ers
ques
tion
thes
e in
fluen
ces;
Know
abo
ut &
Und
erst
and
A2
. Ide
ntify
, inv
estig
ate
and
resp
ond
to
ques
tions
pos
ed b
y, a
nd re
spon
ses
offe
red
by
som
e of
the
sour
ces
of w
isdo
m fo
und
in
relig
ions
and
wor
ldvi
ews;
Rete
ll an
d su
gges
t mea
ning
s to
som
e re
ligio
us a
nd m
oral
sto
ries,
exp
lorin
g an
d di
scus
sing
sac
red
writ
ing s
and
sou
rces
of
wis
dom
and
reco
gnis
ing
the
com
mun
ities
fr
om w
hich
they
com
e;
Des
crib
e an
d un
ders
tand
link
s be
twee
n st
orie
s an
d ot
her a
spec
ts o
f the
com
mun
ities
they
are
in
vest
igat
ing,
resp
ondi
ng th
ough
tful
ly to
a ra
nge
of s
ourc
es o
f wis
dom
and
to b
elie
fs a
nd te
achi
ngs
that
aris
e fr
om th
em in
diff
eren
t com
mun
ities
;
Expl
ain
and
inte
rpre
t a ra
nge
of b
elie
fs, t
each
ings
and
so
urce
s of
wis
dom
and
aut
horit
y in
ord
er to
und
erst
and
relig
ions
and
wor
ldvi
ews
as c
oher
ent s
yste
ms
or w
ays
of
seei
ng th
e w
orld
;
Know
abo
ut &
Und
erst
and
A3
. App
reci
ate
and
appr
aise
the
natu
re,
sign
ifica
nce
and
impa
ct o
f diff
eren
t way
s of
life
an
d w
ays
of e
xpre
ssin
g m
eani
ng;
Reco
gnis
e so
me
diff
eren
t sym
bols
and
ac
tions
whi
ch e
xpre
ss a
com
mun
ity’s
way
of
life
, app
reci
atin
g so
me
sim
ilarit
ies
betw
een
com
mun
ities
;
Expl
ore
and
desc
ribe
a ra
nge
of b
elie
fs, s
ymbo
ls
and
actio
ns s
o th
at th
ey c
an u
nder
stan
d di
ffer
ent
way
s of
life
and
way
s of
exp
ress
ing
mea
ning
;
Expl
ain
how
and
why
indi
vidu
als
and
com
mun
ities
ex
pres
s th
e m
eani
ngs
of th
eir b
elie
fs a
nd v
alue
s in
man
y di
ffer
ent f
orm
s an
d w
ays
of li
ving
, enq
uirin
g in
to th
e va
riety
, diff
eren
ces
and
rela
tions
hips
that
exi
st w
ithin
an
d be
twee
n th
em;
Expr
ess
and
Com
mun
icat
e
B1. E
xpla
in re
ason
ably
thei
r ide
as a
bout
how
be
liefs
, pra
ctic
es a
nd fo
rms
of e
xpre
ssio
n in
fluen
ce in
divi
dual
s an
d co
mm
uniti
es;
Ask
and
resp
ond
to q
uest
ions
abo
ut w
hat
com
mun
ities
do,
and
why
, so
that
they
can
id
entif
y w
hat d
iffer
ence
bel
ongi
ng to
a
com
mun
ity m
ight
mak
e;
Obs
erve
and
und
erst
and
varie
d ex
ampl
es o
f re
ligio
ns a
nd w
orld
view
s so
that
they
can
exp
lain
, w
ith re
ason
s, th
eir m
eani
ngs
and
sign
ifica
nce
to
indi
vidu
als
and
com
mun
ities
;
Expl
ain
the
relig
ions
and
wor
ldvi
ews
whi
ch th
ey
enco
unte
r cle
arly
, rea
sona
bly
and
cohe
rent
ly; e
valu
ate
them
, dra
win
g on
a ra
nge
of in
trod
ucto
ry le
vel
appr
oach
es re
cogn
ised
in th
e st
udy
of re
ligio
n or
th
eolo
gy;
Expr
ess
and
Com
mun
icat
e
B2. E
xpre
ss w
ith in
crea
sing
dis
cern
men
t the
ir pe
rson
al re
flect
ions
and
crit
ical
resp
onse
s to
qu
estio
ns a
nd te
achi
ngs
abou
t ide
ntity
, di
vers
ity, m
eani
ng a
nd v
alue
;
Obs
erve
and
reco
unt d
iffer
ent w
ays
of
expr
essi
ng id
entit
y an
d be
long
ing,
re
spon
ding
sen
sitiv
ely
for t
hem
selv
es;
Und
erst
and
the
chal
leng
es o
f com
mitm
ent t
o a
com
mun
ity o
f fai
th o
r bel
ief,
sugg
estin
g w
hy
belo
ngin
g to
a c
omm
unity
may
be
valu
able
, bot
h in
th
e di
vers
e co
mm
uniti
es b
eing
stu
died
and
in th
eir
own
lives
;
Obs
erve
and
inte
rpre
t a w
ide
rang
e of
way
s in
whi
ch
com
mitm
ent a
nd id
entit
y ar
e ex
pres
sed.
The
y de
velo
p in
sigh
tful
eva
luat
ion
and
anal
ysis
of c
ontr
over
sies
abo
ut
com
mitm
ent t
o re
ligio
ns a
nd w
orld
view
s, a
ccou
ntin
g fo
r th
e im
pact
of d
iver
sity
with
in a
nd b
etw
een
com
mun
ities
; Ex
pres
s an
d co
mm
unic
ate
B3
. App
reci
ate
and
appr
aise
var
ied
dim
ensi
ons
of re
ligio
n5 ;
Not
ice
and
resp
ond
sens
itive
ly to
som
e si
mila
ritie
s be
twee
n di
ffer
ent r
elig
ions
and
w
orld
view
s;
Obs
erve
and
con
side
r diff
eren
t dim
ensi
ons
of
relig
ion,
so
that
they
can
exp
lore
and
sho
w
unde
rsta
ndin
g of
sim
ilarit
ies
and
diff
eren
ces
betw
een
diff
eren
t rel
igio
ns a
nd w
orld
view
s;
Cons
ider
and
eva
luat
e th
e qu
estio
n: w
hat i
s re
ligio
n?
Anal
yse
the
natu
re o
f rel
igio
n us
ing
the
mai
n di
scip
lines
by
whi
ch re
ligio
n is
stu
died
;
Gai
n &
dep
loy
RE s
kills
: C1
. Fin
d ou
t abo
ut a
nd in
vest
igat
e ke
y co
ncep
ts a
nd q
uest
ions
of b
elon
ging
, m
eani
ng, p
urpo
se a
nd tr
uth,
resp
ondi
ng
crea
tivel
y;
Expl
ore
ques
tions
abo
ut b
elon
ging
, m
eani
ng a
nd tr
uth
so th
at th
ey c
an
expr
ess
thei
r ow
n id
eas
and
opin
ions
in
resp
onse
usi
ng w
ords
, mus
ic, a
rt o
r po
etry
;
Dis
cuss
and
pre
sent
thou
ghtf
ully
thei
r ow
n an
d ot
hers
’ vie
ws
on c
halle
ngin
g qu
estio
ns a
bout
be
long
ing,
mea
ning
, pur
pose
and
trut
h, a
pply
ing
idea
s of
thei
r ow
n th
ough
tful
ly in
diff
eren
t for
ms
incl
udin
g (e
.g.)
reas
onin
g, m
usic
, art
and
poe
try;
Expl
ore
som
e of
the
ultim
ate
ques
tions
that
are
rais
ed b
y hu
man
life
in w
ays
that
are
wel
l inf
orm
ed, a
nd w
hich
in
vite
reas
oned
per
sona
l res
pons
es, e
xpre
ssin
g in
sigh
ts
that
dra
w o
n a
wid
e ra
nge
of e
xam
ples
incl
udin
g th
e ar
ts,
med
ia a
nd p
hilo
soph
y;
Gai
n &
dep
loy
RE s
kills
: C2
. Enq
uire
into
wha
t ena
bles
diff
eren
t co
mm
uniti
es to
live
toge
ther
resp
ectf
ully
for
the
wel
lbei
ng o
f all;
Find
out
abo
ut a
nd re
spon
d w
ith id
eas
to
exam
ples
of c
o-op
erat
ion
betw
een
peop
le
who
are
diff
eren
t;
Cons
ider
and
app
ly id
eas
abou
t way
s in
whi
ch
dive
rse
com
mun
ities
can
live
toge
ther
for t
he w
ell-
bein
g of
all,
resp
ondi
ng th
ough
tful
ly to
idea
s ab
out
com
mun
ity, v
alue
s an
d re
spec
t;
Exam
ine
and
eval
uate
issu
es a
bout
com
mun
ity c
ohes
ion
and
resp
ect f
or a
ll in
the
light
of d
iffer
ent p
ersp
ectiv
es
from
var
ied
relig
ions
and
wor
ldvi
ews;
Gai
n &
dep
loy
RE s
kills
: C3
. Art
icul
ate
belie
fs, v
alue
s an
d co
mm
itmen
ts
clea
rly in
ord
er to
exp
lain
reas
ons
why
they
m
ay b
e im
port
ant i
n th
eir o
wn
and
othe
r pe
ople
’s li
ves.
Find
out
abo
ut q
uest
ions
of r
ight
and
w
rong
and
beg
in to
exp
ress
thei
r ide
as
and
opin
ions
in re
spon
se.
Dis
cuss
and
app
ly th
eir o
wn
and
othe
rs’ i
deas
ab
out e
thic
al q
uest
ions
, inc
ludi
ng id
eas
abou
t wha
t is
righ
t and
wro
ng a
nd w
hat i
s ju
st a
nd fa
ir, a
nd
expr
ess
thei
r ow
n id
eas
clea
rly in
resp
onse
.
Expl
ore
and
expr
ess
insi
ghts
into
sig
nific
ant m
oral
and
et
hica
l que
stio
ns p
osed
by
bein
g hu
man
in w
ays
that
are
w
ell i
nfor
med
and
whi
ch in
vite
per
sona
l res
pons
e, u
sing
re
ason
ing
whi
ch m
ay d
raw
on
a ra
nge
of e
xam
ples
from
re
al li
fe, f
ictio
n or
oth
er fo
rms
of m
edia
.
5 The
RE
Prog
ram
me
of S
tudy
usu
ally
refe
rs to
‘rel
igio
ns a
nd w
orld
view
s’ to
des
crib
e th
e fie
ld o
f enq
uiry
. Her
e, h
owev
er, r
elig
ion
in th
e si
ngul
ar s
peci
fies
the
aim
: to
cons
ider
and
eng
age
with
the
natu
re o
f rel
igio
n br
oadl
y, n
ot m
erel
y w
ith in
divi
dual
exa
mpl
es o
f rel
igio
ns o
r wor
ldvi
ews.
68
RE for learners aged 14-19. Key Stage 4 and 5
All students6 should extend and deepen their knowledge and understanding of religions and worldviews, explaining local, national and global contexts. Building on their prior learning, they appreciate and appraise the nature of different religions and worldviews in systematic ways. They should use a wide range of concepts in the field of Religious Studies confidently and flexibly to contextualise and analyse the expressions of religions and worldviews they encounter. They should be able to research and investigate the influence and impact of religions and worldviews on the values and lives of both individuals and groups, evaluating their impact on current affairs. They should be able to appreciate and appraise the beliefs and practices of different religions and worldviews with an increasing level of discernment based on interpretation, evaluation and analysis, developing and articulating well-reasoned positions. They should be able to use different disciplines of religious study to analyse the nature of religion.
Specifically students should be taught to:
Investigate and analyse the beliefs and practices of religions and worldviews using a range of arguments and evidence to evaluate issues and draw balanced conclusions;
Synthesise their own and others’ ideas and arguments about sources of wisdom and authority using coherent reasoning, making clear and appropriate references to their historical, cultural and social contexts;
Develop coherent and well -informed analysis of diversity in the forms of expression and ways of life found in different religions and worldviews;
Use, independently, different disciplines and methods by which religions and worldviews are to analyse their influence on individuals and societies;
Account for varied interpretations of commitment to religions and worldviews and for responses to profound questions about the expression of identity, diversity, meaning and value;
Argue for and justify their own positions with regard to key questions about the nature of religion, providing a detailed evaluation of the perspectives of others;
Enquire into and develop insightful evaluations of ultimate questions about the purposes and commitments of human life, especially as expressed in the arts, media and philosophy;
Use a range of research methods to examine and critically evaluate varied perspectives and approaches to issues of community cohesion, respect for all and mutual understanding, locally, nationally and globally;
Research and skillfully present a wide range of well-informed and reasonable arguments which engage profoundly with moral, religious and spiritual issues.
GCSE Religious Studies qualifications are an excellent platform for 14-16 RE in Nottingham City and Nottinghamshire. Schools are strongly encouraged to use the national qualifications for many, most or all of their students. All students are entitled to a course of study through which their learning can be accredited.
6 All state funded schools must teach RE to all students on school rolls, including all those in 14-19 education (unless withdrawn by their parents). It is important that teaching enables suitable progression from the end of Key Stage 3, in varied ways that meet the learning needs of all students. All students can reasonably expect their learning will be accredited. These modes of accreditation include nationally accredited courses in RE such as GCSE and A level RS, and a wide range of enrichment courses and opportunities. Good practice examples include many schools where all students take GCSE RS courses at 16.
69
What opportunities are provided for pupils with Special Needs and Disabilities in RE?
The Nottingham City and Nottinghamshire SACREs vision is of RE for all. Every pupil can achieve and benefit from their RE, including all pupils with SEND
RE is a statutory part of the core curriculum for all pupils, including those with learning difficulties. Pupils with Special Educational Needs and Disabilities (SEND) are found in all contexts and all teachers are teachers of SEND pupils. Good quality teaching in RE will tailor the planning of the syllabus carefully to the special needs of all pupils. The law says that the Agreed Syllabus is to be taught to SEND pupils ‘as far as it is practicable.’
RE provision for different groups of pupils will vary but all pupils are included.
•Good RE begins from the unique individuality where pupils are, and provides rich experiences of religion and spirituality.
•Calm and peaceful space in RE can enable learners to enjoy their RE time individually.
•RE can enable pupils with the most complex of needs to develop awareness of themselves, their feelings, their emotions and their senses.
For pupils with complex learning
difficulties and disabilities (CLDD)
• Multi sensory approaches bring the possibility of introducing spiritual experiences.
• RE makes a contribution to pupils' social development through story, music, shared experience and ritual.
• RE can enable pupils to develop their relationships with other people and their understanding of other peoples' needs.
For pupils with severe learning difficulties (SLD)
• RE can provide insight into the world of religion and human experience, especially when tough questions are opened up.
• RE can provide for pupils to participate in spiritual or reflective activity
• RE can enable pupils to make links with their own lives.
For pupils with moderate learning difficulties (MLD)
• RE can enable pupils to address deep issues of concern in helpful ways through exploring spiritual material.
• RE lessons can explore, in the safe space schools should provide, complex emotion or thoughts.
• RE can assist in the development of pupils' maturity.
For pupils with emotional and
behavioural difficulties (EBD)
70
The achievements and learning of pupils with special educational needs can be measured and credited using the Performance Descriptions for RE (‘P’ Scales). These provide teachers with an indicator for progress within RE. Teachers who work with children working in the range P1-P3 will find some published guidance (e.g. Routes for Learning or Quest for Learning or EQUALS units) may help them to implement the syllabus practically and record the progress a pupil has made through the earliest stages of development. Teachers who work with children working in the range P4-P8 may also find published schemes which support the delivery of the RE Syllabus for their pupils. For the small number of pupils who may need the provision, material may be selected from earlier or later key stages, where this is necessary, to enable individual pupils to progress and achieve. Such material should be presented in contexts suitable to the pupil’s age. In making decisions about adjusting the content of the key stage, teachers should take into account the previous experience of the pupil as well as the necessity to communicate a specific differentiated approach to entitlement to subsequent teachers. The Performance Descriptions (“P” Scales) for use in Special Schools and Designated Special Provision Units (DSPs) can be found on the DfE website. https://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-sen If this guidance is updated during the lifetime of the syllabus then SACRE expect to prepare new guidance.
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Attainment in RE Pupils should be taught an increasing knowledge and understanding of religions and worldviews. They should learn to express and communicate ideas and insights about the nature, significance and impact of religions and worldviews. They should gain and deploy the skills needed to engage seriously with religions and worldviews.
• Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities;
• Identify, investigate and respond to questions posed by, and responses offered by some of the sources of wisdom found in religions and worldviews;
• Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
Knowledge and understanding of
religions and worldviews
• Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
• Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value.
• Appreciate and appraise varied dimensions of religion
Expression and communication of ideas and insights about the nature, significance and
impact of religions and worldviews
• Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
• Enquire into what enables different communities to live together respectfully for the wellbeing of all;
• Articulate beliefs, values and commitments clearly in order to explain reasons why they may be important in their own and other people’s lives
Gain and deploy the skills needed
to engage seriously with religions and worldviews
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Expectations, Progression and Achievement in Religious Education Good assessment practice
In RE, by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study, as in all subjects of the curriculum. The expectation is that pupils’ achievements will be weighed up by teachers using criteria arising from the programs of study. This statement is also included in the programs of study for each subject of the National Curriculum.
Schools have a curriculum and assessment framework that meets the set of core principles offered by the DfE. Subject leaders for RE should also plan particular ways of describing achievement and progress for all pupils.
The core principles are that assessment should: set out steps so that pupils reach or exceed the end of key stage expectations in the new RE
curriculum; enable teachers to measure whether pupils are on track to meet end of key stage expectations; enable teachers to pinpoint the aspects of the curriculum in which pupils are falling behind, and
recognise exceptional performance; support teachers’ planning for all pupils; and enable the teacher to report regularly to parents and, where pupils move to other schools,
providing clear information about each pupil’s strengths, weaknesses and progress towards the end of key stage expectations.
Teachers’ well-being Teachers of religious education should also plan their workload carefully as the subject is often taught for a small amount of curriculum time and sometimes to many hundreds of different pupils per week. Senior school leaders will want to monitor the impact of agreed assessment practices on teachers’ professional and personal workloads and wellbeing. In the light of these DfE principles as they relate to RE, the Agreed Syllabus offers answers to 5 key questions, addressed in the coming pages.
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Question 1: How can steps within an assessment framework enable pupils to reach or exceed the end of key stage expectations in the RE curriculum?
In RE, at 7, 11 and 14, pupils should show that they know, apply and understand the matters, skills and processes specified in the programme of study
Concepts to be understood The programme of study enables pupils to increase and deepen their knowledge and
understanding of key concepts in RE. These concepts relate to the religions and worldviews studied. The areas of enquiry or key concepts in RE can be described like this:
o beliefs, teachings, sources of wisdom and authority; o experiences and ways of living; o ways of expressing meaning; o questions of identity, diversity and belonging; o questions of meaning, purpose and truth; o questions of values and commitments.
While this list of concepts bears a close relation to previous versions of RE curriculum guidance (e.g. the QCA National Non Statutory RE Framework of 2004, the previous Agreed Syllabus), the concepts are listed above to provide a checklist of areas in which pupils will make progress in RE and to guide syllabus makers in developing appropriate statements of attainment for different groups of pupils. This task will require further work and consultation in the RE community.
Gaining and deploying skills The programmes of study also identify progression in skills across the 5-14 age range. In relation to the religions and worldviews they study, pupils are increasingly enabled to develop both their knowledge and understanding and their expression and communication through the skills which they gain and deploy.
While the programmes of study make clear the skills which are expected of learners at the end of each key stage, progress towards these outcomes will need careful planning in programmes of study.
The progression in understanding and skills that the programmes of study envisage are made explicit in the three summary pyramid diagrams on the next page7. These are presented for syllabus users to consider as they approach for themselves the tasks of describing progression in RE and designing instruments that will enable fair, valid and manageable assessment for learning in RE. The pyramids relate closely to the three areas of aims for RE which this curriculum framework provides.
It is often good practice to look for pupils’ work to demonstrate the outcomes first in an emerging form, second by meeting the expectations, and then third by exceeding expectations. Teachers may find it helpful to express this as ‘emerging understanding, secure understanding, developed understanding’ as pupils move towards the outcomes. Time is needed for pupils to consolidate and embed their learning before moving to the next steps.
A set of ‘I can…’ statements which relate to each of the steps towards the outcome is provided for schools to use and adapt on the Agreed Syllabus website support
7 An elaborated version of these summary skills pyramids, including more detail and examples, will be made available.
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Progression steps in RE for 5-14s
Knowing about and understanding religions and
worldviews
Expressing and communicating ideas related to religions and worldviews
Gaining and deploying the skills for studying religions
and worldviews
Use varied disciplines of religious study to research
ultimate questions
Evaluate questions and arguments personally and
critically
Enquire into and interpret ideas, sources and
arguments
Investigate and explain why religions and
worldviews matter
Apply ideas about religions and worldviews
thoughtfully
Consider and discuss questions, ideas and points
of view
Collect, use and respond to ideas in RE
Notice and find out about religions and worldviews
Synthesise their research in RE using different
disciplines
Explain ideas creatively and coherently, using the
main methods of RS
Express insights into questions, giving coherent accounts of beliefs + ideas
Explain diverse ideas and viewpoints clearly in
various forms
Express ideas of their own thoughtfully in RE
Give thoughtful responses using different forms of
expression in RE
Ask questions and give opinions about religions,
beliefs and ideas
Observe , notice and recognise materials in RE
Analyse arguments cogently, justifying
perspectives
Evaluate diverse beliefs, perspectives, sources of
wisdom, ways of life
Appreciate and appraise different understandings of
religion and worldviews
Explain the impact of and connections between ideas,
practices, viewpoints
Understand ideas and practices, linking different
viewpoints
Describe religions and worldviews, connecting
ideas
Retell stories, suggesting meanings for sources of
wisdom, festivals, worship
Recall, name and talk about materials in RE
Steps 1-3 for most 5-7s Steps 2-5 for most 7-11s Steps 3-7 for most 11-14s Step 8 for higher achieving students
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Question 2: How can teachers and schools measure whether pupils are on track to meet end of key stage expectations? Some schools will want to develop current practice arising from our 2009 8 level scales in use
in RE, showing smaller steps towards to the achievements expected of pupils at the end of a key stage;
Other schools and syllabus makers will find the pyramids illustrating progression above are a useful guide to thinking and planning comprehensively and developing pupils’ skills across the range of RE’s aims;
It is important that RE assessment addresses all that pupils gain from the subject appropriately. The key page of this syllabus in describing progression is page 67, where our statutory expected outcomes are described progressively.
As the new curriculum structures are put into practice, it is expected that further work on this area will be needed, to support teachers of RE in many settings. One thing that will make such work valuable will be a close connection to emerging structures for assessing other subjects, such as Science, History or Geography.
Question 3: How can teachers of RE pinpoint aspects of the curriculum where pupils may be falling behind and also recognise exceptional performance? Assessment for learning: syllabus makers and teachers should establish good practice in
assessment for learning for each age group, in ways that enable pupils with SEND and gifted and talented pupils to show their achievements clearly, so that next steps in learning can be planned appropriately;
Differentiation: syllabus makers and teachers should plan RE in the light of the fact that some pupils need to work below or above their age group in order to make the best progress possible in the subject.
Question 4: How can the descriptions of expectations for the end of each key stage in RE support teachers’ planning for all pupils? Subject leaders and teachers in RE should plan their approach to the whole key stage with the
learning intentions and impact outcomes for the end of the key stage in clear view; Setting high expectations early in the key stage, in terms of the matters, skills and processes of
RE is most likely to enable pupils to reach the highest possible standards for all groups of pupils;
Clear planning by syllabus makers and teachers needs to deepen knowledge and understanding, to enable expression and communication and to recognise the skills pupils gain and deploy in studying religions and worldviews. Good programs of assessment will describe clear steps that lead to the end of key stage achievements.
Question 5: How can expectations for RE be used to report strengths and weaknesses of pupils’ progress to parents, and to other schools and teachers upon transfer? 1. As with all subjects of the curriculum, parents are entitled to expect an annual report which
clearly describes the progress and achievement of each child in relation to the programme of study in RE: annual progress reports should be given for the subject for every child.
2. Good RE reporting is individual, positive, criterion referenced, accurate and diagnostic.
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Analyse arguments cogently, justifying
perspectives
Evaluate diverse beliefs, perspectives, sources of wisdom,
ways of life
Appreciate and appraise different understandings of
religion and worldviews
Explain the impact of and connections between ideas,
practices, viewpoints
Understand ideas and practices, linking
different viewpoints
Describe religions and worldviews, connecting
ideas
Retell stories, suggesting meanings
for sources of wisdom, for festivals and for
acts of worship
Recall, name and talk about materials in RE
Examples: Knowing and understanding These examples of the knowledge and understanding pupils gain in RE need to be read in the light of the RE requirements for each key stage, and enable the planned progression in learning that pupils need. 8. Pupils use methods from sociology of religion to analyse the ways Christian, Muslim and Sikh population patterns and community life are changing in 21st century Britain. They justify their perspectives on whether – and how - a plural society can be built peacefully and cohesively.
7. Pupils weigh up debates and arguments between agnostics, Christians and Muslims about diverse ideas about God, using philosophical methods. They evaluate the arguments of others in relation to their own ideas and viewpoints, using skills of personal and critical evaluation
6. Pupils argue for their answer to the question ‘would an omnipresent God need special places for people to worship?’ They examine the architecture of mosques, cathedrals and mandirs in the UK today, developing their appreciation and appraisal of forms and functions of varied places of worship 5. Pupils explain the impact that religious and/or spiritual experiences have had on some people from ‘eyewitness’ accounts. They give their reasons for accepting or rejecting some explanations of these events including psychological and theological explanations
4. Pupils consider some different possible meanings for two parables of Jesus, considering a range of ideas about what the parables mean to Christians today. They rank the possibleinterpretations, giving a reason why they consider one is a better interpretation than another.
3. Pupils select their favorite 2 or 3 ‘wise sayings’ from 10 examples drawn from different sources (Bible, Qur’an, Torah), and illustrate these sayings. They describe what each religion teaches in relation to the sayings. They describe connections between the sayings they have chosen, commenting on the idea of ‘wisdom’. 2. Pupils enact two stories. Examples could be parts of the story of Holy Week and Easter, and parts of the Divali story. They discuss the ideas and characters, and suggest what the stories mean and how they connect to festivities.
1. Pupils discover how Jewish people worship and celebrate Shabbat, for example, using the words synagogue, rest, Torah. They name the religion, and talk about what happens on Shabbat at home and in the Jewish community.
Knowing about and understanding religions and worldviews
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3.
Synthesise their research in RE using different
disciplines
Explain ideas creatively and coherently, using the main methods of religious study
Express insights into questions, giving coherent accounts of beliefs + ideas
Explain diverse ideas and viewpoints clearly in
various forms
Express ideas thoughtfully in RE
Give thoughtful responses using different forms of
expression in RE
Ask questions and give opinions about religions,
beliefs and ideas
Observe , notice and recognise materials in RE
Examples: Expressing and communicating These examples of the communication and expression pupils learn in RE need to be read in the light of the RE requirements for each key stage, and enable the planned progression in learning that pupils need. 8. Pupils consider the questions: Is Buddhism a religion? In what ways is Humanism like a religion? They bring together research into the two questions, critically evaluating arguments about the nature of religions and worldviews. They answer for themselves: why are you religious, or not religious? What does ‘being religious’ mean? 7. Pupils give coherent and thoughtful explanations of the thought and poetry of Primo Levi and Dietrich Bonhoeffer, religious thinkers persecuted under Nazism. They use historical and theological methods to evaluate the question: is it possible to believe in God after the holocaust? 6. Pupils express insights of their own in making a comparison of the influence of two Nobel Peace Prize winners. They give coherent accounts of the impact of ideas such as non-violence, pacifism and spiritual strength. They make coherent connections between the religious ideas and beliefs of the winners and the lives of these people. 5. Pupils are given 8 quotes, four which claim religion is a force for good, and four which say it does more damage than good. They use the ideas to explain their viewpoint about the question ‘Is religion a force for good or not?’ 4. Pupils express thoughtful ideas about the 5 Pillars of Islam, applying the general concepts of devotion to God, service of other people and self discipline to Muslim practice. They give a thoughtful idea of their own about the value of the practices. 3. Pupils discuss three religious artworks from three different centuries, considering what inspired these artists do great work that is religious. They respond by choosing examples of religious art that they find inspiring. They create expressions of their own ideas. 2. Pupils take part in a music session using songs about peace from different religions. They ask questions and say what they like about the songs’ words, and what is important about peace to them. They discs what actions make peace. 1. Pupils watch a film clip of some interesting festivities at Pesach and Easter, and ask ‘Who, What, When, Where, How and Why?’ questions about what they have seen. They talk about the answers.
Expressing and communicating ideas relating to religions and worldviews
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Use varied disciplines of religious study to research ultimate
questions
Evaluate questions and arguments personally
and critically
Enquire into and interpret ideas, sources
and arguments
Investigate and explain why religions and
worldviews matter
Apply ideas about religions and
worldviews thoughtfully
Consider and discuss questions, ideas and
points of view
Collect, use and respond to ideas in RE
Notice and find out about religions and
worldviews
Examples: gaining and deploying skills These examples of the skills of religious study that pupils gain and deploy in RE need to be read in the light of the RE requirements for each key stage, and enable the planned progression in learning that pupils need.
8. Pupils use ideas from theology and philosophy to research varied answers to questions about God, discovering and expressing arguments from different viewpoints comprehensively.
7. Pupils evaluate research that finds religious people are happier than non-religious people, asking: can this be proved? What evidence is there? What explanations are there? Does this finding offer evidence in favour of religion, or does it merely imply that illusions can be comforting? 6. Pupils plan an enquiry into identity: why do millions of people identify themselves as atheists, Christians or Muslims in Britain today? They communicate their interpretations of the worldviews of others accurately.
5. Pupils investigate questions about life after death, explaining varied answers, using concepts like consciousness, soul, Nirvana or Paradise. They explain the impact of varied views about life after death on life today, expressing ideas about destiny reasonably, creatively and thoughtfully. 4. Pupils hear the stories of the giving of the Qur’an in Islam and to the birth of Jesus in Christianity. They consider what members of the religion believe these stories show. They learn the word ‘revelation’, and apply the idea to the stories. They discuss: what does it mean to believe in revelation? 3. Pupils consider and discuss examples of what key leaders from stories in two different faiths have done to make peace. They raise questions about peace making, giving thoughtful ideas of their own on the question: would you like to be a peace maker?
2. Pupils collect examples of living together happily both from school life and from religious stories. They offer ideas of their own to be included in a ‘Recipe for living together happily.’
1. Pupils show curiosity about what Jews or Christians do each day or each week. They notice some details which interest them, and find out more from a book, an artefact, a photo or some other source.
Gaining and deploying the skills for learning from religions and worldviews
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Supporting Material to accompany the RE Agreed Syllabus includes
• How to use this document • Examples of planned units of work • “I can…” statements: using the progress steps • Mini guides to 6 religions and Humanism • Local Faith Community Contacts • Trips, visits and visitors in RE • What is a worldview? • Faith Perspective on Relationships, Sex and Health Education
These resources are available at: Nottinghamshire - http://em-edsupport.org.uk/Services/4499
Nottingham City maintained schools can access these appendices via the Nottingham Schools' Trust website (Members portal) http://www.nottinghamschoolstrust.org.uk/
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Acknowledgements The production of the Agreed Syllabus has been dependent on the good will and professionalism of many individuals. Nottingham City and Nottinghamshire SACREs would like to thank the City and County SACREs and ASC Members and the working group members. Both SACREs are also grateful to those who have contributed illustrations, including NATRE for their annual ‘Art in Heaven’ competition and those teachers who have supplied student work for use in our Agreed Syllabus as well as the RSResource Centre. Nottinghamshire County Council SACRE & ASC Members Group A: Councillors
Cllr Boyd Elliott (Chair of SACRE) Cllr Phil Rostance Cllr Vaughan Hopewell Group B: Church of England
Dr Anne Lumb Mr John Graham Mrs Kate Charlesworth Mr Craig Moxham Mr Andy Wall Group C: Teachers Associations
Mrs Mary Moran Ms Fiona Hunter Mr Mike Follen Mrs Bethan Inglis Mr Richard Linford Mr Che Webster Mr Andrew Widdowson Mr James Wale
Group D: Representatives of Christianity (other than Church of England) and other religious faiths representing the principal religious traditions of Nottinghamshire
Mrs Gemma Pettifor Assemblies of God Mr Mike Arnold Baptist Mr Mark Melbourne Buddhist Dr Shanaya Rathod Hindu Mrs Naomi Posner Jewish Mr John Heard Methodist Mr Hafiz Muntazir Muslim Deb Martin Quakers Ms Caroline Hornsby Roman Catholic Ms Naomi Waring Roman Catholic Mr Andrew Whitehouse Salvation Army Mr Gurjeet Singh Sikh Dr Graham Jennings United Reformed Church Co-Opted members Mr Godfrey Nix Baha’i Mr Russell Davies Pagan Network County Council Improvement Services Bryony Charnock Walmsley Ken Johnson Secretary of SACRE In attendance Dr Irfan Malik Ahmadiyya Muslim Community
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Nottingham City SACRE & ASC Members Group A: Representatives of Christianity (other than Church of England and other religious faiths) Mr Martin Bennett Salvation Army Mr John Heard Methodist Moira Dales Roman Catholic Krishna Dasi Director of Hinduism Education Services Chris Richards Humanist Caroline Mackeith Quaker Hafiz M Muntazir Islam Bishop James Stapleton African Caribbean Churches Rav Kalsi Sikhism Norman Randal Judaism Group B: Church of England Jill Edmonds Jane Lewis Debs Hunt Alison Rowe
Group C: Teachers Associations David Wand Caroline White Mr Ralph Surman Kirstie Lacey Yasmin Khalique Sarah Peek Group D: Councillors
Mrs Heidi Shewell-Cooper LA Officer for Nottingham SACRE
Members of the Joint Working Party & Writing Group
Kate Charlesworth Farnsfield St Michael's Church of England Primary VA School Richard Linford Teaching Assistant at Walesby C of E Primary School Gemma Pettifor The Joseph Whitaker School James Wale Sutton Community Academy Mrs Jill Edmonds South Wilford CEPS Dr Graham Jennings Westdale Junior School Jane Lewis Diocesan Schools Adviser Diocese of Southwell & Nottingham Mrs Sarah Peek Sneinton Primary Dr Jeetendra Rathod and Rashmi Rathod Hindu Temple & Community Centre Sarah Wetton Educator at the National Holocaust Centre and Museum. Chris Richards Humanist Representative. Nottingham City SACRE. Heidi Shewell Cooper Local Authority Officer for Nottingham SACRE Diana Ives Southwell Cathedral Education Officer. Ken Johnson Secretary of Nottinghamshire SACRE Dr Anne Lumb Diocesan Schools Adviser Diocese of Southwell & Nottingham RE Today Consultant and writer Lat Blaylock RE Today Consultant to Nottingham City and Nottinghamshire SACREs www.retoday.org.uk
Councillor Neghat Khan (Chair of SACRE) Councillor David Mellen Councillor Angela Kandola Councillor AJ Matsiko Councillor Cheryl Barnard Councillor Pavlos Kotsonis
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