carfieldprimary.co.ukcarfieldprimary.co.uk/wordpress/.../2015/...2014.docx · Web viewCastles/Dragons. Link to Places of Worship – Churches/Mosques. ... They might imagine planning

Carfield RE Scheme of Work – Agreed Syllabus for RE in Sheffield 2014-19

Rationale:

RE at Carfield is delivered in a flexible and creative curriculum. It is delivered through a sequence of dedicated lessons or a project blocked over themed weeks. This is decision is made by the teachers. Below is a brief over view of the Programmes of Study in each year group per term. The Agreed Syllabus suggests that for the purpose of continuity and progression, the units are delivered in the suggested order below.

Creative opportunites through play, role play, design and technology are strongly recommended in addition to an emphasis on P4C and discussion.

Year Group Overview

StatutoryRequirements

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Nursery36 HOURS PER YEAR

Why do you love me so much?Belonging – families/communitiesHarvest Festival/Sukkot/Hannukah

Colours/AutumnCelebrations – Eid/DiwaliChristmas

Winter/ShelterHomesWise Man House Upon The SandChinese New Year

Pancake dayHoli FestivalMother’s DayEaster Traditions

Castles/DragonsLink to Places of Worship – Churches/Mosques

Can We Explore it?Journeys and Pilgrimages to special places.

Reception36 HOURS PER YEAR

Why do you love me so much?Belonging – families/communitiesHarvest Festival/Sukkot/Hannukah

Colours/AutumnCelebrations – Eid/DiwaliChristmas

Winter/ShelterHomesWise Man House Upon The SandChinese New Year

Pancake dayHoli FestivalMother’s DayEaster Traditions

Castles/DragonsLink to Places of Worship – Churches/Mosques

Can We Explore it?Journeys and Pilgrimages to special places.

Y1 – 2 religions 36 HOURS PER YEAR

Belonging ( F- RE Syllabus) Groups we belong to with introduction to Christianity and Islam.

Light and Dark ( A – RE Syllabus) Seasonal celebrations

Believing ( G – RE Syllabus) How and why do people pray? Christianity

Celebrations( A – RE Syllabus)Eid and Easter

Stories of Jesus ( C – RE syllabus) and helping people. Easter Story revised

Stories of Jesus continued

1 Carfield Revised RE Syllabus 2014 - 19

Islam and Judaism similaritiesCommunication.

Y2 -2 religions36 HOURS PER YEAR

Myself ( B- RE Syllabus)3 moral stories Christianity, Islam, Humanist. How do we know people follow religions.

Celebrations ( A – RE syllabus)Revision and extension of above.

Beginning to learn about Islam( F- RE syllabus)What is it like to be a Muslim in Sheffield and compare to Christianity and own life.

Leaders ( E- RE Syllabus) Who was Jesus and his disciples? Leaders in Islam/ Judaism/Humanist(E – RE Syllabus)Friendship

Symbols( D – RE Syllabus)Visit to Mosque/ Church/ Synagogue if possible

Why are these places important to believers?

Symbols( D – RE Syllabus)Visit to Mosque/ Church

Look at symbols and similarities and differences.

Y3 – 3 religions45 HOURS PER YEARBlock of work or weekly

Beliefs and QuestionsChristianity

Continue Religion and FamilyJudaism and Islam

Continue Life as a JourneyChristian, Hindu and Muslim

Continue

Y4-3 religions45 HOURS PER YEARBlock of work or weekly

Inspirational People:Hindu, Christian, Buddhist

Continue Symbols and Religious Expression:Muslims and Christians

Continue Inspirational People from Long Ago:Moses, Buddha, Jesus

Continue

Y5 - 3 religions45 HOURS PER YEARBlock of work or weekly

Worship and Scared Places

Places of Worship in Sheffield

Continue Beliefs and Questions:Two beliefs each from:Muslim, Hindu, Buddhism

Continue Religion and the Individual:Christians

Continue

Y6 -3 religions45 HOURS PER YEARBlock of work or weekly

Teachings, wisdom and authoritySacred texts and what they teach.Jewish, Buddhist, Muslim and Christian.

Continue Religion, family and community.

What religions are represented in Carfield and Sheffield?

Continue Beliefs in Action:Global charities across the world.

Jewish, Christian and Muslim.

Continue


EYFS Examples Non Statutory RE Syllabus 2014/Staffshare/EYFS- Who Celebrates What and Why?

Key questions LEARNING OBJECTIVES

TEACHING AND LEARNING LEARNING OUTCOMES Points to note

How do we learn in RE?

Can we play at

celebrations?

Children will have the chance to play based on some learning about celebrations and festivals

How do people make an occasion special? Learn in play

Set up some opportunities for children to play using playmobile or lego figures that encourage them to enact some of the special occasions or special stories that they learn about. A story of Jesus, for example, or a Muslim story about a mosque.

Teachers can use a wide range of play strategies, including guided play, Godly Play, and free flow play.

In free-flow play children:

use first-hand experiences from their own lives (celebrations at home or in school for example);

make up rules as they play in order to keep control (they might decide what is celebrated and how);

symbolically represent scenarios as they play, making and adapting play props (e.g. using artefacts and craft materials or lego figures);

choose to play – they cannot be made to play;

pretend (e.g. imagining presents, giving, song and dance);

sometimes play alone (using a ‘cast’ of celebrators);

are deeply involved and difficult to distract from their deep learning as they wallow in their play.

Note the ways in which the fun of celebration enters the play.

Children can talk and play in relation to times of celebration,

They can show in play how they link up simple features of festivity and celebration.

The free flow play ideas in the teaching section here come directly from DfE guidance on EYFS, applied to celebrations



What special times do we celebrate?

Children will: Find out what special times are celebrated and talk about how celebrations happen.

Looking at reminders of special days Fill a box with a selection of cards and wrapping paper depicting different occasions e.g. birthday, wedding, christening, Christmas, Mother’s Day. A ‘Celebrations Box’ A ‘spent’ firework. Pass the box round for the pupils to choose an item and describe it. Who would you give the card and gifts to? Can they guess when we send each card or which wrapping paper we would use? Run a ‘lets make cards’ and ‘let’s play post boxes’ activity. Children give cards to each other. Explore feelings about celebrations. Use a ‘Feelings Box’ containing ‘feelings’ pictures or simple words – happy, full of fun, joyful, glad, together, excited: when do we feel these emotions? Can they choose pairs of things from the celebration box and the feelings box. Talking about some well known celebrations – birthday, Christmas, Eid Divali and others – is good, but will be developed more fully later in the unit. What experiences of celebrations do children – have a birthday baking party, or make a wedding cake and enact the ceremony.

Time to choose Ask children to choose presents and cards for people celebrating different festivals and events: what would they give to someone for a wedding, birthday, baby naming, Christmas, Eid, Divali celebration?

Children can talk about a special celebration and how celebration makes people feel.

Links to Early Learning Goals: Respond to significant experiences, showing a range of feelings when appropriate. (PSED) A resource like ‘Say Hello to...’ from RE today is a good starting point when children first encounter a religion in school.

How do you celebrate a special occasion?

Children will: Learn what happens at a celebration

What special days do we enjoy? Ask children what occasions they have celebrated. Ask the pupils to bring a photo or two. Maybe mum will come and share a story. Can they think of a special occasion they particularly enjoy celebrating? What do they do? Where do they go? What do they need? What clothes do they wear? Do they sing any special songs? Do they eat special food? Can they make a picture recipe book of some favourite foods? Mime some of the actions and join in some of the

Children can talk about ways in which people celebrate and how they like to celebrate. Children understand different views, cultures and beliefs.

Links to Early Learning Goals: Respond to significant experiences, showing a range of feelings when appropriate. (PSED)

What happens on a birthday? Who joins in? Why is a birthday special?

Children will: learn that a birthday is a celebration of us as special people. They learn about different ways a birthday is enjoyed.

Enacting a birthday: how do we make a day special? Use a puppet/toy that has a birthday. Why is the puppet/toys birthday going to be special? Talk with the pupils about why they think their birthday is special. How does it make you feel? What are your parents remembering? Draw from the pupils the ideas that it was the day they came into the world, the day their family had a son/ daughter, brother/sister, there is no one exactly like them. Make a birthday chart to celebrate everyone’s uniqueness and record something special about each person. Growing up is what is being marked – shoe sizes, height and growth change all the time, not suddenly, but we remember we are growing at birthdays. Display a picture of a foetus and talk about it – use some of the words from Psalm 139 as children look at the picture. A prayer to God: ‘Before I was even born, you knew me. Inside my mummy’s tummy, you could already see me. I am wonderfully made!’ Use a book such as ‘See how I grow’ to explore how a baby grows in its first year to celebrate its first birthday. Read story ‘Alfie Gets in First’ (Shirley Hughes) and talk about the special days in the story. Tell story of the Birthday of Guru Nanak – ask children to compare how they celebrate birthdays with the way Sikhs celebrate Guru Nanak’s birthday.

Note that whilst most families will celebrate birthdays not all cultures do so sensitivity is needed here and teachers’ deep knowledge of children’s cultural backgrounds makes a big difference. In Sheffield today, the Jehovah’s Witnesses are the largest group who don’t celebrate birthdays. They don’t

Children can reflect on and show awareness of themselves and others as being special and unique individuals. They might also share in listening to a story from a faith tradition.

Links to ELGs: Respond to significant experiences, showing a range of feelings when appropriate. (PSED) Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others. (PSED) Talking Pictures from RE Today, or ‘Puddles the Cat’ resources from Gill Vaisey are good ways into this work for young children. See resources section


celebrate because there are no good examples of Birthday Parties in the Bible, and they teach that all days are given by God, so all days are blessed / special not just a few special ones!

Year One Autumn 1


F - What does it mean to belong?

Beginning to learn about Islam: What is it like to be a Muslim in Sheffield today?

If possible following a visit to Wolsey Road Mosque:Alternatively – use photopacks/bbc websites/Linking to English and computing, pupils recount a visit to a local Mosque using digital photographs. They find out about the meanings of symbols and artefacts that they saw there. They learn about what happens at a mosque, especially about Muslim daily prayers (A1); Pupils discuss reasons why some people go to mosques, synagogues or churches often, but other people never go to holy buildings, and why some people pray every day, but others not at all (B1); Linking to PSHE, pupils make lists of the different groups to which they belong and consider the ways these contribute to human happiness (B1); Pupils express creatively (e.g. in art, poetry or calligraphy) their own ideas and responses to questions such as: Who is a Muslim? What is a religion? Who am I? Where do I belong? How can we all get along well? (B2) Linking to English, pupils use key words (e.g. holy, sacred, scripture, festival, symbol, humanist) to present ideas or write about the Muslim religion (B3); Pupils discuss stories of co-operation from Islam and from different traditions and sources and make a ‘Recipe for living together happily’ or a ‘Class charter for more kindness and less fighting’ (C2); Linking to English and PSHE pupils could play some collaborative games, and talk about how to cooperate.LINK Harvest festival with Muslims ZAKAT giving to charity.List and discuss the different groups that we belong to.

Introduce Christians, Muslims, Sikhs, Hindus and link to school uniform. We show we belong by the things we do, say and wear.

We come to school. This is because we are Carfielders.

Draw our school, classrooms and label the features of the school, or home etc.Introduce the mosque with photographs or website tour.Paper chains with drawing of each member of the class and their name.We are all linked together.

Resources – see sceme of work / staffshare/RE 2014

My Muslim Faith, Rainbows Series, Evans Muslim, Beliefs and Cultures Series, Franklin Watts Web Use local pictures: www.muslimsinbritain.org lists 29 mosques in Sheffield. www.ngfl-cymru.org.uk/vtc/ngfl/re/m_parry_carmarthenshire/e_index_mosque_young for a virtual Mosque tour www.islam4schools.com/infant for a recording of the call to prayer

Children make their own from lego etc, paint or draw.

Day in the life of a Muslim.


Year One - Autumn 2

A- What is a celebration?Light and DarkEvil and Good in traditional stories

Revise from Reception what makes a celebration.Discuss belonging again to different groups. Introduce stories from different religionsDiwali:Revise from Reception and tell the story of Rama and Sita.Role Play the story.Make diva lamps and rangoli patterns with the reasons why.Taste sweets and celebratory parties.What is the theme?Hannukah:Tell the story.Cut and stick the story in order.Make menorah candle sticks and explain the symbolism.What is the theme?Good and Evil:Charactes in comics, movies. Design a poster. Light and Dark – linking to Autumn 1 Science- electricity.Link to Jesus and Christianity:He is called the light of the World.Advent Candles and their purpose.Make a candle or decorate their own.Describe advent and how it is celebrated in Church. Lead in to Christmas nativity story.

ClaySeedsRangoli and henna pattern examplesMenorah candle stick.


Year One Spring 1B – How do and why do people pray?

Introduce different forms of communication.

Different languages and greetings represented in the class, school and Sheffield.Maps of where our parents come from in GB, Europe the World.Celebrate diversity of the class.Christian Prayers shared and written/decoratedLords Prayer shared

Praying in Islam – volunteer to demonstrate.

Class prayers – Family, Friends, Community and World prayersPupils learn about praying in many different ways. Pupils choose between different examples of simple prayers: which do they think are wise? They talk about what makes the prayers wise, and find out about how and why people pray in different religions. They think and write creatively and thoughtfully about prayer (A2); Linking to English, pupils use key words (e.g. holy, sacred, scripture, festival, symbol, Christian, Muslim, Jew) to present simple ideas about 2 or 3 different religions about which they have learned, perhaps in a collaborative classroom display, class book or in assemblies (B3); Pupils work in groups to use art, music and poetry to respond to ideas about God from different religions and world views, expressing ideas of their own and commenting on some ideas of others (C1); Pupils look at how different people have expressed their ideas about God, and think and talk about their own ideas about God, linking to work with enquiry methods from Philosophy4Children (C3).

UK MapsEuropeThe World

BibleBooks of PrayersKoranTorah examples


Year One Spring 2Who celebrates what and why?

Pupils explore stories and celebrations of Easter and Id ul Fitr, finding out about what the stories told at the festivals mean, e.g. through hearing and working with stories, enacting celebrations, learning from artefacts or welcoming visitors to talk about their festivals. They engage with the social and emotional aspects of celebrations (A1); Pupils select examples of religious artefacts from Christianity or Islam that interest them, raising lists of questions about them and finding out what they mean and how they are used in festivals and for example in community life, prayer and worship (A3); Pupils find out about what different religions and world views do to celebrate the fruitfulness of the earth ( Revise from Autumn 1 - e.g. in Harvest Festivals, or by Muslim Zakat charitable giving and in generosity to those in need). They respond sensitively to questions about being generous and being thankful (B1); Pupils notice and talk about the fact that people come from different religions. How can we tell? How can we live together when we are all so different? (C2).


Year Two Autumn 1

Myself ( B- RE Syllabus)3 moral stories Christianity, Islam, Humanist. How do we know people follow religions.

Children tell their own story of who they are and their family. How do they treat people in their family?

Pupils hear three moral stories, for example from Christians, Muslims and humanists. They think and talk about whether they are saying the same things about how we should behave to each other (A3);

Pupils express creatively (e.g. in art, poetry or drama) their own ideas about the questions: Who am I? Where do I belong? How are we all connected? (B2);

Pupils notice and talk about the fact that people come from different religions. How can we tell? How can we live together when we are all so different? (C2);

Linking to English, pupils ask questions about goodness, and create simple sentences that say what happens when people are kind, thankful, fair or generous, and what happens when people are unkind, ungrateful, unfair or mean (C3).

Stories – Bbc.co.uk/learning zone


Year Two Autumn 2

CelebrationsA

Who celebrates what and why?

What celebrations have the children experienced in their lives?WeddingsBirthdaysChristeningsBirth rituals

Investigate each from a Christian, Muslim and Hindu point of view or other religion/ lifestyle point of view.DressGuestsSymbols of rings, cakeWhere celebrations take place

Why do we celebrate?

Link to prayers and are they part of a service?Role play a service.

Contrast and compare the similarities and differences.

Bbc.co.ukScholastic booksPostersChildren volunteering artefacts and photographs


Year Two Spring 1

Beginning to learn about Islam( F- RE syllabus)What is it like to be a Muslim in Sheffield and compare to Christianity and own life.

Detailed Planning on RE Syllabus 2014

- attached

RE Syllabus Support Disc – detailed planning



Year Two Spring 2

E - Leaders Revise leaders in Islam.Introduce people who lead teams and the qualities that they will need.Collect photographs of famous leaders through history to introduce to the children from as varied ethnicities as possible.

Who is a leader? ( From F Unit of Work on Islam) Play a game of ‘follow the leader’ for a few minutes, and ask the children what made someone good at being the leader? Ask the children who leads a school, a football team, a TV show, a family, a club, a shop, a country? Does anyone lead the world? (They may say God – ask them how God leads the world, and if everyone says that)). Talk about leaders and what they do. Pick out the idea that a leader sets an inspiring or good example. ‘Follow the leader’ might be good if the leader is good!

The Prophet is a leader for Muslims. How and why? Tell the children that Prophet Muhammad is such a special leader that he has nearly 2 billion followers who respect him. If the world was 100 people, 19 of them would be followers of the Prophet Muhammad More than 1400 years ago he taught all Muslim people how to follow God. He is so special that when Muslims talk about him, when they say his name they say ‘Peace be upon him’. And when they write his name they put the letters ‘PBUH’ after his name. Children can write the letters downwards and the words across if this is useful to remind them. Ask children if they know any other religious leaders. Set up a story time using the story of Muhammad and the Cat (see the last page of this unit for a usable version and some simple activities. Remember that Muslims make no pictures of the Prophet.) Tell the story, and ask the children to think about the difference this story could make to how a Muslim person lives their life. In the story, the Prophet gives thanks to God. Do the children know people who give thanks to God? The story shows that Muhammad was thoughtful, friendly and kind to animals. Who do the children know who is thoughtful? Friendly? Kind to animals? Does the story also show that he was not too worried about fine clothes? Does this show he was a good leader?

Repeat the concepts with Jesus.Discuss similarities of the characteristics, kind, patient, teaching a way of behaving.



Year Two Summer 1 and 2

D – SymbolsIn what ways are churches/mosques and synagogues important to people?

Detailed Planning in RE Syllabus 2014 Staffshare - attachedBbc.co.ukScholastic booksPostersChildren volunteering artefacts and photographs


Year Three Autumn 1 and 2

Beliefs and questions: How do Christian people’s beliefs about God, the world and others have an impact on their lives? Christianity

15 hours

Discuss celebrations that they have enjoyed or know about.Group them in a calendar – times of the year. Ask children to offer ideas behind the festival on a learning wall and choose one to investigate per group. Choose festivals from the Autumn time of year – Sukkot ( Jewish) Harvest ( Christian) Advent Discuss Christian Festivals throughout the year and cover the elements below:Pupils: Learn about Christian celebrations and commitments by describing some spiritual ways of celebrating Christian festivals, including Christmas, Easter and Pentecost. They reflect thoughtfully on the reasons why some people value such celebrations very highly, but others not at all (A1); describe and understand links between Bible stories of creation and Christian beliefs about God as the creator (A2); express and communicate their understanding of the challenges of commitment for a Christian person and a Christian community. They consider: what difference does believing in Jesus make to Christians? (B2); discuss a range of ideas about some ‘big questions’, e.g. what do Christians believe about God? What different views do we know about the beginnings of life on Earth? Did God make us all, or are we an accident? Or are there other explanations for humanity? They develop ideas about different ways science and religion handle questions of origin and where we come from.


Year Three Spring 1 and 2

Religion, family and community: Prayer How do religious families and communities live out their faith? Religions: Jewish and Muslim

15 hours

Pupils: pursue an enquiry into Jewish and Islamic prayer, finding out about and exploring beliefs about worship, prayer, God and human life for Jewish and Muslim people (A3); find out about the meanings of symbols, words and actions used in prayer and worship such as bowing down, using ritual and symbol, praying alone and in groups (A3); find out about similarities and differences in Jewish and Muslim prayer and understand how the practices of prayer for Jewish and Muslim people can bring the community together (B2); investigate the meaning of prayer in these communities, considering questions about who prays and why some people believe God answers their prayers. They consider the values expressed in prayers for themselves, connecting ideas from different religions (B2).

Detailed Planning on RE Scheme 2014S drive

- Attached


Year Three Summer 1 and 2

The journey of life and death: Why do some people think life is like a journey? Where do we go? What do people think about life after death? Christians, Hindus, Muslims or Buddhists

Discuss and recount favourite or familiar journeys that children have enjoyed.Draw maps and representations – show google-maps and directions.Draw a map of children’s lives to date with signposts of significant moments – birth of the sister/brother etc.Bring and show guide books and how they guide people on what to see or do when in an unfamiliar place.Make connections to the unit below, before the programme is started.

Pupils: find out about and describe some ways in which different religions see life as a journey, for example by considering scriptures as ‘guide books for living’ (A1); make connections between different features of the religions and world views they study, discovering more about celebrations, worship, and the rituals which mark important points in life in order to reflect thoughtfully on their ideas (A1); compare how Christians, Muslims or Hindus celebrate a new baby’s birth, becoming an adult, a marriage or the life of someone who has died and reflect on ideas of their own about life’s milestones in discussions or in writing (B1); develop their understanding of beliefs about life after death in two religions through seeking answers to their own questions and articulating reasons for their own ideas and responses in discussion, creative work and debate (B1)


develop understanding of links between beliefs, e.g. resurrection and heaven in Christianity, enlightenment and Nirvana in Buddhism (C1)

Year 4 Autumn 1 and 2

Year 4: Inspirational people in today’s world What can we learn from great leaders and inspiring examples in today’s world?

15 hours

Tell the story/ Write about important people in their own lives.Teachers share their own inspirational people and why.Pupils: Learning Objectives:

1. To think about why we are inspired by people and what it means.2. To understand and use the word inspired and inspiration.3. To know the names and stories of 3 inspirational people in

history/culture.hear well told story telling, and develop their own skills as story tellers in relation to ‘great lives’ in religious story (A2) Research and retell the story of a chosen inspirational person. (Can be researched at home prior to the lesson)describe the lives of some inspirational spiritual and leaders from the modern world (A2) understand how key leaders can be sources of wisdom for religious believers (A2) explore the lives of key religious leaders from contemporary life, describing the challenges they have faced and the commitments by which they lived (B2) apply ideas of their own by giving reasons for their views about how leaders can provide wisdom and inspiration (C1)


Note: these leaders might be world famous examples (Gandhi, Pandurang Shastri Athavale, Mother Teresa, Martin Luther King, the Dalai Lama), or those who serve Sheffield Communities.

Year 4 Spring 1 and 2

Symbols and religious expression: How do people express their religious and spiritual ideas on pilgrimages? Muslims and Christians

15 hours

Link to special places, holidays and feelingsPupils: find out about some interesting examples of religious pilgrimages, gathering knowledge and developing understanding (A1) consider why people go on pilgrimages. They use a range of exciting stimuli to find out about pilgrimages, and make some connections between Hajj for Muslims and pilgrimage to Lourdes, Iona or the ‘Holy Land’ for Christians, describing the motives people have for making spiritual journeys. They might imagine planning a pilgrimage in detail to show they can connect spiritual ideas with religious practice (A1); linking to English, pupils find out more about different forms of worship, prayer and meditation in different communities, and write creatively and thoughtfully some songs, prayers or meditations suited to particular


occasions and communities (B3); Linking with the expressive arts curriculum, pupils create works of art or music which express their understanding of what it means to belong to a religion or world view, reflecting on their work on pilgrimage, symbol and religious expression. For example, pupils might plan a pilgrimage / ‘spiritual journey’ for younger children around the school grounds (C1).

Year 4 Summer 1 and 2

Inspirational people from long ago: What can we learn from inspiring leaders who started religions? Moses, the Buddha, Jesus and

Pupils:

respond thoughtfully to Jewish stories about Moses as the servant of God, learning from stories of the Exodus and the 10 Commandments about how Jewish ideas, festival (Pesach) and stories are connected (A2); respond thoughtfully to Christian beliefs about Jesus as God come down to earth, learning from stories of his life, teaching and example, connecting stories about Jesus to Christian beliefs (A2)


Muhammad.

15 hours

consider how the meanings of a parable of Jesus are expressed in poetry, video, stained glass and drama, weighing up the effectiveness of the different media (A3) respond thoughtfully to Muslim teaching about Prophet Muhammad[PBUH]

and the revelation of the Qur’an, learning from selected stories of his life (hadith), and making connections between Muslim teaching and Muslim practice (e.g. in the 5 Pillars) (A2); respond thoughtfully to stories about the birth, search and enlightenment of the Buddha (A2) use their thinking about stories of Moses, the Buddha, Jesus or Muhammad to explore how Jews, Christians and Muslims today celebrate key events from their history (e.g. in Passover, Lent or Ramadan) (B3) discuss and present thoughtfully their own and others’ views about the ways in which leaders in religions inspire their followers, connecting to human rights (C1)


Worship and sacred places: Where, how and why do people worship? Investigating places of worship in Sheffield and Yorkshire.

Pupils: pursue an enquiry into local places of worship and beliefs about worship. The methods of philosophy for children can be used effectively here. The pupils relate the meanings of symbols and actions used in worship to events and teachings from the religions they study (A3); consider: what happens in holy buildings? Linking to History and design technology pupils consider how the architecture, furniture and use of churches, mosques, synagogues, mandirs, viharas / Buddhist centres or gurdwaras expresses the community’s way of life, values and beliefs (B1);


15 hours

discuss and present thoughtfully their own and others’ views on challenging questions about different kinds of religious belonging in Sheffield and Yorkshire today, presenting what they have found out about worship clearly and thoughtfully in a variety of ways including for example design and modeling, photo album descriptions and recounts, Q&A, poetry or art (C1).


Religion and the individual: What is expected of a person in following a religion or belief? Christians

Pupils: learn about devotion and commitment in Christianity. They consider why Christians celebrate Jesus’ birth: what is the meaning of Easter ? They compare the texts in the Christian gospels that tell the stories of Easter, exploring how they are remembered and celebrated in a range of Christmas festivities (A2); use their detailed understanding of religious practice such as remembering Jesus with bread and wine in Christian worship and trying to follow the teaching of Jesus about forgiveness and loving your enemies to describe the significance of being part


15 hours

Easter and Conflict/Forgiveness

of the Christian religion (B1); discuss and apply their own ideas about ethical questions and human rights issues: what is fair and unfair? Why do people fight and cause pain? How do we know what is good? Can people learn to be more generous? They learn from examples of Christian practice and consider the challenges of trying to live a good life (C3).


Beliefs and questions: How do people’s beliefs about God, the world and others have impact

Pupils: explore and respond thoughtfully to the spiritual paths of Muslims, Hindus or Buddhists, using a range of sources of wisdom (A2) describe the impact of examples of religious teaching. A Hindu example might be the impact of Hindu teaching about harmlessness (ahimsa) on questions about what we eat and how we treat animals. A Muslim example might be the impact of daily prayer and Zakat (alms giving) on how Muslim individuals and communities live. A


on their lives? Two from Muslims, Hindus and Buddhists

15 hours

Buddhist example might be about the practice of harmlessness (A3) express their own ideas about religious issues and questions, giving reasons for their thoughts (A3) discuss and debate reasons why different people have different ideas about whether God is real and what God is like, recognising the right to freedom of religion and belief for all people.


Teachings, wisdom and authority: What do sacred texts and other sources say about God, the world

Link to favourite books, sayings, poems etcPupils: respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different religions (A2) linking to English, pupils consider why some texts from the Torah (e.g. the Shema), the Bible (e.g. 1 Corinthians 13) and the Qur’an (e.g. The 1st Surah, the

Detailed planning in RE Syllabus 2014 on S drive


and human life? What can we learn by reflecting on words of wisdom from religions and worldviews Jewish, Buddhist, Muslim, Christian 15 hours

Opening) are seen as sources of wisdom in different communities. They respond thoughtfully to the ideas found in the texts with ideas of their own (A2) linking to Citizenship Education and the methods of philosophy for children, pupils consider, for example, the Ten Commandments (Jewish) and the Five Precepts (Buddhist), expressing thoughtful ideas about what is right and wrong in the light of their learning (C3)


Religion, family and community: What contributions do

Pupils: investigate aspects of community life such as weekly worship, charitable giving or beliefs about caring for others, showing their understanding and expressing ideas of their own (A2)


religions make to local life in Sheffield? How can we make Sheffield a city of tolerance and respect? All the religions and beliefs of Sheffield

15 hours

linking to the expressive arts, pupils develop their own imaginative and creative ways of expressing some of their own commitments such as working hard at sport or music, caring for animals, loving the family or serving God (B2) list and describe similarities and differences between the ways different communities show that they belong (C1) linking to Mathematics and Geography, pupils use local and national census statistics to develop accurate understanding of the religious plurality of their locality and of Britain today (C2) discuss and apply ideas from different religious codes for living (e.g. Commandments, Precepts or Rules), to compile a charter of their own moral values and respect for all.


Beliefs in action in Pupils:


the world: How do religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment? Jewish, Christian, Muslim 15 hours

discover and explore what Jewish people, Humanists and Christians teach about how we can all live together for the wellbeing of each other (C1) apply their ideas about justice and fairness to the work of three development charities such as Christian Aid, Islamic Relief and Oxfam (C3) write persuasively about the reasons why members of different religions and beliefs try to help people who are vulnerable (e.g victims of natural disasters, people who live with disabilities or people affected by war) (C3) Pupils: discover and explore what Jewish people, Humanists and Christians teach about how we can all live together for the wellbeing of each other (C1) apply their ideas about justice and fairness to the work of three development charities such as Christian Aid, Islamic Relief and Oxfam (C3) write persuasively about the reasons why members of different religions and beliefs try to help people who are vulnerable (e.g victims of natural disasters, people who live with disabilities or people affected by war) (C3)


Documents

carfieldprimary.co.ukcarfieldprimary.co.uk/wordpress/.../2015/...2014.docx · Web viewCastles/Dragons. Link to Places of Worship – Churches/Mosques. ... They might imagine planning