Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification"

Transcription

1 TITLE: What Ultimate Questions can we think of to find out what people believe YEAR GROUP: 5 and 6 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 30/05/2009 Richard Linford/ Nottingham City and County SACRE / Units of Work in RE

2 Nottingham City and County SACRE RE Syllabus: Nonstatutory exemplification TITLE: What Ultimate Questions can we think of to find out what people believe YEAR GROUP: 5 and 6 About this unit: Year Group: 5 and 6 This unit enables pupils to consider what an Ultimate Question is and how are they useful for exploring more complex beliefs God. The focus is on how to raise Ultimate Questions and how to suggest possible answers. It makes use of the Transition Unit for Year 6, as well as the unit on Ultimate Questions. Pupils are encouraged to consider what can be learned from religious stories and key teachings, referring to their own experiences, beliefs and values. Where this unit fits in : This unit will help teachers to implement the Nottingham City and County Agreed Syllabus for RE by providing them with well worked examples of teaching and learning the theme of Ultimate Questions that focus on people s view God, by using the concepts of what sacred texts and teachings say God This unit contributes to the continuity and progression of pupils learning by being able to talk God (KS1); asking important questions; discussing own views in order to make links between beliefs and sources (KS2) The unit builds upon the learning in KS1 on I wonder questions, considering puzzling questions as well as the generic unit Talking God. The unit anticipates a further study of Ultimate Questions at KS3 focussing on Expressing Meaning (AT1). This includes understanding, explaining and interpreting ways in which religions and beliefs use literature, the arts, music, architecture and other forms of creative expression to respond to ultimate questions. It also links with the concepts of Meaning, purpose and truth (AT2) which includes describing and expressing insights into ultimate questions that confront humanity. Estimated teaching time for this unit: 7 hours. It is recognised that this unit may provide more teaching ideas than a class will cover in 7 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything. KEY STRANDS ADDRESSED BY THIS UNIT This unit makes use of the following themes: Beliefs and questions; how people s belief God, the world and others impact on their lives Teachings and authority; what sacred texts and others sources say AT 1: Learning Religion Beliefs, Values and Teaching: describe the key aspects of religions etc Describe and begin to understand responses to ultimate questions AT 2: Learning from Religion Questions of Meaning, Purpose and Truth 30/05/2009 Richard Linford/ Nottingham City and County SACRE / Units of Work in RE

3 ATTITUDES FOCUS: Pupils will explore attitudes of: Open mindedness by engaging in positive discussion and debate Appreciation and wonder by developing their capacity to respond to works of art and sacred stories Respect for all by a willingness to learn from other people s beliefs The unit will provide these opportunities: Pupils have opportunities to consider the concepts ultimate and non-ultimate questions; good and evil; creation and desecration (including God s generosity and Stewardship); miracles (including faith and prejudice) Pupils have opportunities to consider a diverse range of views regarding what God is like. From the study of Christianity, Judaism, Hinduism, Islam. Pupils will be able to think their own experiences and views in relation to ultimate questions. Experiences and opportunities provided by this unit include using ICT, art, and drama. There are also opportunities for Excellence and Enjoyment. This includes Enquiry through using thinking skills to look at things differently and from other points of view. Finally, there are opportunities for Evaluation when expressing own views and Empathy when understanding the perspective of another person. Background information for the teacher: In Christian thinking Jesus as the Son of God demonstrated his love for all by using the Holy Spirit to perform Miracles. These stories also show how Christians should have faith in God. In Muslim thinking the most important beliefs are stated in The Declaration of Faith or Shahadah. There is only one God, Allah and Muhammad (Peace be upon Him) is His Prophet. In Hindu thinking the story of Rama and Sita represents the overcoming of good against evil. Vocabulary + concepts In this unit, pupils will have an opportunity to use words and phrases related to: ultimate and non-ultimate questions Specific religions: Christianitymiracles Islam- Allah and Muhammad (pbuh) Resources Teachers might use: Listening to children in Primary Religious Education Ed. Lat Blaylock, Pub. RE Today Stories God Ed. Joyce Mackley, Pub. RE Today Y6 Transition Unit Nottinghamshire Agreed Syllabus for RE 2003 Web: The city and county of Nottingham supports this unit with some resources at Loans of artefacts and resources are easily arranged. The National Association of Teachers of RE (NATRE) has two excellent web starting points for these issues: enables pupils to view and judge numerous works of pupil art on key Biblical stories and spiritual ideas from young people. Online searchable sacred texts from different religions at: Try for a good general gateway to RE materials. Contributions to spiritual, moral, social and cultural development of pupils (suggest you use two or three max) Opportunities for spiritual development come from children reflecting for themselves God and what others believe 30/05/2009 Richard Linford/ Nottingham City and County SACRE / Units of Work in RE

4 EXPECTATIONS: At the end of this unit Pupils working at level 3 will be able to: Pupils working at level 4 will be able to Use religious or spiritual vocabulary such as creation and desecration (AT1). Use a widening religious vocabulary to show that they understand different views Ask important questions religious beliefs and make links to own experience (AT2). God (AT1) Raise and suggest answers to questions God and apply their ideas to their own and other people s lives simply (AT2) Pupils working at level 5 will be able to: Explain some similarities and differences between views God and suggest possible reasons (AT1) Pose and suggest answers to questions of belief and express their own views in light of religious explanation (AT2) ASSESSMENT SUGGESTIONS A formal assessment of each pupils is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best. Teachers can assess this work by setting a learning task towards the end of the unit. The task aims to elicit engaged and reflective responses to the material studied throughout the unit across the ability range. In this unit of work, pupils are asked to prepare a PowerPoint of ultimate questions as they arise in their encounter with diverse materials each lesson. This on-going activity contributes towards their assessment, enabling a development of thought and a way of seeing how their enquiry skills improve. G&T: To extend this work, ask pupils to research for themselves in depth the similarities and differences between beliefs in God, and to then express their own views these thoughtfully and respectfully. 30/05/2009 Richard Linford/ Nottingham City and County SACRE / Units of Work in RE

5 Key questions LEARNING OBJECTIVES TEACHING AND LEARNING LEARNING OUTCOMES Points to note What is an Ultimate Question? To identify the difference between ultimate and non-ultimate questions. Lesson theme: Beliefs and Questions What are life s most mysterious questions? Sit the group in a circle. Where is the beginning or the end? Does a circle have a definite beginning or end? Imagine a question without a definite beginning or end. What is a question? What words do we find at the beginning of questions? When do you ask questions? If you wanted to find an answer to any question how would you try to find out? Do you always get answers to your questions? Does anyone know all the answers to all questions? Does anyone have a question they have not got an answer to, no matter who or where they have asked? Give and discuss examples and how pupils might begin to answer these. Use key words ultimate and non-ultimate. The term Puzzling Question might be useful for some children. Use a Johari Window to decide on 2 things known by child only and 2 not known to others. Work privately and then share in pairs, finally in small groups to fill in rest of window. What questions were put in the bottom left corner of the Johari window? How are these puzzling or mysterious? How might someone who is religious answer some of these questions? Suggest answers. Start a whole class PowerPoint presentation to record children s responses. This may include examples of puzzling questions, suggested answers as well as definitions of ultimate and nonultimate questions. Can children use a Johari window in order to identify Ultimate questions? I can raise and suggest answers to life s most mysterious questions. Questions for whole class discussion from Listening to children in Primary religious Education Ed. Lat Blaylock, Pub. RE Today Johari window is a structure used to enable deeper thinking. It, along with the introduction to this lesson, is taken from Exploring Puzzling Questions Ed.Joyce Mackley Pub. RE Today 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 5

6 What can the story of Rama and Sita tell us what Hindu s believe To apply understanding of Ultimate Questions to story of Rama and Sita. Lesson theme: Pupils should be taught to describe the key aspects of religious stories that influences the beliefs and values of others (AT1) discuss their own and others views of religious truth and belief using Ultimate Questions, expressing their own ideas Unpack from a bag, artefacts such as Diva lamps, images or statues of Rama and Sita etc. Do children know which story they represent? Watch the story of Rama and Sita on video. Retell the story to a partner using Babble Gabble. Split plot up and discuss key feelings for each part using discussion partners. After each part get children to call out top quality feeling words as the teacher sweeps their arm across the room. Place these on a feelings graph with each bar representing a different part of the plot. Review how these feelings change. What is the story? Discuss possible hidden meanings. This story has been told by millions of people for thousands of years. That s one way of seeing that it s a holy or sacred story. Why do you think it has lasted so long? Why is it a sacred story? Each group of 4 produce freeze frame for their given part depicting feelings identified on graph. Record using digital camera. Can children explain what the story of Rama and Sita shows Hindus belief in I can explain two Hindu beliefs from the story of Rama and Sita. Babble Gabble is a Speaking and Listening strategy from Speaking, Listening and Learning; working with children in Key stages 1 and 2 Primary National strategy 2003 This activity can be found in the Y6 Transition Unit. Use knowledge of story to ask What puzzles you the story? Refer back to last weeks work using class PowerPoint if needs be. Could Rama and Sita answer any of these? Use hot seating to find possible answers to these questions. Record answers and any questions that are still puzzling. Have answers to the puzzling questions been suggested? What can it tell us what Hindu s believe Record in the Power Point with each story to be covered, the freeze frame photos and key beliefs God, as well as any good examples of puzzling questions and suggested answers. 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 6

7 What does the story of creation tell us what Jews believe To generate and discuss ultimate questions in order to explore beliefs God s world. Assessment Task Theme: Discuss their own and others views of religious truth and belief creation, expressing their own belief. Look carefully in small groups at works of art inspired by the Garden of Eden story. Don t tell children the theme and ask them to make list of things that puzzle them. Discuss one or two as a whole class. Ask what story they think the picture is inspired by. Read the story of The Garden of Eden. Stop at the part where Eve is tempted. Children discuss Adam or Eve s thoughts and feelings briefly in pairs. Use this in Conscience Alley with Adam or Eve at the top. Each character to make an honest answer depending how convincing the two sides are. Continue reading the story. Look again the initial questions from viewing the art work. Which questions have been answered and which have not. Is this because they are ultimate? Suggest and record answers. Are there any new questions especially God to be added to the Power Point? What is the main message of the story? What do you think Jews would say God is trying to tell them? Introduce key vocabulary CREATION, GOD S GENEROSITY, STEWARDSHIP Explain their meaning in context of Jewish belief. Can children make links between these definitions and their own ideas? Start to plan one half of a piece of art work to represent creation and what it says God. Can they guess what the other half will be? Can children produce a piece of art work to represent creation and the key concepts of God s generosity and stewardship I can identify what a religious story shows God by asking and answering questions. (AT2 Level 4) Cross curricular link to Art. Use this curriculum time to plan the sort of images children could include. This work could be further extended by work on Habitats in Science and Environmental themes. 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 7

8 What does the story of desecratio n tell us what Jews believe To generate and discuss ultimate questions in order to explore beliefs God s world. Theme: Discuss their own and others views of religious truth and belief desecration, expressing their own belief. Brainstorm as a class: all the things which are a threat to the world, which might lead to the end of the world as we know it. Start with pollution and war. Read And Man said with two voices. Each small group discuss one of the following questions. This story is similar and different to the creation story you read before. Make two lists: all the similarities and all the differences. Do you think man in the story includes women? Why or why not? Does everything that humans invent spoil the world? Do you think the story gives the right impression of what humanity is doing to the world? What is the message of this story? Why do you think the world has problems with the environment? Envoy these ideas to another group. Summarise briefly what people have learnt. Introduce key word DESECRATION. How does this fit in with ideas discussed in groups? What still puzzles us? Which of these are ultimate questions? Record these in the class Power Point. Discuss: Is God to blame for the way the world is? What would Jewish people say this ~ and what do you think? Record children s ideas with names for Power Point. Plan the other half of their artwork Question the children s understanding of key concepts as they complete artwork in order to add to assessment. Are children using key vocabulary (CREATION, GOD S GENEROSITY, STEWARDSHIP ) AT1 Level 4) Give a suitable title for both pieces. Scan or photograph selection for PowerPoint. Can children generate ideas on Is God to blame for the way the world is? using a story as a stimulus I can explain what Jewish people believe who is responsible for the desecration of the world. And man said is taken from the Y6 transition unit Envoying is a Speaking and Listening strategy from Speaking, Listening and Learning; working with children in Key stages 1 and 2 Primary National strategy 2003 Cross curricular time for art work as before. 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 8

9 What do the miracle stories in the New Testament show what Christians believe To understand how the concepts of faith and prejudice are important in the teachings of Jesus Lesson Theme: Pupils should be taught to describe the key aspects of religious stories that influences the beliefs and values of others (AT1) discuss their own and others views of religious truth and belief using Ultimate Questions, expressing their own ideas (AT2) What is a miracle? What questions could be asked miracles? Decide in pairs. Snowball and place on Post-It s. Read out some good examples. Read Jesus makes a person with Leprosy clean Are there any other questions to add to the Post-It s? Retain best examples to use in PowerPoint. What do you think of the healing miracle in the story? Some people believe in healing miracles. Others do not. What would believers and non-believers say to each other? Split the class into two halves, believers and non-believers. Brainstorm points of view miracles. Pair up children from the two halves and share what believers and non-believers might say to one another. Ask children to share good examples for class PowerPoint. 1. What was more important, the man s faith, the touch of Jesus or the healing? 2. Why were lepers treated so badly in Jesus time? 3. Who is treated badly today because of fear, or their appearance? Why is this wrong? Introduce the key words FAITH AND PREJUDICE. Display two Christian comments the story. What do you think the story says Jesus/ Children to use the words faith and prejudice or equivalent. Record for class PowerPoint. Can children compare what believers and nonbelievers might say miracle stories in the Bible? I can identify what a religious story shows God by asking and answering questions. (AT2 Level 4) 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 9

10 To use thinking skills in order to identify Muslim views God. To be able to use empathy and interpretation skills in order to understand Muslim views of God. Lesson Theme: Pupils should be taught to describe the key aspects of religious stories that influences the beliefs and values of others (AT1) discuss their own and others views of religious truth and belief using Ultimate Questions, expressing their own ideas (AT2) How Bilal the slave became the first muezzin of Islam Read story and discuss: What puzzles you? What did you learn from this story? What mattered most to Bilal? Discuss in pairs possible answers to the last question. Record initial answers suggested. Give each child a copy of the target diagram and the twelve items. Ask pupils to discuss whether each of the possible answers to the question what mattered most to Bilal? should go on the bull s-eye. There are no definitive correct answers, and rules can be varied: one in the centre and no more than three in any one circle is a good way to do it. Focus on the idea of God in the story. What have children learnt now the message behind the story? What does it say the Muslim view of Compare this to the initial suggestions. Are there still questions that are puzzling? Evaluate together how the target board helped children to think more deeply. Record children s ideas for PowerPoint. Can children produce a target diagram to explore Muslim beliefs I can identify what a religious story shows God by using a target diagram to explore Muslim beliefs. (AT2 Level 4) This activity is adapted from the Y6 Transition Unit 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 10

11 What have we learnt different religions view of To be able to compare different views of God. Lesson theme: Identify and begin to describe the similarities and differences between religions regarding views of God (AT1) discuss their own and others views of religious truth and belief using Ultimate Questions, expressing their own ideas (AT2) Do children have their own view of In pairs brainstorm What is God like? Record some responses. Focus on children s use of key concepts and vocabulary from previous activities. Use completed PowerPoint either as a whole class or in pairs. Focus especially on the slides which give information on views of God. Either in pairs or as whole class make a list of statements on what God is like. Record which religion these belong to. Are there any statements that are the same for more than one religion? Compare the statements to the children s own views recorded at the start of the lesson. Finally focus on the Ultimate Questions. Now that different views of God have been recorded, can new answers be suggested for any of these puzzling questions? Extension Task for Higher Ability children: Ask pupils to research for themselves in depth the similarities and differences between beliefs in God, and to then express their own views these thoughtfully and respectfully. Can children synthesise different people s view of God and then compare it with their own? I can use religious vocabulary to show that I understand different views God (AT1 level4) I can explain some similarities and differences between views God and suggest possible reasons (AT1 level5) I can think of and suggest answers to questions of belief and express my own views thinking religious ideas (AT2 level5) 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 11

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification TITLE: Celebrating: what do we do and how do we feel? YEAR GROUP: FS2 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 28/05/2009 Lat Blaylock / Nottingham City and County

More information

I Wonder... Questions that puzzle us Year 1/2

I Wonder... Questions that puzzle us Year 1/2 Sam and Alisha asked a puzzling question: Where is God? They suggested answers in their drawings I Wonder... Questions that puzzle us Year 1/2 Sandwell RE Syllabus Support Unit of work Non Statutory Exemplification:

More information

RE Policy. Chase Lane Primary School and Nursery Unit. Updated January October 2017 or earlier if necessary. Next review. Ratified by Governors

RE Policy. Chase Lane Primary School and Nursery Unit. Updated January October 2017 or earlier if necessary. Next review. Ratified by Governors Chase Lane Primary School and Nursery Unit RE Policy Updated January 2015 Main author Kim Veldtman Next review October 2017 or earlier if necessary Ratified by Governors 30.6.15 1 Chase Lane Primary School

More information

Section 4. Attainment Targets. About the attainment targets

Section 4. Attainment Targets. About the attainment targets Section 4 Attainment Targets About the attainment targets The attainment targets for religious education set out the knowledge, skills and understanding that pupils of different abilities and maturities

More information

Subject Progression Map

Subject Progression Map Subject Progression Map On website Subject Name: RE Vision Religious Education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature

More information

RELIGIOUS EDUCATION POLICY

RELIGIOUS EDUCATION POLICY DARTINGTON C of E PRIMARY AND NURSERY SCHOOL RELIGIOUS EDUCATION POLICY Rationale At Dartington, as a Church of England Voluntary Controlled School, we aim to enable children to develop a personal spiritual

More information

LETHBRIDGE PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY

LETHBRIDGE PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY LETHBRIDGE PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY BACKGROUND TO RELIGIOUS EDUCATION AT OUR SCHOOL Religious Education (RE) is not a National Curriculum subject, but must be taught to all pupils as part

More information

YEAR 6 ABOUT THE UNIT WHERE THE UNIT FITS IN PRIOR LEARNING VOCABULARY RESOURCES EXPECTATIONS

YEAR 6 ABOUT THE UNIT WHERE THE UNIT FITS IN PRIOR LEARNING VOCABULARY RESOURCES EXPECTATIONS YEAR 6 Unit 6B Worship and : what is the role of the mosque? ABOUT THE UNIT In this unit children learn about the mosque and the role it plays in the Muslim, reflecting on what is involved in belonging

More information

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification TITLE: It s not fair! What does justice mean to Christians? YEAR GROUP: KS3 8/9 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 30/05/2009 HWood/ Nottingham City and County

More information

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification. Why believe in God? YEAR GROUP: Year 7

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification. Why believe in God? YEAR GROUP: Year 7 Why believe in God? YEAR GROUP: Year 7 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification Writing group/ Nottingham City & County SACRE / Units of work in RE 01/06/2009 1

More information

AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND

AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND September 2012 Page 3 of 182 COPYRIGHT Will be added to by Sunderland ASC (ASC to discuss) The Agreed Syllabus for Religious Education in Durham, May

More information

AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND 2014

AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND 2014 AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND 2014 COPYRIGHT The Agreed Syllabus for Religious Education in Durham, May 2012, is published by Durham County Council, County Hall, Durham DH1 5UJ.

More information

SECTION 1. What is RE?

SECTION 1. What is RE? SECTION 1 What is RE? 1. The Legal Requirements for Religious Education... 3 2. The Importance of Religious Education... 4 3. The Three Elements of Religious Education?... 5-7 4. The Fundamentals of Religious

More information

The Baird Primary Academy Programme for Religious Education

The Baird Primary Academy Programme for Religious Education The Baird Primary Academy Programme for Religious Education The Baird Primary Academy follows the East Sussex Agreed Syllabus A Journey of Discovery which is available on the czone website. https://czone.eastsussex.gov.uk/teachinglearning/curriculum/religiouseducation/pages/syllabus.aspx

More information

Holy Trinity Church of England (Aided) Primary School. Policy Statement

Holy Trinity Church of England (Aided) Primary School. Policy Statement Holy Trinity Church of England (Aided) Primary School Policy Statement RELIGIOUS EDUCATION (RE) The Best for Every Child In recognition of our distinctive context, Religious Education has a high profile.

More information

WLIS RE Scheme of Work

WLIS RE Scheme of Work West Leigh Infant School Religious Education Scheme of Work Introduction Religious Education at West Leigh Infant School is taught in accordance with the local Agreed Syllabus of Religious Education. As

More information

AGREED SYLLABUS for RELIGIOUS EDUCATION in SOUTH TYNESIDE

AGREED SYLLABUS for RELIGIOUS EDUCATION in SOUTH TYNESIDE AGREED SYLLABUS for RELIGIOUS EDUCATION in SOUTH TYNESIDE 2013 COPYRIGHT The Agreed Syllabus for Religious Education in South Tyneside March 2013, is published by South Tyneside Council, Town Hall & Civic

More information

Religious Education in the Early Years. Foundation Stage. RE is fun because we do a variety of different activities. We get a chance to discuss things

Religious Education in the Early Years. Foundation Stage. RE is fun because we do a variety of different activities. We get a chance to discuss things Religious Education in the Early Years Foundation Stage EYFS refers to Early Years Foundation Stage, with reference to standards for learning, development and care, from birth to five and is statutory

More information

3. Humanism for Schools: Teaching Toolkits

3. Humanism for Schools: Teaching Toolkits 3. Humanism for Schools: Teaching Toolkits The resources below can be found on the British Humanist Association s web pages at: http://www.humanismforschools.org.uk/index.php Each of the Teaching Toolkits

More information

acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain;

acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; The Aims of Religious Education Religious Education should help pupils to: acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain;

More information

BEREWOOD PRIMARY SCHOOL

BEREWOOD PRIMARY SCHOOL BEREWOOD PRIMARY SCHOOL Religious Education Policy Summer 2017 Revised by School April 2017 Responsible Person Sue Patrick (head teacher) Responsible Committee Full Governing Body Ratified by GB Thursday

More information

Kenn and Kenton Federation Religious Education Policy

Kenn and Kenton Federation Religious Education Policy Kenn and Kenton Federation Religious Education Policy Introduction The importance of religious education in the curriculum Religious education provokes challenging questions about the meaning and purpose

More information

1.5 What makes some places sacred?

1.5 What makes some places sacred? Key Question: 1.5 What makes some places sacred? This investigation enables pupils to learn in depth from different religious and spiritual ways of life about places of worship for Christians and either

More information

Express ideas and insights into religions and world views

Express ideas and insights into religions and world views Key Stage 1 RE The Focus of RE for KS1 enables children to develop their knowledge and understanding of religions and world views. They find out about simple examples of religion that are drawn from local,

More information

Learning Ladder Philosophy and Ethics

Learning Ladder Philosophy and Ethics Learning Ladder Philosophy and Ethics Criteria Learning about religion Learning from religion Gaining and Deploying Skills Below - W Describe religions and world views. Level 1 Level 2 Pupils use some

More information

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification TITLE: Death: is it the end? YEAR GROUP: Y9 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 30/05/2009 Stephen Pett/ Nottingham City and County SACRE / Units of Work in

More information

Policy: Religious Education

Policy: Religious Education Philosophy At St John s Meads we believe that Religious Education has a unique and vital role to play within Education. It informs and extends the children s understanding of Christian beliefs and principles

More information

Religious Education Policy. General Aims

Religious Education Policy. General Aims Reviewed on: 20/11/2018 Next review: 02/10/2021 Staff Paul Watkins Responsibility: Linked policies: Teaching and Learning, assessment, curriculum Signed by L. Rowbotham chair: Date: November 2018 Religious

More information

Much Birch CE Primary School Religious Education Policy Document

Much Birch CE Primary School Religious Education Policy Document Much Birch CE Primary School Religious Education Policy Document Policy Statement for Religious Education Religious Education at Much Birch School is taught in accordance with the Herefordshire Agreed

More information

Hordle CE (VA) Primary School

Hordle CE (VA) Primary School Hordle CE (VA) Primary School POLICY FOR RELIGIOUS EDUCATION Introduction Religious Education in our school will be in accordance with Living Difference, the Agreed Syllabus for Hampshire County Council.

More information

Principal Aim. Attainment Targets. Religions and Beliefs. Fields of Enquiry. Programme of Study: KS1

Principal Aim. Attainment Targets. Religions and Beliefs. Fields of Enquiry. Programme of Study: KS1 Programme of Study: Principal Aim Attainment Targets Religions and Beliefs Fields of Enquiry Principal Aim of RE To engage pupils in enquiring into key questions arising from study of religion and belief,

More information

Year 12 B1a Judaism: Does worship help people?

Year 12 B1a Judaism: Does worship help people? Year 12 B1a Judaism: Does worship help people? Year 1/2 Key Skills to be covered, taken from National Curriculum pitching at the correct year group and differentiation within plan for different groups

More information

WEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION

WEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION WEST SUSSEX AGREED SYLLABUS For RELIGIOUS EDUCATION Agreed on March 10 th 2008 INDEX FOREWORD 3 Page PART 1 RELIGIOUS EDUCATION IN THE CURRICULUM Background 5 The importance of religious education 5 About

More information

St Mary s Church of England Voluntary Controlled Primary School. Religious Education Policy

St Mary s Church of England Voluntary Controlled Primary School. Religious Education Policy St Mary s Church of England Voluntary Controlled Primary School Religious Education Policy St Mary s is a Church of England Voluntary Controlled School, under the control of the joint Education Diocese

More information

Emerging Expected Exceeding

Emerging Expected Exceeding RE Today Services / A Unit of work for Upper Key Stage 2/ 2015 Key Question: U2.6 What does it mean to be a Muslim in Britain today? This unit enables pupils to learn in depth from different religious

More information

Policy For Religious Education

Policy For Religious Education Date Of Policy: April 2016 Policy Prepared By: James Webb Policy For Religious Education Foreword To All School Policies: The separate document Foreword To All School Policies should be considered as part

More information

Olney Middle School 2015 Religious Education Curriculum

Olney Middle School 2015 Religious Education Curriculum Olney Middle School 2015 Religious Education Curriculum Language and Literacy Development across ALL subjects Teachers should develop pupils spoken language, reading, writing and vocabulary as integral

More information

Elliott Park School Religious Education (R.E.) Policy and Scheme of Work

Elliott Park School Religious Education (R.E.) Policy and Scheme of Work Elliott Park School Religious Education Policy 1 Elliott Park School Religious Education (R.E.) Policy and Scheme of Work Policy created: November 2015 Review date: November 2016 Elliott Park School Religious

More information

West Kingsdown Church of England Primary School. Religious Education Policy

West Kingsdown Church of England Primary School. Religious Education Policy Summer 2015 West Kingsdown Church of England Primary School Religious Education Policy INTRODUCTION This document is a statement of the aims, principles and strategies for the teaching, and learning of,

More information

Religious Education Policy

Religious Education Policy Religious Education Policy St John s Church of England First School I will give thanks to you because I have been so amazingly and miraculously made (Psalm 139: 13-14) Headteacher: Miss E Challiner RE

More information

The Hertfordshire Scheme of Work for Primary Religious Education. Based on the Hertfordshire Agreed Syllabus for Religious Education

The Hertfordshire Scheme of Work for Primary Religious Education. Based on the Hertfordshire Agreed Syllabus for Religious Education The heartbeat of learner improvement services The Hertfordshire Scheme of Work for Primary Religious Education Based on the Hertfordshire for Religious Education 2012-2017 Year 3 Unit Planner Standards

More information

CROCKERTON CHURCH OF ENGLAND VA PRIMARY SCHOOL. RE Policy

CROCKERTON CHURCH OF ENGLAND VA PRIMARY SCHOOL. RE Policy CROCKERTON CHURCH OF ENGLAND VA PRIMARY SCHOOL VISION STATEMENT Within the love of God together we live, learn, care and celebrate. For each other and for ourselves we aim for the best. Potters Hill Warminster

More information

ST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL. Policy for Religious Education

ST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL. Policy for Religious Education ST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL Policy for Religious Education RELIGIOUS EDUCATION POLICY FOR ST NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL Introduction Religious Education is an entitlement

More information

Unit Y1 A2: How do Christians remember Jesus at Christmas?

Unit Y1 A2: How do Christians remember Jesus at Christmas? Unit Y1 A2: How do Christians remember Jesus at Christmas? Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. Teaching and learning activities plan for the two

More information

CURRICULUM OVERVIEW: Key Stage 1

CURRICULUM OVERVIEW: Key Stage 1 CURRICULUM OVERVIEW: Key Stage 1 In the Foundation Stage and nursery classes, children will have had opportunities to find out and learn about the world they live in. These experiences are likely to have

More information

YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh)

YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh) YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh) Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by a joint Hackney & Enfield

More information

End of Year 1 statements AT1 - Learning about religion and belief AT2 - Learning from religion and belief

End of Year 1 statements AT1 - Learning about religion and belief AT2 - Learning from religion and belief End of Year 1 statements Begin to name the different beliefs and Begin to talk about and find meanings practices of Christianity and at least one behind different beliefs and practices. other religion.

More information

Who is a Christian and what do they believe?

Who is a Christian and what do they believe? Religious Education Long Term Plan Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Key Stage 1: Studying Christianity and Sikhism in depth plus, Islam and non religious life stances Year

More information

Christian Concepts Unpacked : Trinity Lower KS2

Christian Concepts Unpacked : Trinity Lower KS2 Trinity: 3 is the magic number Title: Trinity Key Concept: Trinity Religion: Christianity Key Question: Why is the day of Pentecost important to Christians? Duration: approx 6 hours Back Story Although

More information

Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School

Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School Aims Whether our children are religious or not, human culture and history has been driven by religion,

More information

Subject - Curriculum Overview

Subject - Curriculum Overview Subject - Curriculum Overview Year Group Topic National Curriculum (For RE Surrey) Objectives 1 Aut 1 What makes a Church Identify one or more external different to other features of a local church, buildings?

More information

Name of Unit: Faith: Who Is Jesus? Christianity. Key Stage In Which This Unit Should Be Taught:

Name of Unit: Faith: Who Is Jesus? Christianity. Key Stage In Which This Unit Should Be Taught: Name of Unit: Faith: Who Is Jesus?. Key Stage In Which This Unit Should Be Taught: Recommended Year Group (if specified:) KS2 Previous Learning: Incarnation and Salvation Units: Foundation Stage, Key Stage

More information

Faith: Sikhism. Name of Unit: What Does It Mean To Be a Sikh? Recommended Year Group (if specified):

Faith: Sikhism. Name of Unit: What Does It Mean To Be a Sikh? Recommended Year Group (if specified): Name of Unit: What Does It Mean To Be a Sikh? Key Stage in which this unit should be taught: KS1 or KS2 Previous Learning: What do Sikhs believe? Previous unit AT1 Learning About Religion Main Focus: Practices

More information

Beginning to learn Islam. Muslims and Mosques in Oldham. Year 1 or 2. Oldham RE Syllabus Support Unit of work

Beginning to learn Islam. Muslims and Mosques in Oldham. Year 1 or 2. Oldham RE Syllabus Support Unit of work Beginning to learn Islam. Muslims and Mosques in Oldham Year 1 or 2 Oldham RE Syllabus Support Unit of work 1 Beginning to Learn about Islam: What can we find out? YEAR GROUP 1 / 2 ABOUT THIS UNIT: Islam

More information

The Agreed Syllabus Religious Education in Cambridgeshire.

The Agreed Syllabus Religious Education in Cambridgeshire. The Agreed Syllabus 2007 Religious Education in Cambridgeshire www.cambridgeshire.gov.uk Contents Introduction... 2 Preface... 3 Part A The agreed syllabus and the school s provision for RE 1 Context and

More information

AUTUMN. 2:1 to describe the key aspects of religions and traditions that influence the beliefs and values of others;

AUTUMN. 2:1 to describe the key aspects of religions and traditions that influence the beliefs and values of others; AUTUMN YEAR GROUP, TERM, Interactive Overview (1 hour) For time allocation see Agreed Syllabus of Religious Education page 6. Minimum time requirements include RE visits, visitors to RE lessons and RE

More information

The Derby City Agreed Syllabus for Religious Education

The Derby City Agreed Syllabus for Religious Education Derby City Religious Education Agreed Syllabus 2015 The Derby City Agreed Syllabus for Religious Education Aditi Singh 2015-2020 Amended and approved by SACRE, April 2015 1 Contents Derby City Religious

More information

POLICY FOR RELIGIOUS EDUCATION (known as Beliefs and Values)

POLICY FOR RELIGIOUS EDUCATION (known as Beliefs and Values) POLICY FOR RELIGIOUS EDUCATION (known as Beliefs and Values) Date: Spring 2015 Date approved by Governing Body: 16 th March 2015 Review Schedule: 2 years Next review Date: Spring 2017 Responsibility: Curriculum

More information

Name of Unit: Faith: Christianity. How Did Belief In God Affect The Actions of People In The Old Testament?

Name of Unit: Faith: Christianity. How Did Belief In God Affect The Actions of People In The Old Testament? Name of Unit: How Did Belief In God Affect The Actions of People In The Old Testament? Key Stage in which this unit should be taught: Key Stage 2 Previous Learning: Children will have learnt about some

More information

Cross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching: Computing: Literacy: Writing Opportunities:

Cross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching: Computing: Literacy: Writing Opportunities: Key Skills to be covered: Taken from Level 3 Taken from Level 4 I can show what I know about religious beliefs, ideas and teachings. I can show what I know about: Religious objects and how they are used

More information

Give at least three examples of different beliefs and practices, including festivals, worship, rituals and ways of life and explain

Give at least three examples of different beliefs and practices, including festivals, worship, rituals and ways of life and explain practices End of EYFS - Reception Explore different ways of living, including beliefs and festivals Listen and respond to religious stories Communicate about people, places and religious symbols and artefacts

More information

R.E.R.E. ISLAM Medium term question planning

R.E.R.E. ISLAM Medium term question planning Key Skills to be covered: Taken from Level 1 Taken from Level 2 AT1: Learning about religion Pupils I can retell some parts of religious stories. I recognise religious people. I recognise religious places.

More information

Talking about God. A Unit of RE for St Albans Diocese, Year 1/2. 5 year old Bethan made this picture. Do you agree with her?

Talking about God. A Unit of RE for St Albans Diocese, Year 1/2. 5 year old Bethan made this picture. Do you agree with her? Talking about God A Unit of RE for St Albans Diocese, Year 1/2 5 year old Bethan made this picture. Do you agree with her? Year 1/2 Diocese of St Albans & RE Today 2008 Talking about God Year Group 1/2

More information

Kirklees and Calderdale Agreed Syllabus for RE 1.1. Which books and stories are special?

Kirklees and Calderdale Agreed Syllabus for RE 1.1. Which books and stories are special? Kirklees and Calderdale Agreed Syllabus for RE 1.1 Which books and stories are special? About this unit: Pupils start by thinking about special books and stories for themselves, offering important links

More information

Some Aspects of Paganism in Modern Scotland

Some Aspects of Paganism in Modern Scotland RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 1 Religious and Moral Education: Some Aspects of Paganism in Modern Scotland RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 2 A Curriculum

More information

Effective curriculum planning

Effective curriculum planning Effective curriculum planning Top Tips Kathryn Wright Diocesan RE Adviser Created for the East Coast RE Network Group hosted by Homefield VC Primary Some general introductory points RE should focus on

More information

1.3 Special Stories for Christians and Muslims: What can we learn?

1.3 Special Stories for Christians and Muslims: What can we learn? Imogen, 6. Easter Story 1.3 Special Stories for Christians and Muslims: What can we learn? Age Group: 5-6s or 6-7s The Agreed Syllabus for Religious Education in North Yorkshire Non-statutory exemplification

More information

RE: Autumn 1 Stories and wonders from the religions Islam and Sikhism. By the way do you like camels? (Islam)

RE: Autumn 1 Stories and wonders from the religions Islam and Sikhism. By the way do you like camels? (Islam) CURRICULUM OVERVIEW Yr 2 Religious Education RE: Autumn 1 Stories and wonders from the religions Islam and Sikhism ICT The Well of Zamzam and the Ka bah (Islam) To learn Muslim beliefs about the well of

More information

HAYWARD S PRIMARY SCHOOL RE Policy

HAYWARD S PRIMARY SCHOOL RE Policy HAYWARD S PRIMARY SCHOOL RE Policy Introduction The importance of religious education in the curriculum Religious education provokes challenging questions about the meaning and purpose of life, beliefs

More information

Religious Education Core Syllabus in the Classroom

Religious Education Core Syllabus in the Classroom Religious Education Core Syllabus in the Classroom The purpose of this guidance is to help you plan RE activities within the classroom at Key Stage 3 using the Core Syllabus as a guideline for content.

More information

Comparing World Religions Using Primary Sources

Comparing World Religions Using Primary Sources Comparing World Religions Using Primary Sources John Lectka, Kristin Nutt, Eric Schmidt Emerson Middle School Winter 2013 Lawrence & Houseworth,. Jewish Synagogue on Mason Street, San Francisco. 1866.

More information

Age-related expectations for Religious Education

Age-related expectations for Religious Education Age-related expectations for Religious Education These age-related expectations can be used as a whole to provide an overview of reasonable expectations of achievement across the six strands of RE for

More information

YEAR 3 Unit B1 Living as a Muslim

YEAR 3 Unit B1 Living as a Muslim YEAR 3 Unit B1 Living as a Muslim Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by a joint Hackney & Enfield curriculum development

More information

A second aspect of our rationale reflects the history and location of the areas

A second aspect of our rationale reflects the history and location of the areas A04 THE IMPORTANCE OF RELIGIOUS EDUCATION: aims, rationale and vision for RE in Bath and North East Somerset, Bristol, North Somerset, Haringey and The Isles of Scilly RE provokes challenging questions

More information

Identities, Meanings and Values. The RE Agreed Syllabus for Bedford Borough, Central Bedfordshire and Luton

Identities, Meanings and Values. The RE Agreed Syllabus for Bedford Borough, Central Bedfordshire and Luton Identities, Meanings and Values The RE Agreed Syllabus for Bedford Borough, Central Bedfordshire and Luton 2012 2017 2 RE Agreed Syllabus 2012 for Bedford Borough, Central Bedfordshire and Luton The Agreed

More information

Religious Education Skills Progression. Eden Park Primary School Academy. In order to ensure broad and balanced coverage, we follow these principles:

Religious Education Skills Progression. Eden Park Primary School Academy. In order to ensure broad and balanced coverage, we follow these principles: Religious Education Skills Progression Eden Park Primary School Academy In order to ensure broad and balanced coverage, we follow these principles: We use the Devon Agreed Syllabus to ensure a broad and

More information

Early Years. Key Stage 1. Lower Key Stage 2. Upper Key Stage 2

Early Years. Key Stage 1. Lower Key Stage 2. Upper Key Stage 2 Upper Key Stage 2 Lower Key Stage 2 Key Stage 1 Early Years NORTHENDEN COMMUNITY SCHOOL MANCHESTER SACRE RELIGIOUS EDUCATION SYLLABUS 2016 2021 SUMMARY OF UNITS OF WORK F1 F2 F3 F4 F5 F6 Which stories

More information

Non - Statutory Guidance. Section 1. Curriculum Planning

Non - Statutory Guidance. Section 1. Curriculum Planning Section 1 - Curriculum Planning Non - Statutory Guidance Section 1 Curriculum Planning 1 Section 1 Section 1 - Curriculum Planning Religious Education for the Foundation Stage The Foundation Stage begins

More information

Agreed Syllabus for Religious Education in Suffolk 2012

Agreed Syllabus for Religious Education in Suffolk 2012 Agreed Syllabus for Religious Education in Suffolk 2012 The Agreed Syllabus for Religious Education in Suffolk The Agreed Syllabus for Religious Education in Suffolk contains the requirements for religious

More information

Key Stage 2: Year 3 Unit on Hinduism (Ref: Essex County Council - Agreed Syllabus for Religious Education)

Key Stage 2: Year 3 Unit on Hinduism (Ref: Essex County Council - Agreed Syllabus for Religious Education) Key Stage 2: Year 3 Unit on Hinduism (Ref: Essex County Council - Agreed Syllabus for Religious Education) WORSHIPPING AND CELEBRATING IN THE HOME: PUJA AND DIVALI 1. The home shrine and objects used in

More information

Appendix 1 1. Good News Expected Outcomes

Appendix 1 1. Good News Expected Outcomes Appendix 1 1. Good News Expected Outcomes I can say what good news is and give two examples. I can retell the Parable of the Good Samaritan. I can describe details from a story Jesus told and details from

More information

Excellence with compassion Love your neighbour as yourself Mark 12.31

Excellence with compassion Love your neighbour as yourself Mark 12.31 St Mary s Bryanston Square CE Primary School Religious Education Policy December 2016 Excellence with compassion Love your neighbour as yourself Mark 12.31 Our Vision To provide an excellent learning environment,

More information

Stamford Green Primary School Religious Education Curriculum Map. Updated September 2018

Stamford Green Primary School Religious Education Curriculum Map. Updated September 2018 Stamford Green Primary School Religious Education Curriculum Map Updated September 2018 Contents Page Essential characteristics of religiously literate pupils Page 3 Aims of the National Curriculum Page

More information

Unit Y2 C2: HOW DO CHILDREN LEARN ABOUT BELONGING TO THE CHRISTIAN FAMILY? Unit Y2 C2: HOW DO CHILDREN LEARN ABOUT BELONGING TO THE CHRISTIAN FAMILY?

Unit Y2 C2: HOW DO CHILDREN LEARN ABOUT BELONGING TO THE CHRISTIAN FAMILY? Unit Y2 C2: HOW DO CHILDREN LEARN ABOUT BELONGING TO THE CHRISTIAN FAMILY? Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. Teaching and learning activities plan for the two attainment targets for religious education - learning about

More information

Religious Education Policy. Date: May 2015 Signed: (Headteacher) Review Date: May 2017 (Chair of Governors) Our Mission Statement is:

Religious Education Policy. Date: May 2015 Signed: (Headteacher) Review Date: May 2017 (Chair of Governors) Our Mission Statement is: Love your neighbour as you love yourself Matthew 22:39 Religious Education Policy Date: May 2015 Signed: (Headteacher) Review Date: May 2017 (Chair of Governors) Our Mission Statement is: Love your neighbour

More information

RE Long Term Plan. EYFS Autumn Spring Summer

RE Long Term Plan. EYFS Autumn Spring Summer RE Long Term Plan EYFS Autumn Spring Summer Religions covered: Christianity and Islam Establish a sense of belonging to a community, family, school and wider world. Talk about and describe where they live

More information

AT1 Learning about religion How pupils develop their knowledge, skills and understanding with reference to:

AT1 Learning about religion How pupils develop their knowledge, skills and understanding with reference to: 1 2 3 AT1 Learning about religion How pupils develop their knowledge, skills and understanding with reference to: AT2 Learning from religion How pupils, in the light of their learning about religion, express

More information

WEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION

WEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION WEST SUSSEX AGREED SYLLABUS For RELIGIOUS EDUCATION 2015 1 INDEX Page PART 1 RELIGIOUS EDUCATION IN THE CURRICULUM Background 5 The importance of religious education 5 About RE in the curriculum The contributions

More information

Religious Education Policy

Religious Education Policy St. Joseph s Catholic Primary School Bishop s Stortford CC Reviewed: Oct 2018 Next Review: Oct 2020 Religious Education Policy Our School Mission Statement: Live, love and learn, in a caring Christian

More information

Key Stage 2: Year 3 Unit on Islam (Ref: Essex County Council Agreed Syllabus for Religious Education)

Key Stage 2: Year 3 Unit on Islam (Ref: Essex County Council Agreed Syllabus for Religious Education) Key Stage 2: Year 3 Unit on Islam (Ref: Essex County Council Agreed Syllabus for Religious Education) MUHAMMAD AND THE QUR AN 1. The revelation of the Qur an Key questions Key words/ Concept/s Learning

More information

Exemplification of Levels: Level 6

Exemplification of Levels: Level 6 Exemplification of Levels: Level 6 EXAMPLE 1 LEVELS EXEMPLIFIED BELOW: 6 UNIT OF WORK: Understanding Sikhism KEY QUESTION: Is it possible to live a truly Sikh life in secular Britain today? CONTEXT OF

More information

The Norfolk Agreed Syllabus for Religious Education 2012

The Norfolk Agreed Syllabus for Religious Education 2012 The Norfolk Agreed Syllabus for Religious Education 2012 Foreword I am pleased to be able to introduce the revised Agreed Syllabus for Religious Education in Norfolk which becomes statutory for all maintained

More information

Name of Unit: Why Did Jesus Teach The Lord s Prayer As The Way To Pray?

Name of Unit: Why Did Jesus Teach The Lord s Prayer As The Way To Pray? Name of Unit: Why Did Jesus Teach The Lord s Prayer As The Way To Pray? Faith: Key Stage in which this unit should be taught: Recommended Year Group (if specified:) Key Stage 1 1 or 2 Previous Learning:

More information

City of York. Agreed Syllabus for Religious Education

City of York. Agreed Syllabus for Religious Education City of York Agreed Syllabus for Religious Education 2016-2021 0 Written by Stephen Pett, Kate Christopher, Lat Blaylock, Fiona Moss, Julia Diamond-Conway Images, including cover images, courtesy of NATRE/Spirited

More information

Strand: World Religions with links to Meditation, Prayer and Worship and Faith in Action. Topic: Islam

Strand: World Religions with links to Meditation, Prayer and Worship and Faith in Action. Topic: Islam Strand: World Religions with links to Meditation, Prayer and Worship and Faith in Action Topic: Islam Stage of Development: Middle Adolescence, Late Adolescence Rationale: The holistic approach to teaching

More information

EPISODE 7: Charlie and Blue Do Some Soul Searching. Key Stage 1 Cross-Curricular Topic: Ourselves Key Stage 2 Cross-Curricular Topic: Identities

EPISODE 7: Charlie and Blue Do Some Soul Searching. Key Stage 1 Cross-Curricular Topic: Ourselves Key Stage 2 Cross-Curricular Topic: Identities EPISODE 7: Charlie and Blue Do Some Soul Searching Key Stage 1 Cross-Curricular Topic: Ourselves Key Stage 2 Cross-Curricular Topic: Identities Introduction The concept of the soul is a complex one for

More information

RELIGIOUS EDUCATION POLICY

RELIGIOUS EDUCATION POLICY St Alban s Catholic Primary School RELIGIOUS EDUCATION POLICY Title: Religious Education Policy Policy Agreed: April 2016 Next Review: April 2018 RE Policy FINAL Version Date: 15/4/2016 Page 1 of 12 Table

More information

R.E. OVERVIEW. Read in conjunction with 1. Sunderland Agreed Syllabus. 2. RE whole school teaching /assemblies KS1

R.E. OVERVIEW. Read in conjunction with 1. Sunderland Agreed Syllabus. 2. RE whole school teaching /assemblies KS1 R.E. OVERVIEW Read in conjunction with 1. Sunderland Agreed Syllabus. 2. RE whole school teaching /assemblies KS1 Buddhism Buddhismenrichment 1 2 Beliefs Stories re Buddhism In home; in practice Internet

More information