WLIS RE Scheme of Work

Transcription

1 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 a result of the way in which the curriculum is organised at each Key Stage and in each Year Group, the amount of time allocated to Religious Education in any week may differ. Religious Education may be provided in a whole block or the time may be divided up into smaller sessions. In the Early Years, Religious Education is an integral part of the topic work covered during the year. Inclusion Teachers through their planning and teaching will provide effective learning opportunities for all pupils in RE by: Setting suitable learning challenges Responding to pupils diverse learning needs Overcoming potential barriers to learning and assessment for individuals and groups of pupils Language Pupils will be taught in RE to express themselves correctly and appropriately and to read accurately and with understanding. ICT Children will be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in RE. Breadth of During the key stage, pupils should be taught the knowledge, skills and understanding through the following areas of study: Study Religions and beliefs at least one other principal religion a religious community with a significant local presence, where appropriate a secular world view, where appropriate Themes believing: what people believe about God, humanity and the natural world story: how and why some stories are sacred and important in religion celebrations: how and why celebrations are important in religion symbols: how and why symbols express religious meaning leaders and teachers: figures who have an influence on others locally, nationally and globally in religion belonging: where and how people belong and why belonging is important myself: who I am and my uniqueness as a person in a family and community Experiences and opportunities visiting places of worship and focusing on symbols and feelings listening and responding to visitors from local faith communities using their senses and having times of quiet reflection using art and design, music, dance and drama to develop their creative talents and imagination sharing their own beliefs, ideas and values and talking about their feelings and experiences beginning to use ICT to explore religions and beliefs as practiced in the local and wider community. 1

2 Year 1 Autumn Term Other principal religion eg Judaism, To understand the importance of welcoming ceremonies, for example; Aqiqa (Islam) when the Iman whispers a prayer into a baby s ear Q What would you whisper to a new baby? To know about naming ceremonies e.g. in Sikhism and Hinduism (drawing on the diversity of the school s community). Quality Products 1.What does it mean to belong? To recognise ways in which belonging to is demonstrated (keep Sundays special, attend church, say grace before meals, read the Bible, pray, give to charities) To understand the importance of welcoming ceremonies such as christening, dedication and baptism. To know that Christians are brought up to follow the teachings of Jesus and to live by his teachings To identify the groups we belong to in the community family, school, clubs, sports etc Q Where do I belong? How do I show I belong? To recognise why belonging to a religion is important for some people and the difference it makes to their lives. to make a collection of objects, pictures, symbols, clothing/uniform, badges and be able to talk about experiences of belonging to give examples of how people show they belong to a religion End of Topic Expectations Belonging Level 1 Pupils will be able to: Understand that people belong to different groups Talk about their own experiences of belonging Have a growing respect and understanding of their own and others family backgrounds, cultures and beliefs. Level 2 Pupils will be able to: Recognise and name some different communities. Talk about their own experiences of belonging to different communities. Explain the meaning of some of the things people use to show they belong. 2

3 Year 1 Autumn Term To understand how and why people celebrate. To understand the meaning of the special clothes and food used in some religious celebrations/festivals. To know about the Hindu festival of Divali. How is it celebrated? Explore the story linked to the festival. Quality Products 2. Sharing special times together To know how and why Christians celebrate Christmas. Q What do people wear, eat? To know the story of the birth of Jesus To understand the significance of gifts and giving; invisible gifts-jesus is God s gift to the world. The gifts of the wise men-explore the symbolism of the story. Q What gift would you give to a new baby? To understand the importance of gifts and giving and to reflect on own feelings when giving and receiving gifts. What is the most special gift you have ever received? Given? Is it better to give or receive a gift? To share own experiences of celebrations taken part in (explore secular and religious examples). To be able to retell the Christmas Story, using pictures as prompts. End of Topic Expectations Sharing special times together Level 1 Pupils will be able to: Talk about the celebrations they have taken part in. Talk about their own preparations for Christmas. Begin to be aware that people celebrate religious festivals. Level 2 Pupils will be able to: Recall the story of the birth of Jesus and say why Jesus is important for Christians. Talk about their own preparations for Christmas explaining why people give presents at Christmas. Name some religious festivals and describe how people celebrate them. 3

4 Year 1 Spring Term 1. Why, how and where do people worship? To understand what it means to worship To identify places of worship in the local community To visit a local place of worship responding to the atmosphere using all senses To be able to identify symbols and objects found in churches and other places of worship To understand that worship can take place at home e.g. Jewish celebration of Shabbat, Hindu home shrine To share own special places what makes them special? What happens in our own school assembly what we do and why? Quality Product Plan and present a special assembly based on the visit to a local place of worship e.g. class assembly to parents Complete a virtual tour of a famous religious building e.g. St Paul s Cathedral on internet End of Topic Why, how and where do people worship? Level 1 Pupils will be able to: Explain why some people go to a special building to worship God Talk about some of the things that are found in a church or other religious building Identify and name some of the symbols and objects found in a church (or religious building) and be able to explain the relevance of these. 2.Who is special? Who is special? To know about and meet (if possible) local clergy e.g. vicar, priest, Pastor, Minister-talk about the significance of the clothes worn e.g. stole To identify people who lead religious communities and know what they do e.g. Iman (Islam), Rabbi (Jewish), Priest (Hinduism), Granthi (Sikhism) To know that the special clothes worn have special meanings Level 1 Pupils will: Begin to talk about the people who are special to them and why. Begin to use some religious words in appropriate context. To explore the question: Who are the special people for me and why? Quality Product To talk about and name the important people in religious communities Talk about the religious leaders in the local community. Begin to identify religious leaders and link with different faith groups. 4

5 Year 1 Summer Term 1.What makes a book special? What makes a book special? To identify the significance of special texts both to themselves and others-invite adults to share their special books. Why are they special? To introduce religious stories from the Bible. Identify the importance of the Bible for Christians To know about the sacred texts/books e.g. Torah scrolls (Judaism), The Qur an (Islam), The Guru Granth Sahib (Sikhism), Bhagavad Gita (Hinduism). How are the books treated? Why? To know that the Jewish sacred book is called the Torah and a Yad (pointer) is used to protect the Torah when it is read in an annual cycle. To introduce religious stories from the Qur an, Jewish (Old Testament) Level 1 Pupils will be able: Name and recognise the sacred books of the faiths they have studied. Recall several elements of stories they have heard from sacred texts. Talk about what they value in the stories they have heard. To reflect on what is of value in their own lives To make links between religious language and stories and the beliefs which lie behind them Quality Product To bring in a special book from home Explain why it is special to them/their family. (Link with Book Week.) To be able to ask and answer questions about the Bible and the Torah. Identify the books that are sacred to the faiths they have studied. Retell some stories from sacred texts. Identify some religious beliefs from the stories and say what they value in these. 2. Who cares for the world? Environment responsibilities Explore stories and ideas from about how the world began Explore stories about how other faiths view how the world began To know why we should care for our school/local environment To know why we should recycle To know why light and water are important to our world Make a list of the things we can do in school (and in the community) to show care for our environment e.g. Tree planting, recycling (link with environmental club) 5

6 Who cares for the world? Environment responsibilities Level 1 Pupils will be able to: Know that Creation stories are sacred to some people of faith Begin to talk about what they find amazing and interesting in the world. Recognise that some people believe that God created the world a good and beautiful place. Talk about what they find amazing, puzzling and interesting in the world. Give examples of how we can help to care for the environment in our home, school and community. Year 1 Skills Learning about religion Explore a range of religious stories Explore a range of sacred writings Name and explore a range of celebrations Name and explore a range of worship styles Identify the importance, for some people, of belonging to a religion Identify religious symbols Begin to use a range of religious words Learning from religion Reflect on and consider religious experiences such as thanks and joy. Ask puzzling questions and respond accordingly. Identify what matters to them and others and link this to religion. Reflect on ideas of right and wrong and how this relates to their own behaviour. Recognise that religious teaching and ideas make a difference to individuals and families. Assessment Resources See suggested end of topic of blocked work sessions. Assessment through observations e.g. comments given by children, through detailed written accounts-looking carefully for language used and understanding of religious terms. Recounting of religious events (written/verbal) linking to meaningful life experiences See Levels in RE- AT1 (Learning about Religion) and AT2 (Learning from Religion) RE syllabus Section 8, Level Assessment Scale with exemplars AT 1 and AT 2, I can.statements. See RE cupboard for books: Quran, Bible, Torah Artefact faith boxes:, Jewish, Islam, Hinduism, Sikhism -Laminated labels to explain artefacts Puzzles Easter, Church, Christmas food, Chinese food, Divali, Posters, Photo Faith Packs, Big Books:, Jewish, Muslim, Hindu faith books Books Bible stories, The Lion series of Books of the Bible, Celebrations, Sunshine booklets, Assemblies, ICT- Faiths and Celebrations CD; quiet reflective music DVD/ video; Old Testament characters, Festivals, Places of Worship, Web links - Re online, 6

7 Year 2 Autumn Term 1.Religious teachers: What do we know about Jesus? Revisit the Christmas story and recognise that Jesus is special for Christians. To learn about Jesus, his birth, his childhood and early life. To know that Jesus was a story teller. Explore parables; lost sheep, lost coin, mustard seed and talk about hidden meanings and symbolism. To introduce stories of faith leaders as children and adults; The Buddha, Muhammad (pbuh), Guru Nanak, Moses, Krishna. To listen to stories about Jesus and compare them with stories about other key religious leaders To reflect on stories about themselves-stories told to them by their parents? Quality Products Year 2 produce a Nativity play. Pupils, parents and governors attend the production. Religious teachers; What do we know about Jesus? Level 1 Pupils will be able to: Briefly retell the Christmas story. Talk about how Jesus is special for Christians. Recount a story told to them by their parents. Retell stories about Jesus and the stories Jesus told- parables. Begin to explain the meanings in stories. Level 3 Pupils will be able to: Identify some other faith leaders and retell a story about one of them. Explain the meanings and symbolism behind the parables Jesus told. Reflect and talk about what is important to me and to others. 7

8 Year 2 Autumn Term To understand the common theme of Light in festivals and celebrations e.g. Hannukah, Diwali Quality Products 2. Celebrations; Light and Darkness To listen to stories featuring light and dark (secular and religious). To recognise the symbolism of light in the Christmas story e.g. Jesus, the light of the world (for Christians) To understand the theme of light at Advent-advent candles, Christingle, the star guiding the wise men to Jesus, Christmas lights in houses and towns. To talk about light and darkness and how it makes me feel To talk about the theme of light shining in the darkness to develop an understanding of the significance of the Christmas story. To know some stories about light and darkness and identify the significance of light in these. To retell the story of the First Christmas. Celebrations; Light and Darkness Level 1 Pupils will be able to: Begin to be aware that religious ideas can be expressed in stories and symbols. Talk about their own preparations for Christmas. Recall the story of the birth of Jesus and talk about the significance of light and dark. Talk about their own preparations for Christmas. Level 3 Pupils will be able to: Know what happens at some celebrations and festivals of the faiths they have studied. Retell the story of the birth of Jesus, using religious words and phrases. Identify the meaning of Advent for Christians. 8

9 Year 2 Spring Term 1.Special Places Special Places - To identify key features of religious buildings in the local area e.g. St Margaret s, St Clements, West Leigh Baptist Church To talk about how and why such buildings are special for the communities who use them Level 1 Pupils will be able to: Recognise and name some symbols and artefacts that are important in the home or in religious buildings. Talk about what they find interesting or puzzling about the holy buildings they have learnt about. To know that the home is a special place for Muslims To know that the home is the focus of Jewish religious life e.g. the dining room is the place where special meals are held for the start of Shabbat Visit or virtual visit a place of worship e.g. mosque, synagogue Identify and suggest meanings for symbols, artefacts and practices that are important in the home and holy buildings they have studied. Show sensitivity to the religious practices of others. What makes a place special? To talk about special places for me and say why they are special e.g. our homes, bedroom, dens and tree houses, religious buildings, parks and public places Level 3 Pupils will be able to: Make links and connections between prior learning and experiences e.g. identifying the font and linking it with baptism. Quality Product To describe some of the special things in a church, synagogue, mosque or temple and explain what they are used for. To identify my own special place and say what makes it special. 9

10 Year 2 Spring Term - Other principal religion e.g. Judaism, Quality Product 2. Why do we care for others? Why do we care for others? To know about care and respect for others from stories about Jesus e.g. Jesus the healer To know that Christians believe they have a responsibility to care for and help others Level 1 Pupils will: Know that people need to be treated fairly. Know some of the ways our school can help people in need.. To know about religious teachings about care and respect for others e.g. Islam commitment to zakat To read stories about care and responsibility from a variety of religions (being clear about the sources of stories) Recognise and name some charities the school is supporting to help and care for people in need. Talk about their own experiences of caring for others and treating people fairly. What does it mean to treat people fairly? Do we treat everyone fairly? Why should we care whether people we don t know are being treated fairly? What motivates people to help others? E.g. their faith, being good human beings? Focus on a charity linked to school e.g. World Vision, Water Aid, Samaritan s Purse Level 3 Pupils will be able to: Tell some religious stories that are about caring for others and treating them fairly. Recognise and make links between the impact of religion on people s lives and their motivation for helping people. To find out how the charities chosen in school help and care for people in need. 10

11 Year 2 Summer Term 1. Why do stories matter? Stories in and other faiths Why do stories matter? Read a parable from the Bible Discuss how these stories were used by Jesus to teach people about God and how people should behave- focus on stories of forgiveness, jealousy, humility, caring and reconciliation Level 1 Pupils will: Talk about their favourite stories and say why they like them. Know that some stories were told to help people think about God and how to behave toward others. Begin to talk about their own ideas about themselves and other people. Introduce moral stories from another faith Locate these stories in their sacred texts Retell a parable or moral story and be able to talk about what they mean. Talk about their own ideas and feelings about what they find interesting or puzzling and what is of value and concern to themselves. Discuss why stories are important, exploring how some stories are passed down through families as a way of passing on memories Use a Philosophy for Children approach to exploring stories setting up a Community of Enquiry Level 3 Pupils will be able to: Know about and reflect on the meanings of religious stories. Ask and respond to questions about their own experiences and feelings. Take part in a Philosophy for Children session exploring stories and give reasons for choices. Recognise the qualities and characteristics of themselves and others. Quality Product To retell a parable, religious/moral story and explain the meaning behind it Take part in a P for C discussion and give reasons for choices 11

12 Year 2 Summer Term 2. Who am I? Where do I fit in? What is my place in the world? Who am I? Where do I fit in? What is my place in the world? Use examples from the Christian faith to answer the big questions in life. E.g. Who am I? Where do humans fit into the great scheme of things? Purpose in life, experiences in life..what does teach about these. Level 1 Pupils can; Recognise that some questions are difficult to answer. Talk about what they find interesting and puzzling about their own and others experiences and feelings. What do religions teach about the answers to questions such as Who am I? Where do humans fit into the great scheme of things? Level 2 Pupils can: Talk about the people, places and things that matter most. Ask some Big Questions about who I am and why my life is important. Talk about what and who really matter to me. Ask questions about the things that are interesting or puzzling that raise issues about their identity and place in the world Use thinking skills/philosophy for Children approaches to explore some ultimate questions (use pictures and stories) Level 3 Pupils can: Ask/generate some Big Questions about who I am and my place in the world. Talk about some of the ways religious people answer the Big Questions about life. Quality Product To be able to generate/ask some Big Questions about who I am and why my life is important. To talk about the ways religious people answer the Big Questions about life 12

13 Year 2 Skills Learning about religion Explore a range of religious stories and sacred writings and talk about their meanings Name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate Identify the importance, for some people, of belonging to a religion and recognize the difference this makes to their lives. Explore how religious ideas and beliefs can be expressed through the arts. Communicate their responses to religious ideas and beliefs expressed through the arts. Identify and suggest meanings for religious symbols and begin to use a range of religious words Learning from religion Reflect on and consider religious experiences such as praise and sadness. Ask puzzling questions and communicate their responses. Identify what matters to them and others including those with religious commitments. Reflect on how moral values relate to their own behaviour. Recognise that religious teachings and ideas make a difference to individuals, families and the local community Assessment Resources See suggested end of topic of blocked work sessions. Assessment through observations eg comments given by children, through detailed written accounts-looking carefully for language used and understanding of religious terms. Recounting of religious events (written/verbal) linking to meaningful life experiences See Levels in RE-AT1 (Learning about Religion) and AT2 (Learning from Religion) RE syllabus Section 8, Level Assessment Scale with exemplars AT 1 and AT 2, I can.statements. See RE cupboard for books: Quran, Bible, Torah Artefact faith boxes:, Jewish, Islam, Hinduism, Sikhism -Laminated labels to explain artefacts Puzzles Easter, Church, Christmas food, Chinese food, Divali, Posters, Photo Faith Packs, Big Books:, Jewish, Muslim, Hindu faith books Books Bible stories, The Lion series of Books of the Bible, Celebrations, Sunshine booklets, Assemblies, ICT- Faiths and Celebrations CD; quiet reflective music DVD/ video; Old Testament characters, Festivals, Places of Worship, Web links Re online, 13

14 NC levels Learning About Religion Level 1 Learning About Religion Level 2 Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression. Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. Learning About Religion Level 3 Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers' lives. They describe some forms of religious expression. Learning About Religion Level 4 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people's lives. They suggest meanings for a range of forms of religious expression. Learning From Religion Level 1 Learning From Religion Level 2 Learning From Religion Level 3 Learning From Religion Level 4 Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. Pupils ask, and respond sensitively to, questions about their own and others' experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others. Pupils identify what influences them, making links between aspects of their own and others' experiences. They ask important questions about religion and beliefs, making links between their own and others' responses. They make links between values and commitments, and their own attitudes and behaviour. Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people's lives. They describe what inspires and influences themselves and others. 14