HAREWOOD JUNIOR SCHOOL KEY QUESTIONS SUBJECT: Religious Education (Year 3) KEY QUESTIONS: T1 T2 T3 T4 T5 T6. PROGRESSIVE QUESTIONS So that they can...

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1 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 3) PROGRESSIVE QUESTIONS So that they can... 1b What makes some books sacred, what do they tell us and how are they used? What is the Bible and why is it important to Christians? How do Christians treat the Bible and how is it used by some for daily guidance? What do some of the writings in the Bible say and what guidance do they give? What sources of guidance do children have in their own lives and how do they use this? ask questions and suggest answers about how and why the Bible influences Christians and identity what influences them; describe how a Bible story is used in Church and how it may provide a lesson or inspiration for a Christian child; identify actions and rituals that show how the Bible is sacred to believers. show awareness that some stories and individuals are found in more than sacred text; explain the meanings of stories and texts which teach about principles for living from each religion and reflect on ways in which their message may be relevant today. 1a What do Christians believe God is like and how does this influence their lives? What is trust and faith? How do we know? How can God be three-in-one? (Trinity) What does it mean for God to be described as Creator and perfect? How did some people in the Bible encounter and develop a relationship with God? How have Christians today encountered God, and have a relationship with God? What conclusions have I come to about what God is like, and how belief in God influences people s lives? explain what faith means and give examples of what they put their faith in; use religious vocabulary to explain some of the ways in which Christians and followers of other religions describe God, identifying beliefs that are similar in different religions; suggest the meanings of stories from the Bible about people who met God; reflect on why there are many ideas about God and express their own understanding of God through words, symbols and the arts; ask some questions and suggest some responses about what others believe, showing awareness that not all questions can be answered.

2 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 3) PROGRESSIVE QUESTIONS So that they can... 2c Where, how and why do people worship? Where do Christians worship? How and why do Christians worship? identify and explain symbolic actions in everyday life which express inner feelings; explain the meaning of worship for a believer; ask some thoughtful questions about why worshippers choose to attend a church, mosque, mandir or synagogue and suggest some answers; use religious vocabulary to identify and explain some symbolic objects, actions and sounds found in a place of worship and say how these help people worship; identify some differences in the way Christians worship in two denominations; describe Lord s supper etc for Christians; puja for Hindus; Friday prayers for Muslims; or Shabbat evening worship for Jews and say why it matters so much for believers; express own ideas about the value of reflection, thanksgiving, praise, remembrance; explain why the Lord s Prayer is so important for many Christians; identify ideas and feelings in a prayer and express their own reflections in a prayer or poem. identify what pilgrims hope for from their religious journey and suggest ways in which this has an impact on their life. Harvest Trees as a symbol of creation Consider how life is interconnected through exploration of the tree as a world in itself, and as a sustainer and supporter of the environment. How might they value, protect and preserve trees in their own environment? describe some ways in which trees sustain life; make links between the tree as a religious symbol and beliefs or ideas that underlie the use of this symbol; identify the gifts that they can bring for the good of the community. Suggest ways in which they might value, protect and preserve trees.

3 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 3) PROGRESSIVE QUESTIONS So that they can... Christmas Light or changes What feelings are associated with light and darkness. What changes does a new birth bring in a family. know and explain why Jesus is called the Light of the world describe experiences of light and darkness Easter Jesus takes the lead What sort of people do we follow? Explain that Palm Sunday reminds Christians of Jesus entry into Jerusalem give reasons why people admire and follow Jesus (both then and now) identify what sort of people we follow suggest the qualities of a leader express their own ideas about anger and whether getting angry can ever be a good thing.

4 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 4) AS 1a 1b 1c 2c Aspects of Islam What is the Qur an and why is it important to Muslims? What do stories from the life of Muhammad tell Muslims about Allah? How do Muslims describe Allah? Where, how and why do Muslims worship? use religious vocabulary to explain some of the ways in which Muslims describe God and aspects of the life and teaching of Muhammad, giving examples of how they have influenced followers. Also to identify and explain some symbolic objects, actions and sounds found in a mosque and say how these help people worship reflect on why there are many ideas about God and begin to express their own understanding of God through words, symbols and the arts ask thoughtful questions and suggest some responses about what others believe, showing awareness that not all questions can be answered identify actions and rituals which show how sacred holy books are to religious believers explain the meanings of stories and texts that teach about principles for living in Islam and reflect on whether their message is still true for today. identify and explain symbolic actions in everyday life which express inner feelings identify things people worship in today s world and evaluate their true worth or lasting value explain the meaning of worship for a believer identify the qualities they admire in their heroes/ role models, why they admire them and how this may influence their own lives identify what pilgrims hope for from their religious journey and suggest ways in which this impacts on their life.

5 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 4) 1b Who was Jesus and why did people follow him? What sort of person was Jesus? What did Peter See? What does this tell us about Jesus? What did Peter hear? What did Peter feel? What did Peter think about Jesus? What does Jesus mean for Christians today describe three things Peter believed about Jesus, making connections to events in his life and express their own ideas about Jesus in light of their learning; make connections between the actions and teachings of Jesus and what Christians believe today and how they live their everyday lives; make a link between Jesus as a role model for Peter and for Christians today and the kind of person they like to follow. compare their answer thoroughly with someone else s. 3b How do religious families practice their faith and how does it influence their lives? Together as a Family Together as a Church Worshipping Together Celebrating Together Values Shared Together identify any practices, customs or traditions in their own family life or in the family life of the school and say why these are helpful or valuable; reflect on the values that are important in their own lives and in the school community and how these values are expressed; describe how Christians from two different denominations, and believers from another religion practice their religion at home and in the family; ask and respond to questions (stimulated by a range source material) about how religion influences believers everyday lives.

6 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 4) Harvest Thinking about belonging to each other How are the world s resources shared/divided? Do inequalities still exist between countries? describe situations of social and economic unfairness in the world and how these might have developed. identify stories and teachings from world faiths that teach believers about the value of each human being. make links between the imperative for justice both between individuals and communities, and issues of world trade. identify and describe ways in which unfairness can be changed by direct action through organizations (e.g. Christian Aid) and by personal decision making, e.g. buying fairly traded products. Christmas Journeys Journeys of Mary and Joseph to Bethlehem before the birth then to Jerusalem after the birth (Luke) describe and explain the journeys of Mary at the time of the birth of Jesus and empathise with her feelings. reflect on key moments in their own life s journey so far and begin to understand that although many of us have a life-plan sometimes things happen to change the direction of our lives. Easter Failure and forgiveness Peter: at the Last Supper (Mk 14.29) Gethsemane (Mt 26.40) Peter denies knowing Jesus: Mk Jesus talks to Peter after the resurrection (John 21.15f) Pope martyr describe how and why Peter s feeling changed during the last week of Jesus life. reflect on times they have let someone down, on the need to feel forgiven and the importance of being able to forgive others.

7 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 5) NC LINK AS 2c 2a Aspects of Hinduism How and why do Hindu s worship at home and in the Mandir? How do Hindu s express meaning through festivals? use religious vocabulary to explain some of the ways in which Hindus describe God, and symbolic objects, actions and sounds found in a mandir, reflect on why there are many ideas about God and express their own understanding of God through words, symbols and the arts ask questions and suggest some responses about what others believe, and how religion influences everyday lives, showing awareness that not all questions can be answered. identify and explain symbolic actions in everyday life which express inner feeling; ask and respond to questions raised by the stories behind religious festivals and express their understanding using the arts; express their own ideas about the values and beliefs at the heart of each festival studied, using a variety of media; connect stories, symbols and beliefs with what happens at Divali. 3a How should believers live? What do religions say? How do I make choices? What rules do Christians have for living? What is the value and challenge of following a code for living? identify personal, family, school values/codes for living which influence their own behaviour; describe similarities and differences between the codes for living used by Christians and the followers of at least one other religion; reflect on how having a code for living might help believers with difficult decisions; ask and respond to questions about the importance of having a set of beliefs or values to guide choices and decisions in daily life.

8 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 5) NC LINK 3c How and why do believers care for others and for the world? What are believers in two religions doing? Why do they do this? What can I do? make links between the Biblical creation story and the activities of Christians relating to care of the planet; make connections between the teachings of Paul and Jesus and the work of one Christian agency today; make links between the teachings of Islam and the work of Islamic Aid today; ask and respond to questions about fairness and justice in the world; identify the qualities needed to take action to bring about what is right and good; reflect upon and express their beliefs about care for creation and treating others with justice and love in light of their learning, through story, art, drama, music and ICT. Harvest Reflection on God s promise and covenant What current practices pollute or exploit the Earth s resources? identify some current examples of ways in which humans exploit and soil the earth. make a link between the stories of Adam and Eve and Noah and the belief that human beings are often responsible for spoiling the world, but that they have the will, ability and influence to create a better environment for themselves and others. Christmas Homelessness Jesus born in a stable a homeless refugee (Luke account) explain what incarnation means explain what a refugee is and some circumstances which make people seek refuge suggest ways in which Jesus might respond to refugees if he were here today. reflect on what is most important in life and how it would feel to lose everything. Easter Sorrow/Joy Good Friday/Easter Sunday describe and explain the meaning for Christians of the events of Good Friday and Easter Sunday using appropriate terminology and symbols. Express their own ideas and deeper questions about Christian beliefs about life after death.

9 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 6) As 1c 2a Aspects of Judaism As 3b How do some Jewish families practice their religion and why is it important to them? Why is Moses important to Jewish people today and what do they learn from him about God? Why is Pesach important? How do some Jewish families practice their religion and why is it important to them? Why do Jewish people treat the Torah scroll with great respect? Together As A Family Celebrating Together Sharing Values Together describe and show understanding of some key beliefs of Judaism using suggested vocabulary. identify key figures in religious stories, artefacts and festivals and describe how they impact on the life of believers. describe what inspires and influences themselves and others. make links between the ideas and values they are learning about in Judaism with Christianity/other religions and their own beliefs/values. identify any practices, customs or traditions in their own family life or in the family life of the school and say why these are helpful or valuable; reflect on the values that are important in their own lives and in the school community and how these values are expressed. describe how Christians from two different denominations, and believers from another religion practice their religion at home and in the family; ask and respond to questions (stimulated by a range source material) about how religion influences believers everyday lives.

10 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 6) 2b Why do believers often see life as a journey and what significant experiences mark this? Why is the metaphor of life as a journey often used in religions? What is the purpose of life for a Christian? What is the significance of Baptism to Christians? How does Judaism mark growing up and taking responsibility? Why is this landmark valuable? How do Christians mark the end of earthly life? What beliefs are expressed about life after death in funeral ceremonies? How do Hindu beliefs about life after death compare with Christian views? Is death the end? What do you believe and how does this affect the way you live your life? suggest some reasons why life is often described as a journey and express their own metaphors for life giving their reasons; using religious vocabulary describe and explain why baptism and confirmation are important to some Christians; using religious vocabulary to explain what happens in Bar/Bat Mitzvah and why it is important for Jewish young people; create a statement of their own beliefs about life after death, reflecting on ideas from at least two religions they have studied; expressing their own responses to questions of meaning and purpose in light of their learning, using a variety of media. Who Am I? My Spirit, my life. What are my beliefs? Who has influenced my life and how do I influence others? Use their developing religious vocabulary to describe and show understanding of beliefs, ideas, feelings and experiences. Describe the impact of religion on people s lives Raise and suggest answers to questions of identity, belonging, meaning, purpose, truth, values and commitments. Apply their ideas to their own and other people s lives. Describe what inspires and influences themselves and others. Harvest Thinking about our place in creation What do Christian creation stories and creation stories from other cultures/faiths teach us about the nature of God, the nature of human beings and how the natural world should be regarded and treated? Make links between creation stories and the beliefs that underlie them. Identify one element in the Harvest festival that shows what Christians feel about creation. Identify what values and commitments are inherent in the creation stories. Make links between their beliefs about creation and their attitude towards how the environment should be treated.

11 HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 6) Christmas Choices Choices of Mary; Joseph; Shepherd; Wise men identify and explain the meaning of objects associated with the Christmas story. analyse and explain the most significant point in the Christmas story. reflect on how the coming of Jesus changed the life of individuals and think about people and events that have changed their own lives significantly. Easter Humility and service to others Last Supper Maundy Thursday service to others/ loving others Retell and explain the story of Jesus washing the disciples feet showing understanding of humility and service Reflect on, and identify ways in which good leaders are also servants.