CURRICULUM OVERVIEW Yr 3 Religious Education RE: Autumn 1 The Bible An amazing discovery. The Dead Sea Scrolls. To begin to comprehend that the Bible tradition goes back over thousands of years of history To know that the contents of the Bible have appeared in many different forms and have been the subject of archaeological finds To reflect on the excitement experienced in finding something old and possibly of valuable historical interest. How we can find our way about the Bible library To grasp something of the variety of literature to be found in the books of the Bible To know that the Old Testament contains the Jewish holy books and the New Testament consists of the Christian holy books. Christians also use the Jewish holy books. To learn to find their way around the Bible. Let s get our spyglasses onto the Old Testament. What about Jonah the Groaner! To re-enforce their knowledge that the Bible has two parts the Jewish and the Christian holy books To learn about the story of Jonah from the Old Testament To reflect on the mysterious parts of the story. (Week 2) To grasp something of the variety of literature to be found in the books of the Bible Let s get our spyglasses onto the New Testament. This time Jesus and his friends are on a stormy sea. To know the story of how Jesus calmed the storm To understand how Jesus disciples had faith that he would help them To reflect on times that they have been afraid and what helped them on these occasions. Let s get our spyglasses onto the New Testament again. This time Paul, an early Christian, was shipwrecked! To know that the later books of the New Testament are about the first churches and the people in them To know that St Paul was one of the early Christians To reflect on the idea that Paul had faith in God to help him. Let s follow the history of this Bible on our table! To trace the history of the Bible from the scrolls to the Bible on the table and on the SmartBoard Internet version To understand how it has been passed down from generation to generation To reflect on the work entailed in ensuring that the Bible does not get lost. ICT (Week 6) To trace the history of the Bible from the scrolls to the Bible on the table and on the SmartBoard Internet version It would be useful to invite a Christian visitor to one of the sessions to support the pupils in their work and to answer questions.
RE: Autumn 2 Life of Jesus Our investigation of Jesus. What do we detectives know already? To contribute to a class time-line on what is known by the pupils collectively about Jesus To understand that Christianity as a religion, began as a result of Jesus life and teachings To reflect on a question they would like to ask about Jesus. Did I hear you say sorry? Jesus teaching about forgiveness. To learn that a central part of Jesus teaching revolved around forgiveness To think about incidents and problems that arise in their experience, which call for forgiveness To reflect on times when they have been asked to forgive and begin to understand the nature of forgiveness. Jesus heals the blind man To learn that an important aspect of Jesus work concerned healing the sick and helping those with special needs To identify questions and answers in the story of Jesus healing the blind man To empathise with people who are blind or partially sighted, understanding how they can develop their senses of touch and hearing. Why did Jesus have to be crucified? To know an outline gospel account of Jesus crucifixion To understand the importance of the meaning to Christians, that Jesus death took the punishment for the sins of the world To reflect on sad times in religious belief and practice. (Week 3) To identify questions and answers in the story of Jesus healing the blind man comprehension. The Day of Resurrection To discover some details about the Christian resurrection narrative from the perspective of the gospel writers Matthew, Mark, Luke and John To know that narrative of Jesus rising from the dead is an important Christian belief To reflect on the joy of Easter through the celebration of new life. Let s sum up our evidence about Jesus! To summarize their evidence about Jesus To demonstrate understanding of the importance to Christians of Jesus To reflect on who is important to them I CT To use ICT to organise and present my work free choice to demonstrate their learning of the life of Jesus. Christian pupils should be encouraged to involve their families and bring materials from home to share.
How did we get here? To think about the possibilities of how this earth came into creation To respond to a Chinese story about creation, considering the possibilities of clues about how the earth came to be populated To formulate questions about the creation of the earth. Now write your own creation story! To think of possibilities of how the universe was created To understand that how the world and the universe were created is an ultimate question, which still puzzles religious believers and scientists To provide a creative suggestion as to how the universe was created. RE: Spring 1 Creation Stories Can we remember the Bible version of the creation To deepen their knowledge and understanding of the Genesis Bible story To know the order of creation as given in Genesis To consider the similarities between Genesis Ch 1 and scientific theories in relation to creation Manu and Matsya, the Fish. A Hindu story of creation To link Manu, Matsya with the supreme God Brahma and the Lord Vishnu, knowing that these are key figures in Hindu tradition To follow the outline of the story, noting the intentions of Manu and the Lord Vishnu To compare this story with the Bible story of Noah. Nasruddin thinks he could do better than Allah with creation. A Muslim story To see the funny side of the story of Nasruddin and ponder on what it means To look closely at aspects of nature - things about their purpose To make links with science and religion in that both study aspects of nature (Week 4) To follow an outline of a story making notes of the key points, then write an account comparing the story with that of Noah in the Bible. So how did we and the world get here? To know that there are many puzzling questions about how the world was created To consider a number of possibilities, religious, scientific and their own thoughts To reflect on their own thoughts about this question. ICT To use the search tool to find out about the creation of the earth children could make a fact sheet detailing the different ideas. Invite different members of the school community into the classroom to share their own thoughts about the creation of the earth.
RE: Spring 2 God s Rules Why do we have school and class rules? To consider the purpose of rules To devise a rule for the world to keep. A rule for all religions To understand that all religions have a rule that you should treat other people as you wish to be treated yourself To understand that Jesus parable of the Good Samaritan reflects this idea Have you ever told a fib? To reflect on what is truth and what is a lie To make links between telling the truth and how Jews, Christians and Muslims learn about telling the truth from what is written in the Bible and Qur an. Help, somebody stole my bag! To reflect on the nature of theft and the resulting feelings To make links between not stealing and what is written in the Bible and Qur an. Ahimsa. Respect for all living things To demonstrate their knowledge of the nature of living things To learn the meaning of AHIMSA as understood by Hindus and Jains To reflect on how they can practice AHIMSA. How does sharing work out? My Ten Commandments for our school playground. To reflect on the concept of sharing To reflect on and articulate rules, which should appertain to the school playground. ICT To enquire how this rule applies to everyday life. Devise a rule for the world to keep and word process a short paragraph about why the rule would bring about peace in own community. Re-visit their class charter can this be improved in relation to the children s learning this term.
RE: Summer 1 Who are the Sikhs? Who are the Sikhs? Where did the Sikhs come from? To gain an impression about the Sikhs To investigate pictures and express what they can learn from them To articulate questions about the Sikh religion. What Sikhs believe about God and a story To reflect on what Sikhs believe about God and compare this with beliefs that other religions have To retell and reflect on a story, discussing the meaning that it might have. Sikh worship and an important symbol To reinforce and develop their ideas on the purpose of signs and symbols and their importance in generating information To consider the meaning of the Khanda and how they might try to put right something that had gone wrong. The Sikh Community To consider how the Sikhs are a community To link the idea of a Sikh community with other communities in their experience. Sikh Festivals and the Khalsa To know the meaning of the 5 Ks To understand how Sikhs express their beliefs and values through wearing the 5 Ks To reflect on how uniforms and symbols can be a symbol of belonging. The Sikh Holy Book. Our exhibition on Sikhism Toreflect on the Guru Granth Sahib and compare it with other holy books that they know To review what they have learnt about the Sikhs both as an individual and a class. ICT To write a weekly diary on their learning about the Sikhs. Need only be a few sentences each week but will be a record of their learning for the term. Children can word process their diaries and download pictures relating to the same. Sikh pupils should be encouraged to involve their families and bring materials from home to share.
RE: Summer 2 Signs and Symbols in Religion Looking at signs and symbols To know that a sign / symbol stands for something To know the symbols for the Baha I, Buddhist, Christian, Hindu, Jain, Jewish, Muslim, Rastafarian, Sikh and Zoroastrian faiths To reflect on how a symbol, e.g. a school badge or religious symbol can show that you belong to a group. Let s delve into Christian symbols! To learn the important Christian symbols, e.g. the cross, bread, wine, stand for the Bible, the fish To identify and explore a wide range of Christian symbols in churches, cathedrals and worship To reflect on symbols which are important to them. Let s delve into Hindu symbols To learn that Hindu deities represent Hindu concepts of God To explore a range of Hindu symbols, learning about their meaning to Hindus To think about how body language is often a symbol, in that it expresses a thought, belief or idea. The religious symbol of light To reflect on the properties of light To understand that light is used as a religious symbol in some faiths To learn some of the meanings that light has for religious believers. Symbolism in architecture (Week 2) To write a paragraph reflecting on symbols and which are important to the children. G&T children to articulate why. To recognize the symbolic features of places of worship To understand that many buildings are built in lofty proportions to signify the grandeur of God and to take thoughts away from earthly concerns To reflect on feelings, when seeing large beautiful buildings. Symbolism in religious objects To know the meaning of some religious artefacts for believers To treat the artefacts with respect as something precious to people of that faith To reflect on an artefact that has meaning for them. ICT To reproduce a sign or symbol using the school s drawing programme. Take children on a walk of the local area to look at different signs and symbols they encounter. Link to ICT as children could take a digital photograph of their findings.