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 Zamzam and the Ka bah and know they are linked to stories about Ibrahim To understand how important these two sites are to Muslims who try to visit them as least once in their lifetime To use the story of Hajar and the well of Zamzam to reflect on natural feelings of panic and what you can do about them. The Prophet Muhammad s (pbuh) amazing vision To know the story of the Prophet Muhammad s vision in the cave and retell aspects of it re are puzzling aspects of this story that are difficult to understand, e.g. what the Prophet saw and heard Reflect on puzzling questions that are not easy to understand By the way do you like camels? (Islam) To retell the stories of Muhammad (pbuh) and the camel and the hundredth name for the camel To understand what these stories teach Muslim children about Muhammad and Allah To reflect on the feelings in the stories. The Rich Man and the Needle A story about Guru Nanak (Sikh) To listen to and retell the story of Guru Nanak and the wealthy banker of Lahore story is important to Sikhs To reflect on the meaning of the story and the message that it has for them. The Princes and the Guru s Cloak To know what the word Guru means and that it is a term used by the Sikhs and others To retell the story of Guru Gobind Singh and the princes To identify and reflect on good and bad intentions and acts. To look up the definition of bravery in a dictionary and write a short paragraph depicting how they have themselves been brave at one point in their life. To use the search tool on the internet to locate information on Zamzam and the Ka bah. SACRE members representing the Muslim and Sikh communities will be able to recommend people who could join classes for story-telling and explanations: A shocking story with a happy ending. The Story of Baisakhi (Sikh) To know that the Sikh festival of Baisakhi is linked to the story of Guru Gobind Singh and the formation of the Khalsa Guru Gobind Singh was advocating bravery in order to stand up for what is right To reflect on the meaning of bravery and give examples of it in everyday life.
RE: Autumn 2 Stories and Wonders from the Religions Year 2 Hinduism and Buddhism Care for Mother Earth and all that grows on her. (Hinduism) To learn Hindu beliefs concerning the sanctity of all living things including vegetation To understand how Hindus use natural elements and plants in their worship To reflect on the way humans use the earth and how the immediate area can be protected and beautified. By the way, do you like cows (and bulls)! (Hinduism) To know that Hindus respect cows and treat them with special care Hindus see the cow as having god-like qualities, e.g. generosity and gentleness To reflect on the influence that milk has in cooking and healthy eating and drinking. Love your brothers and sisters. The festival of Raksha Bandhan (Hinduism) To learn that Raksha Bandhan is a festival in Hinduism, when brothers and sisters promise to love and care for one another festival is an important part of family life To reflect on their own feelings for their brothers and sisters. From Prince to Monk (Buddhism) To undertake corporate activities to enhance thinking skills, based on the Buddha s experiences Buddha wanted to think about life and what a person s attitude should be To ponder on what they consider to be the mysteries of life The Buddha s monks go on a journey. How the Buddhists celebrate Kathina Day. To know that the Buddha formed a company of monks who traveled around teaching and doing good deeds Buddhists traveled simply thinking about their work rather than looking after their goods To reflect in company with others what constitutes a good life. A modern Buddhist Story To know that Buddhist monks still work with the community, teaching and helping others you can learn how to be good and do the right thing through stories To reflect on when they have been unhappy and what would have helped them to feel better. ICT (Week 1) To create a poster encouraging people to look after the environment discuss rubbish and recycling. To use the flood fill, straight line and geometric shape tools to create pictures and effects on Hindu designs. Buddhism: LGfL / Espresso / Faiths / Buddhism for pictures of monks and nuns; picture / artefacts of the Buddha and Buddhist monks, e.g. from Articles of faith (Resource House, Kay Street, Bury, BL9 6BU), writing / drawing frames Visitors for story-telling, who may also be able to suggest others
RE: Spring 1 Stories and Wonders from the Religions The Baha i, Jain and Zoroastrian Faiths We are global citizens! We all come from God! (Baha i) To take part in a filmed choral speaking production based on Baha i beliefs that everyone is a global citizen and that all religions are from God To make links between the Baha is, their great teacher Baha u llah and his teachings about global citizenship and links between faiths To reflect on themselves as people. We know who Baha u llah was! Who was Abdu l Baha? (Baha i) To know that Baha u llah and Abdu l Baha are very important to Bahai s To understand some of the values important to Baha is To examine their personal gifts and talents as they hear about adventures in the childhood of Abdu l Baha To evaluate some of Abdu l Baha s reactions. Don t hurt anything! (Jain) To develop thinking skills to consider possibilities of harming or preserving living things Lord Mahavir taught that no living thing should be hurt or harmed To make connections between the Lord Mahavir and the Jain religion. Jain monks and nuns say, Don t fib! Tell the truth! Don t take what does not belong to you! (Jain) To work in groups to differentiate between lies and the truth To learn that the Lord Mahavir had followers, many of whom were monks and nuns, who carried out his teaching, e.g. do not lie To reflect on what is wrong about stealing through story-writing. Where have I heard that before? The Wise Men. (Zoroastrian) To know that the story of the Wise Men and why it is important to Zoroastrians and Christians To retell the story To reflect on the wonder of the stars. Zarathustra said, Good Thoughts Good Words Good Deeds. (Zoroastrian) To establish the meaning of good thoughts, words and deeds by sorting examples under these headings To know that good thoughts, words and deeds were taught by Zarathustra and are central to Zoroastrian practices To reflect on how they can have good thoughts, words and deeds. ICT To debate the Baha i beliefs that everyone is a global citizen and that all religions are from God. To use an ipad to video the most pivotal points to the argument and show this in the form of a news bulletin. These SACRE members may be able to help with ideas, artefacts, suggested visitors etc.
RE: Spring 2 Stories and wonders from the religions Christianity and Judaism ICT Why is the Torah so precious? (Judaism To know that the Torah is very precious to the Jewish community Torah is precious because they believe that it contains the word of God To reflect on what is what is precious to them and others. A story from the Torah Joseph the Dreamer! He could also tell what dreams meant! (Judaism) To know some details of the story of Joseph Jews believe that the story of Joseph shows that God looked after both Joseph and his whole family, even though Joseph s brothers had been mean to him To reflect on the mystery of dreams A dance for the Torah Festival of Simchat Torah, the end and the beginning To know that the Torah is read in the synagogue over a period of a year for Jews, the Torah represents the word of God To reflect on what they can learn from reading a book (fact or fiction). The boy in the Temple (Christianity) To know that Jesus spent some time in the Jewish temple at the age of 13, learning from great scholars and asking questions so that he might learn learning was very important to Jesus and that he called the temple his father s house To reflect on what they would like to learn and what questions they would like to ask. (Week 3) To reflect on what they can learn from reading a book (fact or fiction). To use ICT to create their own idea of coat for Joseph focus on colour and Are able to use a straight line tool Medical wonders that Jesus did (Christianity) To know 2 stories of Jesus healing people Christians believe that Jesus had special powers of healing given to him by God To reflect on the work of doctors, nurses, welfare assistants in healing today. Do you enjoy a picnic? Isn t it good to share? To know that there is a story in the Bible about Jesus enabling 5000 people to be fed Jesus taught that it is God s will that all people should have enough to eat To reflect on how we can help feed hungry people today. SACRE members representing the Jewish and Christian communities will be able to recommend people who could join classes for story-telling and explanations: Members of local churches may also be happy to suggest someone
RE: Summer 1 Special Books Lets go to the library To explore the school library investigating its various sections including the religious section religious books show how people worship God, celebrate their festivals and behave nicely towards one another To reflect on what they have learnt from books. Don t drop the Torah! (Judaism) To know that Jews believe that the Torah contains words from God that were given to Moses Torah is the most precious item in the Jewish synagogue, treated with the utmost care and respect since it contains the words that Jews believe God gave to Moses To reflect on a precious item that they would take on a journey. The Bible a book for Jews and Christians. (Judaism and Christianity) To know that the Bible contains the Jewish and Christian holy books To understand the nature of the Bible as a library To contribute to a class presentation of the Bible as a library A Guidebook for Life The Holy Qur an (Islam) To remember that the Qur an was written when Muhammad (pbuh) dictated the words that he heard from the angel Gabriel to scribes To understand the sensitivity and importance that Muslims ascribe to the Qur an To reflect on something important that they have learnt The Eleventh Guru is a book The Guru Granth Sahib (Sikh) To know that the Guru Granth Sahib is the holy book of the Sikhs Guru Granth Sahib is treated like a person speaking To reflect on how they treat something that is really precious to them So many holy books! Can you find Rama and Krishna? (Hinduism) To know there is a variety of Hindu scriptures, some of which teach about God and others which tell great stories and legends many of the familiar stories of Rama and Krishna are found in these scriptures To reflect on what the experiment of the salt teaches Hindus about God. (Week 1) To reflect on what they have learnt from books focus on different RE books from different faiths. ICT To take digital photographs of the local and school library and compare the two. How could they improve the school library? (Based on learning from Week 1) A visit to the local library. Ask members of the school community to come into class to talk about their faith s special books and what they mean to them.
RE: Summer 2 People who Care Akbar, the great emperor To know that an important role of a leader of a country is to care for the people of the country To understand how Akbar was multi-cultural and multi-faith in his care of the Indian people he ruled To reflect on how the role of leadership includes caring. Olaudah Equiano, who worked to stop transatlantic slavery To empathise with the experience of Olaudah Equiano as a boy in Nigeria, a slave and an influential freeman in England once Qlaudah reached a position of importance in England, he used his opportunities to care for slaves To reflect on how they can use their opportunities to care for others Marie Curie, the scientist who worked hard because she cared To know that Marie Curie worked to discover radioactive materials, which are used in hospitals today To understand how hard work and research can not only have an immediate effect but lead to other great discoveries To reflect on their own ability to be persistent. (Weeks 4 & 5) What a lot of people help us! (2 weeks) To listen to how visitors care for others in their work and daily life people can care for others in many different ways To think of and ask questions to visitors about how they care for others. What have we learnt about people who care? To reflect, with others, on what they have learnt or thought about when considering people who care(d) To reflect on how most people care for others in some way or other including themselves. (Weeks 4 & 5) To create questions that are relative and interesting to ask the visitors about how they care for others in the community. ICT To use the search took to Google different world and cultural leaders. People in the wider school and local community who are willing to share experiences A Dictionary of People, Robert J.Hoare, Longman has some useful information about a variety of people who have made a contribution to their society.