A1. Most pupils to Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them. B1. Most pupils to Ask and respond to questions about what individuals and communities do, and why, so that pupils can identify what difference belonging to a community might make. C1. Most pupils to Explore questions about belonging, meaning and so that they can express their own ideas and opinions in response using words, music, art or poetry. A2. Most pupils to Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come. B2. Most pupils to Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves. C2. Most pupils to Find out about and respond with ideas to examples of cooperation between people who are different. A3. Most pupils to Recognise some different symbols and actions which express a community’s way of life, appreciating some similarities between communities. B3. Most pupils to Notice and respond sensitively to some similarities between different religions and worldviews. C3. Most pupils to Find out about questions of right and wrong and begin to express their ideas and opinions in response. Some pupils to Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals mark important points in life, in order to reflect on their significance. Some pupils to Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities. Some pupils to Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and applying ideas of their own in different forms including (e.g.) reasoning, music, art and poetry. Some pupils to Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of Some pupils to Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse Some pupils to Consider and ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to
Self-assessment sheet Key vocabulary page 1-11 If God is everywhere, why go to a place of worship? Christianity media clips Artefacts DVD Church Pictures Interactive whiteboard Students will be more able to: Recall and name some key features of places of worship Christian - font, altar, pulpit, shape of building etc. Explore that all churches do not look the same and how and why are they different Describe the most important parts of the building to worshippers and give their own opinion talk about a place where people might say or feel God is somehow more ‘present’ in a church? What is special about these places? Explore and discuss why some Christians meet in Cafes etc. to worship? What are the important parts of worship? Understand the importance of gathering together as people to worship reflect on communion as part of worship and what it means to Christians Consider the question: what is worship- prayer, singing, reading the Bible? describe the most important things that happen of a place of worship for the community Explain how things people do in church help them worship Consider makes a place special to them and why? SMSC Empathy Feelings and values Creativity reflection evaluation IT 2 paint a picture Media clips ILS IT skills Community citizenship Numeracy Shape number Communication Discussion questioning Key vocabulary Exploring ideas Giving opinions Weeks Key Learning Theme Resources Key Learning Marking and Assessment Progress booklet using CHP A range which may include: Quizzes
Suggest some ideas about good ways to treat others, arising from their learning reflect on values important to them work cooperatively with their peers respond sensitively to the ideas of others including those belonging to a faith community. Weeks Key Learning Resources Key Learning Marking and Assessment Progress booklet using CHP A which may include: Quizzes Questioning Self-assessment Key vocabulary page 21-30 What difference does it make to believe in…? Torah and God’s chosen people Judaism Artefacts Media clips Food Books Posters Interactive whiteboard Students will be more able to: understand having a affects all parts of life understand Jews belief as Gods holy people- chosen and told in the Torah explore the idea of special food and think about any rules they have about what they eat recall the idea of Kosher food and have an awareness of what keeping Kosher means know why Shabbat is a holy day for Jews and how it is celebrated reflect on the concept of a day of rest and their personal response discuss what helps build a sense of belonging and identity understand the importance of Passover as God rescuing his chosen people Recall the story of Passover and how God helped the Jews SMSC Respect Culture Diversity reflect values consideration of others IT Internet Word/ Clicker6 ILS community respect citizenship Numeracy Time number Communication Exploring ideas Discussion Key words Giving opinions questioning
Understand why the Pesach meal is important, what happens and the symbolism of the food. To reflect on their own beliefs and how it influences themselves respond sensitively to the ideas of others including those belonging to a faith community. Weeks Key Learning Resources Key Learning Marking and Assessment Progress booklet using CHP A range which may include: Quizzes Questioning Self-assessment Key vocabulary page 31-39 What is good and what is challenging about being a teenage Sikh in Britain today? media clips Gurdwara Artefacts Books posters Students will be more able to: Explain how Sikh teenagers express their faith in Britain today. Think about and ask questions about their own sense of belonging and identify, what influences them? how do they express their identity? Understand Sikh s use a different language for worship. How easy is it to learn? Find out about Gurmurkhi, the language developed by Guru Nanak. Think and discuss the difficulty of learning another language for worship Explore the idea of wearing different thing etc. help express identity- uniforms etc. Explain and discuss Sikh’s wear the 5 k’s as part of their identity- What are they? What could be the challenge of wearing the 5k’s today SMSC Diversity Culture respect empathy consequences of actions reflection IT PowerPoint Word / Clicker 6 ILS Community Developing relationships with others citizenship Numeracy number money Communication Vocabulary Speaking and listening Respecting others
Give a religious view on why people suffer Think about ways to stop suffering in the world respond sensitively to the of others including those belonging to a faith community. Reflecting Explaining ideas Weeks Key Learning Theme Resources Key Learning Marking and Assessment Progress booklet using CHP A range which may include: Quizzes Questioning Self-assessment sheet Key vocabulary page 10-18 Should happiness be the purpose of life? Christianity and Buddhism Artefacts Posters clips Music Students will be more able to: reflect on what is happiness? To give examples of what makes them happy explore what is important things in their life? To reflect and think about the idea – Can we have find happiness in material things or do we need more? about how Christians believe part of happiness is found in making the world a better place to think about the command in Matthew 22.37-39 to’ love God and to love your neighbor as yourself’. Reflect on the work of Mother Teresa as an example of sharing God’s love and making the better for people SMSC Diversity Reflect values empathy choices IT Internet PowerPoint Publisher Media clips ILS Developing relationships with others
Many religions and view Express ideas about right and wrong, good and bad for themselves, including ideas about love, forgiveness, honesty, kindness and generosity Explore the Golden rule and its meaning Give examples of living out the Golden Rule Explain that religions have holy scriptures to guide believers to be good Is it sometimes difficult for believers to follow the guidance? Recall and talk about some rules for living in religious traditions Explore examples of people in the news being good and consider what has inspired them to good actions? Explore idea of religious moral rules with E.g. Peter Singer’s charity @The life you can save’ Explore the actions of an inspirational religious individuals (e.g. Desmond Tutu, Dame Cecily Saunders). Consider how their religious faith inspired and guided them in their lives. respond sensitively to the ideas of others including those belonging to a faith community. Communication Key vocabulary Reflection Discussion Reasoning Questioning Exploring ideas Weeks Key Learning Theme Resources Key Learning Marking and Assessment Progress booklet using CHP A range which may include: Quizzes Questioning Self-assessment sheet
Year 9 Weeks Key Learning Theme Resources Key Learning Marking and Assessment Progress booklet using CHP A range which may include: Quizzes Questioning Self-assessment sheet Key vocabulary page 1-10 Does living biblically mean obeying the Bible? Christianity DVD Posters Textbooks Artefacts Laptops Media clips Students will be more able to: think about what is important in their lives explore how they have learnt about how they should or choose to behave understand the idea of the bible as a guide for living for Christians to know the has different types of writing in different sections- Old/New Testament, Gospels, etc. explain the importance of the Gospels as showing teachings of Jesus to Christians explore the life of Martin Luther King following the teaching in his work for Justice and equality consider the ‘I have a dream’ speech and make a personal response to dreams for a better world Talk and ask questions about their own and other experiences of growing up and who/what influences their own and others’ lives, including those belonging to a faith community. Make between their own values and those of others. SMSC Diversity Culture Respect Empathy IT PowerPoint Word/clicker6 publisher clips ILS Community citizenship relationships with others Numeracy Time number Communication Key vocabulary Listening Discussion evaluation Weeks Key Learning Resources Key Learning Marking and Assessment Progress booklet using CHP A range which may include:
Quizzes Questioning Self-assessment sheet Key vocabulary page 30-38 Is death the end? Does it matter? Christianity, Buddhism, Non-religion and world views clips Posters Music Artefacts Books laptops Students will be more able to: Reflect on why people die, what images and ideas of death do they have. Reflect how Christian hopes and expectations are expressed in the words of a Christian funeral service. explore the Buddhist idea of samsara- the cycle of birth and rebirth Describe Christian attitudes to death and life after death e.g. belief in heaven Explore how beliefs about death have an impact on how someone lives their life. SMSC Empathy Beliefs Respect Curiosity reflection creativity IT Internet Word PowerPoint Media clips ILS Developing relationships with others Community citizenship Numeracy Time money
Explore some human attitudes and reactions to life and death e.g. mourning, cryogenics and make their own response to these. • Reflect on the ideas of burial and cremation and give a personal response-What would they want at their funeral? Encounter the Humanist idea of ‘the one life we have’- lack of afterlife as a reason to make the best of this one- what do they think • Respond to the concepts of life after death, idea of heaven/hell, resurrection and judgement. • give consideration to how they want to be remembered Explain one answer to the question: is death the end? Respond sensitively to their own and others questions and ideas about death which they find interesting or puzzling Communication Reasoning Key vocabulary Evaluating Discussion questioning Weeks Key Learning Theme Resources Key Learning Marking and Assessment Progress booklet using CHP A which may include: Quizzes Questioning Self-assessment sheet Key vocabulary page 20-29 How do people express the Spiritual through music and art? clips Interactive whiteboard Artefacts Books Photos laptops Students will be more able to: Understand what spirituality is Give an example of spirituality discover how spirituality can be experienced in art and music SMSC Empathy Diversity Respect Reflection creativity IT PowerPoint Word/Clicker 6