and Judaism similarities Communication. Y2 -2 religions 36 HOURS PER YEAR Myself ( B- RE Syllabus) 3 stories Christianity, Islam, Humanist. How do we know people follow religions. Celebrations ( A – RE syllabus) Revision and extension of Beginning to about Islam ( F- RE syllabus) What is it like to be a Muslim in Sheffield and compare to Christianity and own life. Leaders ( E- RE Syllabus) Who was Jesus and his disciples? Leaders in Islam/ Judaism/Humanist (E – RE Syllabus) Friendship Symbols ( D – RE Syllabus) Visit to Mosque/ Church/ Synagogue if possible Why are places important to believers? Symbols ( D – RE Syllabus) Visit to Mosque/ Church Look at symbols and similarities and differences. Y3 – 3 religions 45 HOURS PER YEAR of work or weekly Beliefs and Questions Christianity Continue Religion and Family Judaism and Islam Continue Life as a Journey Christian, and Muslim Continue Y4-3 religions 45 HOURS PER YEAR Block of work or weekly Inspirational People: Hindu, Christian, Buddhist Continue Symbols and Religious Expression: Muslims and Christians Continue Inspirational People from Long Ago: Moses, Buddha, Jesus Continue Y5 - 3 religions 45 HOURS PER YEAR Block of work or weekly Worship and Scared Places Places of Worship in Sheffield Continue Beliefs and Questions: Two beliefs each from: Muslim, Hindu, Buddhism Continue Religion and the Individual: Christians Continue Y6 -3 religions 45 HOURS PER YEAR of work or weekly Teachings, wisdom and authority Sacred texts and what they teach. Jewish, Buddhist, Muslim and Christian. Continue Religion, family and community. What religions are represented in Carfield and Sheffield? Continue Beliefs in Action: Global charities across the world. Jewish, Christian and Muslim. Continue
What special times do we celebrate? Children will: Find out what special are celebrated and talk about how celebrations happen. Looking at reminders of special days Fill a box with a selection of cards and wrapping paper depicting different occasions e.g. birthday, wedding, christening, Christmas, Mother’s Day. A ‘Celebrations Box’ A ‘spent’ firework. Pass the box round for the pupils to choose an item and describe it. Who would you give the card and gifts to? Can they guess when we send each card or which wrapping paper we would use? Run a ‘lets make cards’ and ‘let’s play post boxes’ activity. Children give cards to each other. Explore feelings about celebrations. Use a ‘Feelings Box’ containing ‘feelings’ pictures or simple words – happy, full of fun, joyful, glad, together, excited: when do we feel these emotions? Can they choose pairs of things from the celebration box and the feelings box. Talking about some well known celebrations – birthday, Christmas, Eid Divali and others – is good, but will be developed more fully later in the unit. What experiences of celebrations do children – have a birthday baking party, or make a wedding cake and enact the ceremony. Time to choose Ask children to choose presents and cards for people celebrating different festivals and events: what would they give to someone for a wedding, birthday, baby naming, Christmas, Eid, Divali celebration? Children can talk about a special celebration and how celebration makes people feel. Links to Early Learning Goals: Respond to significant experiences, showing a range of feelings when appropriate. (PSED) A resource like ‘Say Hello to...’ from RE today is a good starting point when children first encounter a religion in school.
Year One Spring 1 B – How do and why do people pray? Introduce different forms of communication. Different languages and greetings represented in the school and Sheffield. Maps of where our parents come from in GB, Europe the World. Celebrate diversity of the class. Christian Prayers shared and written/decorated Prayer shared Praying in Islam – volunteer to demonstrate. Class prayers – Family, Friends, Community and World prayers Pupils learn about praying in many different ways. Pupils choose between different examples of simple prayers: which do they think are wise? They talk about what makes the prayers wise, and find out about how and why people pray in different religions. They think and write creatively and thoughtfully about prayer (A2); Linking to English, pupils use key words (e.g. holy, sacred, scripture, festival, symbol, Christian, Muslim, Jew) to present simple ideas about 2 or 3 different religions about which they have learned, perhaps in a collaborative classroom display, class book or in assemblies (B3); Pupils work in groups to use art, and poetry to respond to ideas about God from different religions and world views, expressing ideas of their own and commenting on some ideas of others (C1); Pupils look at how different people have expressed their ideas about God, and think and talk about their own ideas about God, linking to work with enquiry methods from Philosophy4Children (C3). UK Maps Europe The World Bible Books of Prayers Koran Torah examples