Chase Terrace Primary School Primary Curriculum Science KS1 LKS2 UKS2 During 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions. During 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings. During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute or arguments.
Year 1 2 3 4 5 6 Topics overview including humans materials changes things and habitats including humans of everyday materials Plants Animals including humans Rocks Light Forces and magnets things and habitats including humans of matter Living things and habitats Animals including humans Properties and changes of materials Earth and space Forces Living things and habitats Animals including humans and inheritance
Living things and their habitats 1 2 3 4 5 6 Pupils should be taught to: explore and compare the differences between things that are living, dead, and things that have never been alive identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other identify and name a variety of plants and animals in their habitats, including describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name Pupils should be taught to: recognise that living things can be grouped in a variety of ways explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment recognise that environments can change and that this can sometimes pose dangers to living things. Pupils should be taught to: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals. Pupils should be taught to: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including plants and animals give reasons for classifying plants and animals based on specific characteristics.
Animals including humans 1 2 3 4 5 6 Pupils should be taught to: identify and name a variety of common animals including fish, amphibians, reptiles, and mammals identify and name a variety of common animals that are carnivores, herbivores and omnivores describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) identify, name, draw and the basic parts of the human body and say which part of the body is associated with each sense Pupils should be taught to: notice that animals, including humans, have offspring which grow into adults find out about and describe the basic needs of animals, including humans, for survival (water, food and air) describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. Pupils should be taught to: identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat identify that humans and some other animals have skeletons and muscles for support, protection and movement. Pupils should be taught to: describe the simple functions of the basic parts of the digestive system in humans identify the different types of teeth in humans and their simple functions construct and interpret a variety of food chains, identifying producers, predators and prey. Pupils should be taught to: describe the changes as humans develop to old age. Pupils should be taught to: identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function describe the ways in which nutrients and water are transported within animals, including humans.
Materials 1 – Everyday materials 2 – Uses of everyday materials 3 - Rocks 4 – States of matter 5 – Properties and changes of materials 6 Pupils should be taught to: distinguish between an object and the material from which it is made identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock describe the simple physical properties of a variety of everyday materials compare and together a variety of everyday materials on the basis of their simple physical properties. Pupils should be taught to: identify and compare the suitability of a variety of everyday materials, including wood, plastic, glass, brick, rock, paper and cardboard for particular uses find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Pupils should be taught to: compare and together different kinds of rocks on the basis of their appearance and simple physical properties describe in simple terms how fossils are formed when things that have lived are trapped within rock recognise that soils are made from rocks and organic matter. Pupils should be taught to: compare and group materials together, according to whether they are solids, liquids or gases observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Pupils should be taught to: compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating give reasons, based on evidence from comparative and fair tests, for the particular uses of
Forces 1 2 3 – Forces and magnets 4 5 - Forces 6 Pupils should be taught to: compare how things move on different surfaces notice that some forces need contact between two objects, but magnetic forces can act at a distance observe how magnets attract or repel each other and attract some materials and not others compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials describe magnets as having two predict whether two magnets will attract or repel each other, depending on which poles are facing. Pupils should be taught to: explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object identify the effects of air resistance, water resistance and friction, that act between moving surfaces recognise that some mechanisms, including levers, pulleys and allow a smaller force to have a greater effect.
Electricity 1 2 3 4 5 6 Pupils should be taught to: identify common appliances that run on electricity construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers identify whether or not a lamp will in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with good conductors. Pupils should be taught to: associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram.
1 2 3 4 5 6 Pupils should be taught to: recognise that they need light in order to see things and that dark is the absence of light notice that light is reflected from surfaces recognise that light from the sun can be dangerous and that there are ways to protect their eyes recognise that shadows are formed when the light from a light source is blocked by a solid object find patterns in the way that the size of shadows change. Pupils should be taught to: recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Other topics 1 – Seasonal changes 2 3 4 - Sound 5 and space 6 – Evolution and inheritance Pupils should be taught to: observe changes across the four seasons observe and describe weather associated with the seasons and how day length varies. Pupils should be taught to: identify how sounds are made, associating some of them with something vibrating recognise that vibrations from sounds travel through a medium to the ear find patterns between the pitch of a sound and features of the object that produced it find patterns between the volume of a sound and the strength of the vibrations that produced it recognise that sounds get fainter as the distance from the sound source increases. Pupils should be taught to: describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, and Moon as approximately spherical bodies use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. Pupils should be taught to: recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents identify how animals and plants are adapted to suit environment in different ways and that adaptation may lead to evolution.
• Use the qualities of materials to enhance ideas. • Spot the potential in unexpected results as work progresses. • Comment on artworks with a fluent grasp of visual language. To master techniques Painting • Use thick and thin brushes. • Mix primary colours to make secondary. • Add white to colours to make tints and black to colours to make tones. • Create colour wheels. • Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. • Mix colours effectively. • Use watercolour paint to produce washes for backgrounds then add detail. • Experiment with creating mood with colour. • Sketch (lightly) before painting to combine line and colour. • Create a colour palette based upon colours observed in the natural or built world. • Use the qualities of watercolour and acrylic paints to create visually interesting pieces. • Combine colours, tones and tints to enhance the mood of a piece. • Use brush techniques and the qualities of paint to create texture. • Develop a personal style of painting, drawing upon ideas from other artists. Collage • Use a combination of materials that are cut, torn and • Sort and arrange materials. • Mix materials to create texture. • Select and arrange materials for a striking effect. • Ensure work is precise. • Use coiling, overlapping, • Mix textures and smooth, plain and patterned). • Combine visual and tactile qualities.
tessellation, mosaic and montage. • Use ceramic mosaic materials and techniques. Sculpture • Use a combination of shapes. • Include lines and texture. • Use rolled up paper, straws, paper, card and clay as materials. • Use techniques such as rolling, cutting, moulding and carving. • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials). • Include texture that conveys feelings, expression or movement. • Use clay and other mouldable materials. • Add materials to provide interesting detail. • Show life-like qualities and proportions or, if more abstract, provoke different interpretations. • Use tools to carve and add shapes, texture and pattern. • Combine visual and tactile qualities. • Use frameworks (such as wire or moulds) to provide stability and form. Drawing • Draw lines of different sizes and thickness. • Colour (own work) neatly following the lines. • Show pattern and texture by adding dots and lines. • Show different tones by using coloured pencils. • Use different hardnesses of pencils to show line, tone and texture. • Annotate sketches to explain and elaborate ideas. • Sketch lightly (no need to use a rubber to correct mistakes). • Use shading to show light and shadow. • Use hatching and cross hatching to show tone and texture. • Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight). • Use a choice of techniques to depict movement, perspective, shadows and reflection. • Choose a style of drawing suitable for the work (e.g. realistic or impressionistic). • Use lines to represent movement. Print • Use repeating or overlapping shapes. • Use layers of two or more colours. • up layers of colours.
• Mimic print from the environment (e.g. wallpapers). • Use objects to create prints (e.g. fruit, vegetables or sponges). • Press, roll, rub and stamp to make prints. • Replicate patterns observed in natural or built environments. • Make printing blocks (e.g. from coiled string glued to a block). • Make precise repeating patterns. • Create an accurate pattern, showing fine detail. • Use a range of visual elements to reflect the purpose of the work. Textiles • Use weaving to create a pattern. • Join materials using glue and/or a stitch. • Use plaiting. • Use dip dye techniques. • Shape and stitch materials. • Use basic cross stitch and back stitch. • Colour fabric. • Create weavings. • Quilt, pad and gather fabric. • Show precision in techniques. • Choose from a of stitching techniques. • Combine previously learned techniques to create pieces. Digital media • Use a wide range of tools to create different textures, lines, tones, colours and shapes. • Create images, video and sound recordings and explain why they were created. • Enhance digital media by editing (including sound, video, animation, still images and installations).
To take inspiration from the greats (classic and modern) • Describe the work of notable artists, artisans and designers. • Use some of the of artists studied to create pieces. • Replicate some of the techniques used by notable artists, artisans and designers. • Create original pieces that are influenced by studies of others. • Give details (including own sketches) the style of some notable artists, artisans and designers. • Show how the work of those studied was influential in both society and to other artists. • Create original pieces that show a range of influences and styles. Computing Attainment targets KS1 Pupils should be taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs use technology purposefully to create, organise, manipulate and retrieve digital content recognise common uses of information technology beyond school use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Draw • Control when drawings appear and set the pen colour, size and shape. • Control the shade of pens. • Combine the use of pens with movement to create interesting effects. Events • Specify user inputs (such as clicks) to control events. • Specify conditions to trigger events. • Set events to control other events by ‘broadcasting’ information as a trigger. Control • Specify the nature of events (such as a single event or a loop). • Use IF THEN conditions to control events or objects. • Use IF THEN ELSE conditions to control events or objects. Sensing • Create conditions for actions by waiting for a user (such as responses to questions like: What is your name?). • Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions). • Use a range of sensing tools (including proximity, user inputs, loudness and mouse position) to control events or actions. Variables and lists • From Year 3 onwards. • Use variables to store a value. • Use the functions define, set, change, show and hide to control the variables. • Use to create a set of variables. Operators • From Year 3 onwards. • Use the Reporter operators () + () () - () () * () () / () to perform calculations. • Use the Boolean operators () < () () = () () > () ()and() ()or() Not()
• Understand the term ‘copyright’. • Understand that comments made online that are hurtful or offensive are the same as bullying. • Understand how online services work. demonstrate knowledge of how to minimise risk and report problems. • Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder. • Understand the effect of online comments and show responsibility and sensitivity when online. • Understand how simple networks are set up and used. To communicate • Use a range of applications and devices in order to communicate ideas, work and messages. • Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally. • Choose the most suitable applications and devices for the purposes of communication. • Use many of the advanced features in order to create high quality, professional or efficient communications. To collect • Use simple databases to record information in areas across the curriculum. • Devise and construct databases applications designed for this purpose in areas across the curriculum. • Select appropriate applications to devise, construct and manipulate data and present it in an effective and professional manner. Design and Technology
(such as dyeing, adding sequins or printing). • Select the most appropriate techniques to decorate textiles. running stitch to attach decoration). • Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as a soft decoration for comfort on a cushion). Electricals and electronics • Diagnose faults in battery operated devices (such as low battery, damage or battery terminal damage). • Create series and parallel circuits • Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips). Computing • Model designs using software. • Control and monitor models using software designed for this purpose. • Write code to control and monitor models or products. Construction • Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products. • Choose suitable techniques to construct products or to repair items. • Strengthen materials using suitable techniques. • Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding). Mechanics • Create products levers, wheels and winding mechanisms. • Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears). • Convert rotary motion to linear cams. • Use innovative combinations of electronics (or computing) and mechanics in product designs. To design, make, evaluate and improve • Design products that have a clear purpose and an intended user. • Design with purpose by identifying opportunities to design. • Design with the user in mind, motivated by the service a product will offer (rather than simply for profit).
Kingdom and its countries, as well as the countries, continents and oceans studied. • Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment. • Use aerial images and plan perspectives to recognise landmarks and basic physical features. • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. • Name and locate the continents and oceans. • Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies. • Use a range of resources to identify the key physical and human features of a location. • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. • Name and locate the countries of Europe and identify their main physical and human characteristics. the characteristic features of a location. • Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways. • Analyse and give on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps - as in London’s Tube map). • Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and patterns; and understand how some of these aspects have changed over time. • Name and locate the countries of North and South America and identify their main physical and human characteristics. To investigate patterns • Understand geographical similarities and differences through studying the human and physical • Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer • Identify and describe the geographical significance of latitude, longitude,
geography of a small area of the United Kingdom and of a contrasting non-European country. • Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. • Identify land use around the school. and Capricorn, Arctic and Antarctic Circle and date time Describe some of the characteristics of these geographical areas. • Describe geographical similarities and differences between countries. • Describe how the locality of the school has changed over time. Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night). • Understand some of the reasons for geographical similarities and differences between countries. • Describe how locations around the are changing and explain some of the reasons for change. • Describe geographical diversity across the • Describe how countries and geographical regions are interconnected and interdependent. To communicate geographically • Use basic geographical vocabulary to refer to: • key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather. • key human features, including: city, town, village, factory, farm, house, office and shop. • Use compass directions (north, south, east and west) and • Describe key aspects of: • physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle. • geography, including: settlements and land use. • Use the points of a compass, four-figure grid references, symbols and key to communicate knowledge of the • Describe and understand key aspects of: • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. • human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including
• Use phonic (or logographic in Mandarin) knowledge to read • Read and understand short written phrases. • Read out loud familiar words and phrases. • Use books or glossaries to find out the meanings of new words. • Use a translation dictionary or glossary to look up new words. • Use the context of a sentence or a translation dictionary to work out the meaning of unfamiliar words. • Read and understand the main points and opinions in written texts from various contexts, including present, past or future events. • Show confidence in reading and in using reference materials. To write imaginatively • or copy everyday words correctly. • Label items and choose appropriate words to complete short sentences. • Write one or two short sentences. • Write short phrases used in everyday conversations correctly. • Write a few short sentences using familiar expressions. • Express personal experiences and responses. • short phrases from memory with spelling that is readily understandable. • Write short texts on familiar topics. • Use knowledge of grammar (or in Mandarin) to enhance or change the meaning of phrases. • Use dictionaries or glossaries to check words. • Refer to recent experiences or future plans, as well as to everyday activities. • Include imaginative and adventurous word choices. • Convey meaning (although there may be some mistakes, the
meaning can be understood with little or no difficulty). • Use dictionaries or glossaries to check words. To speak confidently • Understand a range of spoken phrases. • Understand standard language (sometimes asking for words or phrases to be repeated). • Answer simple questions and give basic information. • Give responses to questions about everyday events. • Pronounce words showing a knowledge of sound (or pitch in Mandarin) patterns. • Understand the main points from spoken passages. • Ask others to repeat words or phrases if necessary. • Ask and answer simple questions and talk about interests. • Take part in discussions and tasks. • Demonstrate a growing vocabulary. • Understand the main points and opinions in spoken passages. • Give a short prepared talk that includes opinions. • Take part in conversations to seek and give information. • Refer to recent experiences or future plans, everyday activities and interests. • Vary language and produce extended responses. • Be understood with little or no difficulty. To understand the culture of the countries in which the language is spoken • Identify countries and communities the language is spoken. • Demonstrate some knowledge and understanding of the customs and features of the countries or communities where the language is spoken. • Describe with some interesting details some aspects of countries or communities the language is spoken. • Make comparisons between life in countries or communities where the language is spoken and this country. • Give detailed accounts of the customs, history and culture of the countries and communities the language is spoken. • Describe, with interesting detail, some similarities and differences between countries and communities where the language is spoken and this country.
• Link two or more actions to perform a sequence. • Choose movements to communicate a mood, feeling or idea. • Refine movements into sequences. • Create dances and movements that convey a definite idea. • Change speed and levels within a performance. • Develop physical strength and suppleness by practising moves and stretching. • Perform and create complex sequences. • Express an idea in original and imaginative ways. • Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece. • Perform complex moves that combine strength and stamina gained through gymnastics activities (such as cartwheels or handstands). Gymnastics • Copy and remember actions. • Move with some control and awareness of space. • Link two or more actions to make a sequence. • Show contrasts (such as small/tall, straight/curved and wide/narrow). • Travel by rolling forwards, backwards and sideways. • Hold a position whilst balancing on different points of the body. • Climb safely on equipment. • Plan, perform and repeat sequences. • Move in a clear, fluent and expressive manner. • Refine movements into sequences. • Show changes of direction, and level during a performance. • Travel in a variety of ways, including flight, by transferring weight to generate power in movements. • Show a kinesthetic in order to improve the placement and alignment of body parts (e.g. in • Create complex and sequences that include a full range of movements including: • travelling • balances • swinging • springing • flight • vaults • inversions • rotations
• Coordinate leg and arm movements. • Swim at the surface and below the water. • Swim fluently with controlled strokes. • Turn efficiently at the end of a length. Athletics • Athletic activities are combined with in Years 1 and 2. • Sprint over a short distance up to 60 metres. • Run over a longer distance, conserving energy in order to sustain performance. • Use a range of throwing techniques (such as under arm, over arm). • Throw with accuracy to hit a target or cover a distance. • Jump in a number of ways, a run up where appropriate. • Compete with others and aim to improve personal best performances. • Combine sprinting with low hurdles over 60 metres. • Choose the best for running over a variety of distances. • Throw accurately and refine performance by analysing technique and body shape. • Show control in take off and landings when jumping. • Compete with others and keep track of personal best performances, setting targets for improvement. Outdoor and adventurous activities • Not applicable. • Arrive properly equipped for outdoor and adventurous activity. • Understand the need to show accomplishment in managing • Select appropriate equipment for outdoor and adventurous activity. • Identify possible and ways to manage them, asking for and listening carefully to expert advice.
Study other religions of interest to pupils Focus Milestone 1 Milestone 2 Milestone 3 To understand beliefs and teachings • Describe some of the teachings of a religion. • Describe some of the main festivals or celebrations of a religion. • Present the key teachings and beliefs of a religion. • Refer to religious figures and holy books to explain answers. • Explain how some teachings and beliefs are shared between religions. • Explain how religious beliefs the lives of individuals and communities. To understand practices and lifestyles • Recognise, name and describe some religious artefacts, places and practices. • Identify religious artefacts and explain how and why they are used. • Describe religious buildings and explain how they are used. • Explain some of the religious practices of both clerics and individuals. • Explain the practices and lifestyles involved in belonging to a faith community. • Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles. • Show an understanding of the role of a spiritual leader. To understand how beliefs are conveyed • Name some religious symbols. • Explain the meaning of some religious symbols. • Identify religious symbolism in literature and the arts. • Explain some of the different ways that individuals show their beliefs.
To reflect • Identify the things that are important in their own lives and compare these to religious beliefs. • Relate emotions to some of the experiences of religious figures studied. • Ask questions puzzling aspects of life. • Show an understanding that personal experiences and feelings influence attitudes and actions. • Give some reasons why religious figures may have acted as they did. • Ask questions that have no universally agreed answers. • Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings. • Explain own ideas about the answers to ultimate questions. • Explain why their own answers to ultimate questions may differ from those of others. To understand values • Identify how they have to make their own choices in life. • Explain how actions affect others. • Show an understanding of the term ‘morals’. • Explain how beliefs about right and wrong affect people’s behaviour. • Describe how some of the values held by communities or individuals affect behaviour and actions. • Discuss and give opinions on stories involving moral dilemmas. • Explain why different religious communities or individuals may have a different view of what is right and wrong. • Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules). • Express their own values and remain respectful of those with different values.