The Lincolnshire Agreed Syllabus
for Religious Education 2012 onwards
The Lincolnshire Agreed Syllabus
for Religious Education 2012
Introduction by Councillor Christine Talbot, Chairman of
SACRE
Foreword by Councillor Mrs Christine Talbot
Chairman of the Agreed Syllabus Conference
Once again I have the privilege of introducing the revised version of the Lincolnshire
Syllabus for Religious Education. It replaces the one introduced just over five years
ago, though changes have been kept to a minimum. Teachers are clearly happy with
the basic structure of the previous syllabus so the four main concepts remain central
and largely untouched.
Obviously there have been many changes in education during the past five years
which have affected both RE and education in general. The introduction of
Academies, for example, brings fresh challenges to SACRE as it seeks to carry out
its statutory duties to monitor standards in RE.
The non statutory guidance (Section C) reflects many of these changes and includes
sections on developing enquiry in RE, assessment guidance, RE in special schools
and a very comprehensive paper on RE and ICT.
This latest revision has been drawn up by a teachers’ working party and the Agreed
Syllabus Conference, under the guidance of Wendy Harrison, RE Adviser for
Lincolnshire. The high quality of professionalism as well as the depth of thinking and
insight that came from everyone involved cannot be emphasised enough.
I am confident that this syllabus will make a major contribution to raising standards in
RE and bringing about a fresh interest in the subject.
I therefore commend it to you without reservation.
Councillor Mrs Christine Talbot
Section A: The Statutory Agreed Syllabus
Contents
Page
Introduction: Continuity and Change
1
Legal Requirements
3
Rationale: The importance and purposes of
Religious education
5
The aims and intended learning outcomes of
Religious Education in Lincolnshire
6
Concepts, skills and attitudes in Religious
Education
8
Curriculum time
12
The Early Years Foundation Stage
13
Key Stage 1
19
Key Stage 2
22
Key Stage 3
26
Key Stage 4
30
16-19 years: RE for all
33
Expectations, assessment and reporting in RE
35
Section A: The Statutory Agreed Syllabus
Introduction: Continuity and change
Since the last Lincolnshire RE Syllabus was agreed in 2006 there have been many
changes in education generally and in RE. These developments include:
•
•
•
The new RE programmes of study for secondary schools published in 2007
and the new RE programme of learning for primary education in January 2010;
The replacement of Circular 1/94 with ‘Religious education in English schools:
Non-statutory guidance (DCSF 2010)’;
Ofsted’s publication, ‘Transforming religious education’, which presents a
summary of RE in schools during the period 2006-09. This can be found on the
Ofsted website: www.ofsted.gov.uk.
There have also been changes in both educational structures and in approaches to
the wider curriculum:
•
New types of school have come into existence, such as academies and free
schools, and provision for children’s early years education has been extended;
•
Since 1997, educational provision has included the establishment of the first
maintained Muslim, Sikh and Hindu schools as voluntary-aided schools;
•
Schools are able to provide more coherent and integrated cross-curricular
learning experiences to complement discrete subject teaching tailored to the
needs of their pupils and community. In practice this means that subjects such
as RE, might be taught discretely. Themed days and weeks are becoming
more common. Consequently RE may not always feature in the curriculum
under its traditional name;
•
Cross-curricular dimensions such as identity, cultural diversity and community
cohesion provide important unifying themes that help young people make
sense of the world and give education relevance. They reflect the major ideas
and challenges that face individuals and society and can provide a focus for
work within and between subjects and across the curriculum as a whole;
•
Ofsted inspections focus on outcomes in relation to English and maths. RE
may be observed during an inspection but will be reported upon in relation to
teaching and learning rather than as an individual subjects (See Section C Appendix 1: Ofsted);
•
The introduction of the EBACC (English Baccalaureate) into secondary
schools. This is a new certificate that will be awarded to any student who
secures good GCSE or accredited Certificate passes in English, Mathematics,
the Sciences, a modern or ancient foreign language and one of the humanities
– but significantly does not include RE.
While schools are free to decide when and how subjects are taught and how
much time is spent on each subject, they remain responsible for implementing
the legally required syllabus for RE and for monitoring pupils’ progress.
Lincolnshire’s Standing Advisory Council on Religious Education (SACRE) undertook
an extensive consultation with teachers of RE in 2010 and has based this syllabus
revision very closely on the results of that consultation. Overall, teachers said that
they were happy with the existing syllabus and did not wish to see significant
changes. With that in mind the Local Authority (LA) has worked through SACRE’s
Agreed Syllabus Conference to develop this revised agreed syllabus for RE, which
1
has close continuity with the qualities of the previous one and takes full account of
the developments noted above. The central concern of the Agreed Syllabus
Conference has been to continue to provide practical, professional guidance and
support for teachers in setting high standards for teaching and learning in RE for all
Lincolnshire pupils.
The main points of continuity in this 2012 syllabus include:
•
•
•
•
•
•
•
•
•
•
•
A syllabus focused on 4 core concepts: Celebration, Religious Beliefs and
Lifestyle, Authority, The Sacred, with ultimate questions woven into the
syllabus as a whole;
The focusing of pupils’ learning at each key stage upon age-appropriate
versions of these core questions, providing for both continuity and progression;
A clear account of the purposes of RE;
The sources for RE: opportunities for pupils from key stages 1-5 to learn from
Christianity and the other principal religions and non-religious belief systems
represented in the UK;
The guidance sections of the 2006 Syllabus, updated in the light of local and
national developments;
Two attainment targets for RE: Learning About Religion and exploring human
experience (AT1) and Learning From Religion and responding to human
experience (AT2);
The skills and attitudes that RE should develop;
Links with pupils’ spiritual, moral, social and cultural development and the
promotion of community cohesion;
Explanation of requirements for RE from 5-19;
A comprehensive glossary of terms from 6 religions;
A close relationship with the DFE and appropriate national bodies such as the
RE Council, NATRE and AREIAC, enabling Lincolnshire schools to take
advantage of national trends and developments.
The main changes in 2012 from the 2006 syllabus include:
•
•
•
•
Increased clarity and support material to bridge the gap between syllabus and
classroom;
Increased clarity and guidance about assessment of RE;
Greater clarity and guidance about RE in church schools and special schools;
More emphasis on learning through concepts and enquiry – (See Section C Appendix 4: Developing enquiry in RE).
Additional supporting documents and updates will be sent to schools upon
completion.
In addition, the syllabus can be located on the Lincolnshire SACRE website:
http://community.lincolnshire.gov.uk/SACRE/ Along with ongoing updates to the
syllabus.
2
Legal Requirements
[Based on ‘Religious Education in English Schools: Non-statutory Guidance’,
DCSF, 2010]
Every maintained school in England must provide a basic curriculum (RE, sex
education and the National Curriculum). This includes provision for RE for all
registered pupils at the school (including those in the sixth form), except for those
withdrawn by their parents (or withdrawing themselves if they are aged 18 or over) in
accordance with Schedule 19 to the School Standards and Framework Act 1998.
The key document in determining the teaching of RE is the locally agreed syllabus.
Schools designated as having a religious character are free to make their own
decisions in preparing their syllabuses. LAs must, however, ensure that the agreed
syllabus for their area is consistent with Section 375(3) of the Education Act 1996,
which requires the syllabus to reflect that the religious traditions of Great Britain are
in the main Christian whilst taking account of the teaching and practices of the other
principal religions represented in Great Britain. Schools are not obliged to provide RE
to pupils who are under compulsory school age (section 80(2)(a) of the Education
Act 2002), although there are many instances of good practice where RE is taught to
these pupils. Separate legislative provision on RE is made for maintained special
schools. Regulations covering maintained special schools require them to ensure
that, as far as practicable, pupils receive RE.
The agreed syllabus
The locally agreed syllabus is a statutory syllabus for RE prepared under Schedule
31 of the Education Act 1996 and adopted by the LA under that schedule. It must be
followed in maintained schools without a designated denomination. Once adopted by
the LA, the agreed syllabus sets out what pupils should be taught and can include
the expected standards of pupils’ performance at different stages. While the law
requires the syllabus to take account of ‘the teaching and practices of the other
principal religions represented in Great Britain’ it does not define what these principal
religions are. The Lincolnshire syllabus provides guidance on this within the
requirements for each key stage. Any community school or any foundation, voluntary
aided or voluntary controlled school without a religious character cannot require RE
to be provided by means of any catechism or formulary which is distinctive of a
particular religious denomination. This prohibition does not extend to the study of
catechisms and formularies.
The RE curriculum in different types of schools
(See Section C - Appendix 3 for more detail about church schools)
In all maintained schools RE must be taught according to either the locally agreed
syllabus or in accordance with the school’s designated religion or religious
denomination, or in certain cases the trust deed relating to the school.
Community, foundation and voluntary-aided or voluntary-controlled schools
without a religious character
RE must be taught according to the locally agreed syllabus adopted by the LA by
which the school is maintained.
3
Foundation and voluntary-controlled schools with a religious character
RE provision in foundation and voluntary-controlled schools with a religious character
is to be provided in accordance with the locally agreed syllabus. However, where the
parent of any pupil at the school requests that RE is provided in accordance with
provisions of the trust deed relating to the school (or, where there is no provision in
the trust deed, in accordance with the religion or denomination mentioned in the
order designating the school as having a religious character), then the governors
must make arrangements for securing that RE is provided to the pupil in accordance
with the relevant religion for up to two periods a week unless they are satisfied that
there are special circumstances which would make it unreasonable to do so.
Voluntary-aided schools with a religious character
In these schools RE is to be determined by the governors and in accordance with the
provisions of the trust deed relating to the school or, where there is no provision in
the trust deed, with the religion or denomination mentioned in the order designating
the school as having a religious character. However, where parents prefer their
children to receive RE in accordance with the locally agreed syllabus, and they
cannot reasonably or conveniently send their children to a school where the syllabus
is in use, then the governing body must make arrangements for RE to be provided to
the children within the school in accordance with the locally agreed syllabus unless
they are satisfied that there are special circumstances which would make it
unreasonable to do so. If the LA is satisfied that the governing body is unwilling to
make such arrangements, the LA must make them instead.
Academies and Free Schools: as a condition of the funding agreement, they are
required to make provision for Religious Education:
•
For denominational Academies and Free Schools with a religious
character (Church of England or Roman Catholic – but also Muslim and most
Jewish academies), the Religious Education curriculum will be in line with the
denominational syllabus;
•
For non-denominational (such as Christian) faith Academies and Free
Schools the curriculum may be in accordance with the locally agreed
syllabus or as provided in the funding agreement;
•
For Academies and Free Schools without a religious character it is good
practice and government recommendation for these schools to use the
principles of the Local Agreed Syllabus for their RE.
“The Funding Agreement requires that Academies that do not have a religious
designation must arrange for Religious Education to be given to all pupils in
accordance with the requirements for agreed syllabuses. In other words, a
curriculum which reflects that the religious traditions in Great Britain are in the main
Christian while taking account of the teaching and practices of the other principal
religions represented in Great Britain”. DFE response to NATRE request for
guidance 8 February 2011. [From the Norfolk Agreed Syllabus for Religious
Education]
Parents
Parents and carers can obtain information on their child’s RE from the LA or school.
They should receive information from the school on how their child is progressing in
the subject.
4
The parent of a pupil at a community, foundation or voluntary school has the right to
request that the pupil be withdrawn from all or part of the RE provided. They do not
have to provide a reason and the school must comply with their request. Schools
should ensure that parents who want to withdraw their children from RE are aware of
the RE syllabus with a view to discussing any concerns they may have. It is possible
that this may reduce anxieties and cause them to re-consider. However, the right of
withdrawal must be respected and parents must not be made to explain their reasons
or seek permission from the school. Schools have a duty to supervise children
withdrawn from RE.
See ‘Religious education in English schools: Non-statutory guidance (DCSF 2010)’ –
this can be downloaded from:
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF00114-2010
Rationale: The Importance and Purposes of Religious Education
‘RE is an important curriculum subject. It is important in its own right and also makes
a unique contribution to the spiritual, moral, social and cultural development of pupils
and supports wider community cohesion. The Government is keen to ensure all
pupils receive high-quality RE.’ (Religious education in English Schools: Nonstatutory guidance 2010, p. 4, DCSF)
Good RE should:
•
•
•
•
•
•
•
•
provoke challenging questions about the ultimate meaning and purpose of life,
beliefs about God, the self and the nature of reality, issues of right and wrong
and what it means to be human;
develop pupils’ knowledge and understanding of Christianity, other principal
religions and religious traditions, world views and non-religious belief systems
that offer answers to questions such as these;
offer opportunities for personal reflection and spiritual development and
enhance pupils’ awareness and understanding of religions and beliefs,
teachings, practices and forms of expression, as well as of the influence of
religion on individuals, families, communities and cultures;
encourage pupils to learn from different religions, beliefs, values and traditions
while exploring their own beliefs and questions of meaning. It should challenge
them to reflect on, consider, analyse, interpret and evaluate issues of truth,
belief, faith and ethics and to communicate their responses;
encourage pupils to develop their sense of identity and belonging, enabling
them to flourish individually within their communities and as citizens in a plural
society and global community;
prepare pupils for adult life, employment and life-long learning and enable them
to develop respect for and sensitivity to others, in particular those whose faiths
and beliefs are different from their own;
promote discernment and enable pupils to combat prejudice;
take its place in the whole curriculum, underpinned by values and purposes.
Along with the other subjects of the curriculum, RE aims to:
•
•
provide opportunities for all pupils to learn and to achieve;
promote pupils’ spiritual, moral, social and cultural development and prepare all
pupils for the opportunities, responsibilities and experiences of adult life.
5
The Lincolnshire Agreed Syllabus for Religious Education has four purposes,
which are parallel to the four main purposes of the National Curriculum subject
orders.
1.
2.
3.
4.
To establish an entitlement - the agreed syllabus secures for all pupils,
irrespective of social background, culture, race, gender, ability, an entitlement
to learning in RE. This contributes to their developing knowledge,
understanding, skills and attitudes, which are necessary for their self-fulfilment
and development as active and responsible citizens.
To establish standards - the agreed syllabus makes expectations for learning
and attainment explicit to pupils, parents, teachers, governors, employers and
the public and establishes standards for the performance of all pupils in RE.
These standards may be used to set targets for improvement and measure
progress towards them.
To promote continuity and coherence. - the agreed syllabus for RE
contributes to a coherent curriculum that facilitates the transition of pupils within
and between schools and phases of education, thereby providing the
foundations for further study and lifelong learning.
To promote public understanding - the agreed syllabus for RE will increase
public understanding of, and confidence in, the work of schools in RE. Through
the SACRE, the religious communities of Lincolnshire have been involved in its
development.
The Lincolnshire syllabus structure
Each of the four planning concepts in the syllabus represents a cluster of related key
religious ideas. These concept clusters form a framework through which religions can
be explored and understood from the point of view of the believer and from one’s
own perspective, and appropriate responses made. The concepts also provide
opportunities to develop the skills through which pupils can make meaning of
religious experience and understand the variety of views that contribute to the plural
society of which all are members. The process may also contribute to the
development of pupils’ personal religious or non-religious beliefs.
The Aims and Intended Learning Outcomes of Religious Education in
Lincolnshire
This Agreed Syllabus for Religious Education has two aims. They are that pupils
should:

Learn about religion and explore human experience (attainment target one)

Learn from religion and respond to human experience (attainment target two).
These two attainment targets are inter-linked and dependent on each other. While it
is helpful for them to be viewed separately in planning and assessment.
6
Aims
Teaching Objectives
Learning Outcomes
A: Learning
about religion
and exploring
human
experience
This includes enabling
pupils to:
Pupils should be able to:
A1: Acquire and develop
knowledge and
understanding of Christianity
and the other principal
religions represented in
Great Britain and their
associated beliefs,
experiences and practices.
Identify, name, describe and give
accounts of aspects of religions,
and explain the meanings of
religious language, stories and
symbols in order to build a
coherent picture of religions
studied.
A2: Acquire and develop
knowledge and
understanding of some of
the influences of life
experiences, beliefs, values
and faith traditions upon
individuals, communities,
societies and cultures.
B1: Enhance their spiritual,
moral, social and cultural
development (SMSC) by:
Describe, account for and analyse
some ways in which religions
influence believers, explaining
similarities and differences within
and between religions.
B1.1
B 1.1: developing
awareness of some of the
fundamental questions of
life raised by human
experiences, and of how
religious teachings can
relate to them;
identifying and understanding
questions of meaning, purpose and
value, and explaining some of the
answers religions offer to these
questions;
B1.2
responding to such
questions with reference to
the teachings and practices
of religions, and to their own
understanding and
experience;
considering and explaining what
might be learned from the religions
they study in the light of their own
beliefs and experiences;
B1.3
reflecting on their own
beliefs, values, perceptions
and experiences in the light
of their study of religion;
developing a reflective
understanding of spiritual, religious
and moral questions for
themselves;
B2
developing positive attitudes
of respect towards other
people who hold views and
beliefs that are different
from their own.
understanding and valuing the
richness and diversity of beliefs,
ways of life and religions as
sources of human interest,
challenge and well being.
B: Learning
from religion
and responding
to human
experience
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Develop their awareness of their
own personal (SMSC)
development, and the ways in
which RE might contribute to it by:
Concepts, skills and attitudes in Religious Education
Concepts
Four general key concepts are used as a framework for the understanding of
religions within the syllabus. They provide a structure for teachers' understanding. In
the Programmes of Study for the syllabus, the 4 concepts are used to frame
questions for each age group. The four key concepts should be referred to,
exemplified and built upon at each key stage. The concepts are:
1. Celebration
2. Religious belief and lifestyle
3. The Sacred
4. Authority
In this syllabus these key concepts offer teachers a framework by which the religions
studied can be approached and understood. They do not provide a sequential
planning guide, and the syllabus does not require the concepts to be taught explicitly.
Through each of the four concepts the syllabus aims to enable pupils to address the
questions of meaning, belief and purpose raised by human experience, through the
development of exploratory, enquiry and reflective skills. Each concept is relevant to
pupils throughout the 3-19 age range in line with their abilities and the development
of their understanding. Effective teaching will identify one or two of the concepts as
focal points in any particular curriculum unit. The sample schemes of work (see
section B) demonstrate how the conceptual framework of the syllabus works in
practice.
Building on the statutory requirements, it is recommended that there should be a
wide-ranging study of religion and belief across the key stages as a whole. Not all
religions need to be studied at the same depth or in each key stage (some guidance
is provided at the beginning of each of the separate sections for each key stage), but
all that are studied should be done so in a way that is coherent and promotes
progression.
Celebration
The concept of Celebration is about worship, commemoration, festival, and life
events for the individual, family or community, in religious contexts, local, national
and international.
In RE the concept of celebration can be a focus for pupils' exploration, reflection and
response through a consideration of:
•
ways in which such occasions provide particular opportunities for individuals and
groups to make and respond to the meaning in the events of life;
•
ways in which human celebrations give opportunities for individuals and
communities to reflect upon some fundamental questions of life;
•
ways in which celebrations and festivals bring pattern and form to life, and
structure human experiences of, for example good and evil, happiness and
sadness.
Religious Belief and Lifestyle
The concept of Religious Belief and Lifestyle is about the ways in which behavior
is related to beliefs and values, e.g. links between faith and ethics.
8
In RE the concept of religious belief and lifestyle can be a focus for pupils'
exploration, reflection and response through a consideration of:
•
ways in which links between belief and lifestyle provide opportunities for
individuals and groups to find, make and respond to meaning in their own
experiences and those of others;
•
ways in which links between beliefs and lifestyle offer opportunities for reflection
upon some fundamental questions of life, and upon answers to these questions;
•
ways in which religious lifestyles raise questions and challenges to the lifestyles
of the learner, providing opportunities for reflection, for example, upon issues of
forgiveness, generosity, sexuality or justice.
The Sacred
The concept of The Sacred is about that which is set apart and special within
religions as holy or sacred, for example times, places, activities, people, objects and
artifacts. In RE the concept of the sacred can be a focus for pupils’ exploration,
reflection and response through a consideration of:
•
ways in which people respond to their encounter with the world, for example,
nature, time and seasons, cycles of life and death, environmental concerns, the
origins and destiny of humanity;
•
people’s understanding of the nature of deity or God or ultimate reality;
•
ways in which these ideas provide opportunities for individuals and groups to find,
make and respond to meaning found in, and associated with, these special times,
places, activities, people, objects and artifacts;
•
ways in which ideas of what is sacred frame, shape and interpret life’s meanings,
helping people to reflect and respond to some fundamental questions of life.
Authority
The concept of Authority is about the sources to which people turn when seeking
guidance, for example, written scripture, faith traditions, revealed sources, key
figures and events, ways of interpreting authorities.
In RE the concept of authority can be a focus for pupils’ exploration, reflection and
response through a consideration of the ways in which:
• people exercise, perceive, interpret and respond to authority;
• people refer to and interpret sources of authority in addressing and reflecting
upon some fundamental questions of life;
• sources of authority enable individuals and groups to make and respond to
meaning within their own and others’ religious traditions and experiences.
Skills
The prime purpose of using key skills in RE should be to enhance the quality of
learning and reflect broader educational values and aims.
The following skills are central to Religious Education, and are reflected in the
agreed syllabus programmes and approaches. Detailed reference to these skills will
be found in the schemes of work (see section B). Teachers should plan for the
development of these skills as appropriate to each key stage. These skills can of
course be developed through other areas of the curriculum.
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Investigation - in RE this includes abilities such as:
•
asking relevant questions;
•
knowing how to use different types of sources as ways of gathering
information;
•
knowing what may constitute evidence for understanding religions and non
religious belief systems.
Application - in RE this includes abilities such as:
•
using RE learning in new situations;
•
making the association between religions and individual community, national
and international life;
•
identifying key values and their impact.
Self assessment and reflection - in RE this includes abilities such as:
•
reflecting on religious beliefs and practices, ultimate questions, feelings,
relationships, and experiences;
•
thinking and speaking carefully about religious and spiritual topics;
•
taking responsibility for oneself and others and developing a sense of personal
integrity through reflecting upon beliefs and values.
Expression - in RE this includes abilities such as:
•
explaining concepts, rituals and practices;
•
identifying and articulating matters of deep conviction and concern;
•
responding to religious issues through a variety of media.
Empathy - in RE this includes abilities such as:
•
considering the thoughts, feelings, experiences, attitudes, beliefs and values of
others;
•
developing the power of imagination to identify feelings such as love, wonder,
forgiveness and sorrow;
•
seeing the world through the eyes of others, and seeing issues from their point
of view.
Interpretation - in RE this includes abilities such as:
•
drawing meaning from: artefacts; works of art; poetry and symbols;
•
interpreting religious language;
•
suggesting meanings of religious texts.
Discernment - in RE this includes abilities such as:
•
developing insight into personal experience and religion;
•
exploring the positive and negative aspects of religious and non religious belief
systems and ways of life;
•
relating learning to life.
Analysis - in RE this includes abilities such as:
•
distinguishing between opinion, belief and fact;
•
distinguishing between the features of different religions and non religious
belief systems;
•
recognising similarities and distinctiveness of religious ways of life.
Synthesis - in RE this includes abilities such as:
•
linking significant features of religion together in a coherent pattern;
•
connecting different aspects of life into a meaningful whole;
10
•
making links between religion and human experience, including the pupil’s own
experience.
Evaluation - in RE this includes abilities such as:
•
enquiring into issues of religious significance with reference to experience,
reason, evidence and dialogue;
•
weighing the respective claims of self-interest, consideration for others,
religious teaching and individual conscience;
•
drawing conclusions which are balanced and related to evidence, dialogue and
experience.
Communication - in RE this includes abilities such as:
•
making use of distinctive forms of written and spoken language, concepts and
terminology;
•
working co-operatively and collaboratively with others;
•
thinking reflectively and critically and constructing reasoned arguments.
Reason – in RE this includes abilities such as:
•
engaging with others in a search for the answers to puzzling and challenging
questions;
•
using evidence to back up arguments, including the evidence of personal
experience;
•
accepting that others’ views might be right and being prepared to change one’s
own mind in the light of this.
Attitudes
There are some attitudes that are fundamental to Religious Education in that they are
prerequisites for entering fully into the study of religions. The following attitudes are
to be fostered through the agreed syllabus:
Commitment - in RE this includes:
•
understanding the importance of commitment to a set of values by which to live
one’s life;
•
the ability to learn, while living with certainty and uncertainty.
Fairness - in RE this includes:
•
listening and responding to the views of others without prejudging one’s
response;
•
careful consideration of other views;
•
willingness to consider evidence, experience and argument;
•
readiness to look beyond surface impressions.
Respect - in RE this includes:
•
respecting those who have backgrounds, viewpoints and customs that are
different to one’s own;
•
recognising the rights of others to hold their own views;
•
avoidance of ridicule;
•
discerning between what is worthy of respect and what is not;
•
appreciation that peoples’ religious and non religious convictions are often
deeply felt; recognising the needs and concerns of others.
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Self-understanding - in RE this includes:
•
developing a mature sense of self-worth and value;
•
developing the capacity to discern the personal relevance of religious
questions.
The development of these attitudes is not, of course exclusive to RE. Common
ground may be found with other curriculum areas.
Curriculum time for Religious Education
In order to deliver the aims and objectives of the syllabus, Lincolnshire SACRE
strongly recommends a minimum allocation of curriculum time for RE. This is based
upon the DFES Framework for RE (2004), the Dearing Curriculum Review (1996)
and the Model Syllabuses (1994): a minimum 5% of curriculum time is required for
teaching RE:
KS1: 36 hours per year.
KS2: 45 hours per year.
KS3: 45 hours per year.
KS4: 5% of curriculum time, or 70 hours across the key stage
16-19: Allocation of time should be clearly identifiable, and should avoid tokenism.
Key points
•
RE is a statutory subject of the curriculum for all registered pupils. The
requirements of this agreed syllabus are not subject to the flexibility of the
Foundation Subjects;
•
Curriculum time for RE is distinct from the time schools may spend on acts of
collective worship or school assemblies. The times given above are for
Religious Education;
•
Alternative faith communities such as Confucianism and Taoism, Jehovah’s
Witnesses, Latter Day Saints, Baha’is, Jainism, Paganism, Rastafarianism,
Parsees or Zoroastrianism, and non-religious belief systems such as
Humanism can also be studied if the school judges this appropriate. The
school might decide that studying one or more of these groups reflect the
local context. However, Christianity and the other principal religions
must form the basis of teaching and learning;
•
Planning must ensure progression across the primary and secondary phases
where possible. It is acknowledged that ensuring continuity and progression
between schools can be problematic, but great progress can be made where
cluster groups and families of schools work together. The Agreed Syllabus
Conference considers that the exchange of information is a reasonable
starting point, and hopes this will lead to effective planning;
•
Teaching may be organised flexibly, around one particular religion, or through
themes, drawing on several religions. The latter works particularly well where
schools have adapted a more integrated, creative curriculum. However,
where RE features in a whole school topic it is vital that the core religious
concepts and learning objectives are identified. The four key concepts of
authority, celebration, religious beliefs and lifestyles and the sacred should be
referred to, exemplified and built upon at each key stage. It is also possible to
deliver some RE through themed days.
12
The Early Years Foundation Stage RE in
Lincolnshire
The Early Years Foundation stage describes the phase of a child’s education up to
age of 5. In terms of school experience, this usually includes the time spent in the
nursery (or Foundation Stage 1) up to the time children move into year 1 (the
beginning of key stage 1). The statutory requirement for Religious Education does
not extend to nursery classes in maintained schools is not a legal requirement for the
first part of the foundation stage. However, it may form a valuable part of the
educational experience of children throughout this stage. RE is legally required for
pupils on the school roll in Foundation Stage 2 / (Reception).
The contribution of Religious Education to the early learning goals
The early learning goals set out what most children should achieve by the end of the
foundation stage. The six areas of learning identified in these goals are:
•
•
•
•
•
•
personal, social and emotional development;
communication, language and literacy;
mathematical development;
knowledge and understanding of the world;
physical development;
creative development.
Religious Education can make an active contribution to all these areas but has a
particularly important contribution to make to:
•
•
•
•
personal, social and emotional development;
communication, language and literacy;
knowledge and understanding of the world;
creative development.
The Lincolnshire RE Syllabus gives examples of RE suggested activities as
examples of good practice, but do not need to be followed formally. Each activity is
included to exemplify particular ways in which RE- related activities contribute to the
early learning goals.
Focus Statement
During the foundation stage, children may begin to explore the world of religion in
terms of special people, books, times, places and objects and by visiting places of
worship. They reflect on their own feelings and experiences. They use their
imagination and curiosity to develop their appreciation and wonder of the world in
which they live. They listen to and talk about stories, including religious stories. They
may be introduced to some religious words and use their senses in exploring
religions and beliefs, practices and forms of expression.
13
1. Personal, social and emotional development
Examples of Religious Education–
Example of an activity
related experiences and opportunities In the context of a learning theme to do
with ‘growing’ or ‘the natural world’, children
encounter the parable of the mustard seed.
Children may:
They look at and talk about some tiny
 use some stories from religious
seeds and the teacher tells the parable,
traditions as a stimulus to reflect on
putting it into context as a story Jesus told.
their own feelings and experiences
The teacher emphasizes how, in the story,
and explore them;
the tree that grew from the little seed
 use a story as a stimulus and reflect
became a safe home for birds. Children talk
on the words and actions of
about what helps them to feel safe. They
characters and decide what they
take a walk to look at trees and touch trees.
would have done in a similar
situation, learning about the story and They think about how they should look after
trees. They talk about what it would be like
its meanings through activity and
to fly up into the branches. They plant
play;
seeds and role-play the growth of the seed
 use role-play as a stimulus, children
in dance. They produce shared or
talk about some of the ways that
independent writing on what they would like
people show love and concern for
to grow into. Through these experiences
others and why this is important;
 think about issues of right and wrong children become more aware of
themselves, for example of the concepts ‘I
and how humans help one another.
am growing’ ‘I need to feel safe’. They
respond to the significant experiences of
exploring a story and wonder at the growth
of seeds. They learn to understand their
responsibility to the natural world. They
begin to consider stories Jesus told and the
beliefs associated with them.
Relevant Early Learning Goals
Curriculum Units offered by the
Lincolnshire RE Syllabus
Self-confidence and self-esteem
Children may:
 respond to significant experiences
showing a range of feelings when
appropriate;
 demonstrate a developing awareness
of their own needs, views and
feelings and be sensitive to the
needs, views and feelings of others;
 show a developing respect for their
own cultures and beliefs and those of
other people.
Making relationships
Children may:
 work as part of group or class, taking
turns, sharing fairly, understanding
the need for agreed values and codes
of behaviour so that groups of people,
including adults and children, can
work together harmoniously.
14
1. Myself
2.
3.
4.
5.
6.
My Special Things
My Friends
Special People to Me
Special times in my life
Special times for me and others
Behaviour and self-control
Children may begin to:
 show an understanding of what is
right, wrong and why;
 consider the consequences of their
words and actions for themselves and
others.
Sense of community
Children may begin to:
 understand that people have different
needs, views, cultures and beliefs
that need to be treated with respect;
 understand that they can expect
others to treat their needs, views,
cultures and beliefs with respect.
2. Communication, language and literacy
Examples of Religious Education–
Example of an activity
related experiences and opportunities In the context of a learning theme to do
with ‘books’ or ‘favourite stories’, children
look at a child’s Haggadah and are
Children may have opportunities to:
 respond creatively, imaginatively and encouraged to ask questions about it. The
children are told that the book belongs to a
meaningfully to memorable
Jewish child who is celebrating Passover.
experiences;
The story of Passover is briefly told.
 use a religious celebration as a
Children are invited to think about their
stimulus, and talk about the special
favourite books. The teacher talks about
events associated with that
the child learning Hebrew and having an
celebration;
important job to do at the celebration meal.
 learn about important religious
celebrations through artefacts, stories Children think about where and how they
learn and how it feels to do something
and music.
really well. They learn the words ‘Jewish’
and ‘Hebrew’. They use language in roleplaying a family meal. They look at and talk
about a variety of dual-language books,
share other old stories from both oral and
written traditions and make a class book
based on a favourite story or a celebration
they have shared. A questions board is set
up for children to record any questions that
come into their heads. Through these
experiences, they learn about the
importance of story and sacred texts in
religion, develop respect for the beliefs and
values of others and extend their
vocabulary.
Relevant Early learning goals
Curriculum Units offered by the
Lincolnshire RE Syllabus
Language for communication
Children may:
11. Our books are special
 listen with enjoyment and respond to
stories, songs and other music,
rhymes and poems and make up
15

their own stories, songs, rhymes and
poems;
extend their vocabulary, exploring the
meaning and sounds of new words.
Language for thinking
Children may:
 use language to imagine and recreate
roles and experiences;
 use talk to organise, sequence and
clarify thinking, ideas, feelings and
events.
Reading
Children may:
 re-tell narratives in the correct
sequence, drawing on language
patterns of stories.
3. Knowledge and understanding of the world
Examples of Religious Education–
Example of an activity
related experiences and opportunities In the context of a learning theme to do with
‘buildings’ or ‘special places’, children are
shown a selection of pictures. They then
Children may:
learn about three different places children
• ask and answer questions about
go with their families to worship God: a
religion and culture as they occur
church, the Golden Temple and a mosque.
naturally within their everyday
Children are invited to talk about the
experiences;
pictures of places of worship, looking for
• visit places of worship, learn new
common and distinctive features. Children
words associated with these places
talk about somewhere they have been that
and show respect towards them;
• listen to and respond to a wide range they will remember. They go out and
photograph significant places (and people)
of religious and ethnic groups;
in the local area and display their pictures in
• handle artifacts with curiosity and
school. They visit a place of worship and
respect.
record what they see, hear and touch. They
talk about building materials and how they
are used. They look at patterns. They sort
collections of photographs of buildings and
they compare buildings in their local
environment and far away, talking
particularly about the local church, the
Golden Temple and the mosque. Through
these experiences, children learn about the
importance of places of worship, relating
this to their own special places. They begin
to be aware of their own cultures and
beliefs and those of other people.
16
Relevant Early Learning Goals
Curriculum Units offered by the
Lincolnshire RE Syllabus
Exploration and investigation
Children may:
• investigate objects and materials by
using all of their senses as
appropriate;
• find out about and identify some
features of living things, objects and
events they observe.
6. Special times for me and others
7. Our beautiful world
8. My life
9. Our living world
10. Special places
Information and communication
technology
Children may:
• use information and communication
technology to support their learning.
A sense of time
Children may:
• find out about past and present
events in their own lives, and in those
of their families and other people they
know.
A sense of place
Children may:
 find out about their environment and
talk about those features they like
and dislike.
Cultures and beliefs
Children may:
 begin to learn and become aware of
their own cultures, beliefs and those
of other people.
17
4. Creative development
Examples of Religious Education–
related experiences and opportunities
Children may:
 use religious artefacts as a stimulus
to enable them to think about and
express meanings associated with
the artefact;
 share their own experiences and
feelings and those of others, and are
supported in reflecting on them.
Relevant Early learning goals
Imagination, investigation and
exploration
Children may:
 use their imagination in art and
design, music, dance, imaginative
play, role-play and stories.
Example of an activity
In the context of a learning theme to do with
‘water’, ‘journeys’ or ‘the natural world’,
children look at a sealed pot that has water
from the Ganges river inside it (or a bottle
of water precious to a pilgrim from
Lourdes). Once they know that the pot
contains water, they are encouraged to
imagine a wide, flowing river, or a fresh
clear spring. They look at photographs or
videos of rivers and waterfalls and talk
about how water moves. They hear the
story of the birth of the river Ganges
(regarded by Hindus as sacred). The
teacher emphasises that it is a story that
helps some people imagine what God might
be like. They look at photographs of Hindus
bathing in the Ganges and talk about why
the river is important to them. They are
invited to think about their ideas about
heaven. In response to the story, they
explore water through play. They create a
great river collage, using a variety of media.
They make a river dance, using lengths of
coloured fabric and accompany it with
percussion music. Through these
experiences, children develop their
imagination through a variety of creative
and expressive arts. They begin to think
about the importance of water as a symbol
in religion and why some people regard
particular places as sacred. These activities
focus on water in the Hindu tradition, but a
focus on the Christian tradition would be
equally appropriate.
Curriculum Units offered by the
Lincolnshire RE Syllabus
11. Our living world
12. My senses
Responding to experiences, and
expressing and communicating ideas
Children may:
 respond in a variety of ways to what
they see, hear, smell, touch and feel.
18
Key Stage 1
Focus statement
Throughout key stage 1, pupils explore Christianity and at least one other principal
religion. They learn about different beliefs about God and the world around them.
They encounter and respond to a range of stories, artifacts and other religious
materials. They learn to recognise that beliefs are expressed in a variety of ways,
and begin to use specialist vocabulary. They begin to understand the importance and
value of religion and belief, especially for other children and their families. Pupils ask
relevant questions and develop a sense of wonder about the world, using their
imaginations. They talk about what is important to them and others, valuing
themselves, reflecting on their own feelings and experiences and developing a sense
of belonging.
During this key stage, the focus should be upon:
a) Christianity - the law requires that the syllabus should, ‘reflect that the religious
traditions of Great Britain are in the main Christian’ (See ‘Legal Requirements, p.4)
b) At least one other principal religion selected from Buddhism, Hinduism, Islam,
Judaism or Sikhism. Aspects of any of these religions can be included as and when
appropriate. Other religions and non-religious belief systems may be studied at the
school’s discretion, reflecting the national and local context.
Teaching and learning opportunities might include pupils:
•
visiting places of worship and focusing on symbols and feelings;
•
listening and responding to visitors from local faith communities;
•
using their senses and having times of quiet reflection;
•
using art and design, music, dance and drama to develop their creative
talents and imagination;
•
sharing their own beliefs, ideas and values and talking about their feelings
and experiences;
•
using ICT to explore religions and beliefs as practiced in the local and wider
community.
Elements to be covered flexibly across the key stage:
•
Believing: what people believe about God, humanity and the natural world.
•
Story: using the Bible and other sacred texts to how/why some stories are
sacred and important in religion.
•
Celebrations: how and why celebrations are important in religion and life.
•
Symbols: how and why symbols express religious and non religious meaning.
•
Leaders and teachers: religious and non religious figures who have an
influence on others locally, nationally and globally.
•
Belonging: where and how people belong and why belonging is important.
•
Personal identity: one’s uniqueness as a person in a family and community.ae
Core questions
The following core questions relate to the four main concept areas of the syllabus.
They are intended to help teachers to focus their RE planning for progression in and
through a particular key stage. They are not intended to be used for assessment, but
are questions for pupils, though the language may often benefit from more simplicity.
19
The questions have been constructed to:
 reflect the two attainment targets of the syllabus;
 enable pupils to explore religion and their own experience in ways that take
celebration, belief, practice, lifestyle, values, the sacred and authority
seriously;
 enable all the skills and attitudes required in this syllabus to be addressed;
 explore some fundamental questions of religion and life.
Knowledge, skills and understanding
Learning ABOUT religion (AT1)
Pupils should learn to:
a) explore a range of religious stories and sacred writings and talk about their
meanings;
b) name and explore a range of celebrations, worship and rituals in religion,
noting;
c) similarities where appropriate;
d) identify the importance, for some people, of belonging to a religion and
recognise the difference this makes to their lives;
e) explore how religious beliefs and ideas can be expressed through senses,
symbols and pictures, and communicate their responses;
f) identify and suggest meanings for religious symbols and begin to use a
range of religious words.
Core Questions
CELEBRATION
 How do the religions we are learning
about celebrate some special days?
 What stories do the religions we are
learning about celebrate?
 What stories show us good winning
over evil?
THE SACRED
 What sights, sounds, smells, tastes,
symbols and pictures go with worship
in the religions we are learning
about?
 What are my favourite things in the
natural world? How do they make me
feel?
 What kinds of things do people say
about God?
20
RELIGIOUS BELIEF AND LIFESTYLE
 What special actions and symbols
can we see in the religions we are
learning about?
 What does it mean to believe?
 What can we learn from the stories
of the religions we are learning
about?
AUTHORITY
 What can we find out about the holy
writings in the religions we are
learning about?

Who began the religions? What
stories are told about them?
 What are religious leaders?
Knowledge, skills and understanding
Learning FROM religion (AT2)
Pupils should learn to:
a) reflect on and consider religious and spiritual feelings, experiences and
concepts such as worship, wonder, praise, thanks, concern, joy and sadness;
b) ask and respond imaginatively to puzzling questions, communicating their
ideas;
c) identify what matters to them and others, including those with religious
commitments, and communicate their responses;
d) reflect on how spiritual and moral values relate to their own behaviour;
e) recognise that religious teachings and ideas make a difference to individuals,
families and the local community.
Core Questions
CELEBRATION
 How do things like music, food,
family gatherings, presents and
stories help us to celebrate?
 What are the special days in my
life? What matters on these
days?
 How do people feel on a special
day?
RELIGIOUS BELIEF AND LIFESTYLE
 Why is it important to be kind? To
forgive?
Not to be jealous?
 How do people show happiness,
goodness
or peace? How do they show sadness,
badness or conflict and fighting?
 What does 'sorry' mean? Who should say
'sorry' and when?
THE SACRED
 What makes some places
special?
 What matters to me and in the
religions we are studying?
 Who has my love, respect or
friendship? How is this shown?
 How does it feel to thank and be
thanked or to praise and be
praised?
AUTHORITY
 What makes some books special?
 Who are the leaders in our families,
schools and communities?
 Who do I want to be like? Why?
How are schools to create a scheme of work from this programme of study?
Teachers have considerable freedom to develop their RE programme of study from
this statutory section of the syllabus. The non statutory scheme of work units found
within this syllabus (Section B) may also be used and adapted freely to the needs of
each school. Schools are of course free to devise units of their own.
21
Key Stage 2
Focus statement
Throughout key stage 2, pupils learn about Christianity and at least two of the other
principal religions, recognising the impact of religion and belief locally, nationally and
globally. They make connections between differing aspects of religion and consider
the different forms of religious expression. They consider the beliefs, teachings,
practices and ways of life central to religion. They learn about sacred texts and other
sources and consider their meanings. They begin to recognise diversity in religion,
learning about similarities and differences both within and between religions and
beliefs and the importance of dialogue between them. They extend the range and
use of specialist vocabulary. They recognise the challenges involved in distinguishing
between ideas of right and wrong, and valuing what is good and true. They
communicate their ideas, recognising other people’s viewpoints. They consider their
own beliefs and values and those of others in the light of their learning in Religious
Education.
During this key stage, the focus should be upon:
a) Christianity - the law requires that the syllabus should, ‘reflect that the
religious traditions of Great Britain are in the main Christian’ (See ‘Legal
Requirements, p.4);
b) At least two other principal religions - pupils should study Judaism and/or
Islam and choose one or more from Buddhism, Hinduism and Sikhism.
Aspects of any of these religions can be included as and when appropriate. Other
religions and non religious belief systems may be studied at the school’s discretion,
reflecting the national and local context.
Teaching and learning opportunities might include pupils:

encountering religion through visitors and visits to places of worship, with a
focus upon the impact and reality of religion on the local and global community;

engaging in discussion, dialogue and enquiry about religious and philosophical
questions, giving reasons for their own beliefs and those of others;

consideration of a range of human experiences and feelings and the
opportunity to reflect on their own and others’ insights into life and its origin,
purpose and meaning;

expressing and communicating their own and others’ insights through art and
design, music, dance and drama;

developing their ICT skills, particularly to enhance their awareness of religions
and beliefs globally.
Elements to be covered flexibly across the key stage:
•
Beliefs and questions: how people’s beliefs about God, the world and others
impact on their lives;
•
Teachings and authority: what sacred texts and other sources say about God,
the world and human life;
•
Worship, pilgrimage and sacred places: where, how and why people worship,
including at particular sites;
•
The journey of life and death: why some occasions are sacred to believers, and
what people think about life after death;
22
•
•
•
•
•
Symbols and religious expression: how religious and spiritual ideas are
expressed;
Inspirational people: figures from whom believers find inspiration;
Religion and the individual: what is expected of a person in following a religion
or belief;
Religion, family and community: how religious families and communities
practice their faith, and the contributions this makes to local life;
Beliefs in action in the world: how religions and beliefs respond to global issues
of human rights, fairness, social justice and the importance of the environment.
Core questions
These core questions relate to the four main concept areas of the syllabus. They are
intended to help teachers to focus their RE planning for progression in and through a
particular key stage. They are not to be used for formal assessment, but are
questions for pupils, though the language may often benefit from more simplicity.
The questions have been constructed to:
 reflect the two attainment targets of the syllabus;
 enable pupils to explore religion and their own experience in ways that take
celebration, belief, practice, lifestyle, values, the sacred and authority
seriously;
 enable all the skills and attitudes required in this syllabus to be addressed;
 explore some fundamental questions of religion and life.
Pupils will learn about religion and learn from religion by addressing
significant and challenging questions about authority, celebration, religious
beliefs and lifestyles and the Sacred.
Knowledge, skills and understanding
Learning ABOUT religion (AT1)
Pupils should learn to:
a) describe the key aspects of religions, especially the people, stories and
traditions that influence the beliefs and values of others;
b) describe the variety of practices and ways of life in religions and understand
how these stem from, and are closely connected with, beliefs and teachings;
c) identify and begin to describe the similarities and differences within and
between religions;
d) investigate the significance of religion in the local, national and global
communities;
e) consider the meaning of a range of forms of religious expression,
understand why they are important in religion and note links between them;
f) describe and begin to understand religious and other responses to ultimate
and ethical questions;
g) use specialist vocabulary in communicating their knowledge and
understanding;
h) use and suggest the meaning of information about religions from a range of
sources.
23
Core Questions
CELEBRATION
 How and why do members of the
religions we are learning about
celebrate?
 What music, stories or activities help
people to celebrate in the religions we
are learning about? How?
 What stories reflect the conflict
between good and evil? Why do they
often show good overcoming evil?
RELIGIOUS BELIEF AND LIFESTYLE
 What special actions can be seen in
the religions we are learning about?
What do they mean?
 What do the religions we are
studying say about good and bad
ways to live?
 What do the people in the religions
we are studying believe? How do
they show their beliefs by what they
do?
THE SACRED
 What do the religions we are learning
about do to worship God? How do
they use the senses and the arts?
 What people and things matter most to
us? And to members of the religions
we are learning about?
 What do the religions we are learning
about say about God? What questions
do people have about God?
AUTHORITY
 Who began the religions we are
learning about? How did they come
to start a religion?
 What do the holy books of the
religions say about leaders?
 Who are the leaders today in the
religions we are learning about?
Knowledge, skills and understanding
Learning FROM religion (AT2)
Pupils should learn to:
a) reflect on what it means to belong to a faith community, communicating their
own and others’ responses;
b) respond to the challenges of commitment both in their own lives and within
religious traditions, recognising how commitment to a religion is shown in a
variety of ways;
c) discuss their own and others’ views of religious truth and belief, expressing
their own ideas;
d) reflect on ideas of right and wrong and their own and others’ responses to
them;
e) reflect on sources of inspiration in their own and others’ lives.
24
Core Questions
CELEBRATION
 What are the most important events in
our lives? How do we mark them?
 What makes special places or times
stand out? What makes a place or a
time special?
 What feelings and emotions go with
different celebrations? Why?
RELIGIOUS BELIEF AND LIFESTYLE
 What can we notice about the
differences and similarities between
people's beliefs?
 Where do our beliefs come from?
What influences them?
 What different groups do I belong to?
What are my roles in these groups?
THE SACRED
 How do people think and feel about
the natural world and its wonders?
Why should we care for the planet?
 How do people show respect or love
for who or what is most important or
sacred to them?
 What place should stillness,
reflection, thankfulness, praise,
commitment or love have in life?
Why do people like or value these
things?
AUTHORITY
 Where do we find rules and
guidance? Why do we need them?
 Who do we recognise, from the past
and present, as leaders? Why do
people follow them? Who do we
follow?
 Leaders sometimes get things wrong.
When is it wrong to ‘follow the
leader’?
How are schools to create a scheme of work from this programme of study?
Schools have considerable freedom to develop their RE programme of study from
this statutory section of the syllabus. The non statutory scheme of work units found
within this syllabus (Section B) may also be used and adapted freely to the needs of
each school. Schools are of course free to devise units of their own.
25
Key Stage 3
Focus statement:
Throughout key stage 3, pupils extend their understanding of Christianity and at
least two of the other principal religions in a local, national and global context. They
deepen their understanding of important questions about beliefs and lifestyles,
concepts of celebration and the sacred and issues of truth and authority in religion.
They apply their understanding of religious and philosophical beliefs, teachings and
practices to a range of ultimate questions and ethical issues, with a focus on selfawareness, relationships, rights and responsibilities. They enquire into and explain
some personal, philosophical, theological and cultural reasons for similarities and
differences in religious beliefs and values, both within and between religions. They
interpret religious texts and other sources, recognising both the power and limitations
of language and other forms of communication in expressing ideas and beliefs. They
reflect on the impact of religion and belief in the world, considering both the
importance of inter-faith dialogue and the tensions that exist within and between
religions and beliefs. They begin to develop their evaluative skills when considering
their own and others’ responses to religious, philosophical and spiritual issues.
During this key stage, the focus should be upon:
a) Christianity - the law requires that the syllabus should, ‘reflect that the religious
traditions of Great Britain are in the main Christian’ (See ‘Legal Requirements, p.5)
b) At least two other principal religions. Pupils should study Judaism and/or Islam
and choose one or more from Buddhism, Hinduism and Sikhism.
Aspects of any of these religions can be included as and when appropriate. Other
religions and non-religious belief systems may be studied at the school’s discretion,
reflecting the national and local context. Where RE is part of an integrated
humanities course care must be taken to make the learning objectives explicit so that
the subject is not lost. It must be identifiable as a subject within its own right on the
curriculum, not merely an aspect of another subject, e.g. PSHE, Citizenship.
Links with key stage 4
It is common practice for schools to embark upon examination courses during year 9.
This is acceptable as long as the requirements of the GCSE syllabus are being met
and sufficient time is allocated to the subject.
Teaching and learning opportunities might include pupils:
•
encountering religions at first hand by, where possible, meeting people from
different religious, cultural and philosophical groups who can express a range
of viewpoints on religious and ethical issues;
•
visiting, where possible, places of religious significance and / or using
opportunities in ICT to enhance pupils’ understanding of religion;
•
discussing, questioning and evaluating important issues in religion and
philosophy, including ultimate questions and ethical issues;
•
reflecting on and beginning to evaluate their own beliefs and values and those
of others in response to their learning through reasoned dialogue and enquiry;
•
using a range of forms of expression (such as art and design, music, dance,
drama, writing, ICT) to communicate their ideas and responses creatively and
thoughtfully;
•
exploring connections between Religious Education and other subject areas
such as the arts, humanities, literature and science.
26
Elements to be covered flexibly across the key stage:
•
Beliefs and concepts: the key ideas and questions of meaning in religions and
beliefs, including issues related to God, truth, the world, human life, and life
after death;
•
Authority: different sources of authority and how they inform peoples’ lives;
•
Religion and science: issues of truth, explanation, meaning and purpose;
•
Expressions of spirituality: how and why human self-understanding and
experiences are expressed in a variety of forms;
•
Ethics and relationships: questions and influences that inform ethical and moral
choices, including forgiveness and issues of right and wrong;
•
Rights and responsibilities: what belief systems say about human rights and
responsibilities, social justice and citizenship;
•
Global issues: what belief systems say about health, wealth, war, animal rights
and the environment;
•
Interfaith dialogue: a study of relationships, conflicts and collaboration within
and between belief systems.
Core questions
These core questions relate to the four main conceptual areas of the syllabus. They
are intended to help teachers to focus their RE planning for progression in and
through a particular key stage. They are not designed for formal assessment, but as
questions for pupils, though the language may often benefit from more simplicity.
The questions have been constructed to:
 reflect the two attainment targets of the syllabus;
 enable pupils to explore religion and their own experience in ways that take
celebration, belief, practice, lifestyle, values, the sacred and authority
seriously;
 enable all the skills and attitudes required in this syllabus to be addressed;
 explore some fundamental questions of religion and life.
Pupils will learn about religion and learn from religion by addressing
significant and challenging questions about authority, celebration, religious
beliefs and lifestyles and the Sacred.
Knowledge, skills and understanding
Learning ABOUT religion (AT1)
Pupils should learn to:
a) investigate and explain the differing impacts of religious beliefs and
teachings on individuals, communities and societies;
b) analyse and explain how religious beliefs and ideas are transmitted by
people, texts and traditions;
c) investigate and explain why people belong to faith communities and explain
the reasons for diversity in religion;
d) analyse and compare the evidence and arguments used when considering
issues of truth in religion and philosophy;
e) discuss and evaluate how religious beliefs and teachings inform answers to
ultimate questions and ethical issues;
f) apply a wide range of religious and philosophical vocabulary consistently and
accurately, recognising both the power and limitations of language in
expressing religious ideas and beliefs;
27
g) interpret and evaluate a range of sources, texts and authorities, from a
variety of contexts;
h) interpret a variety of forms of religious and spiritual expression.
Core Questions
CELEBRATION
 What do the religions we are studying
celebrate? How? Why?
 Religions mark the passing of time
and key moments in life with
ceremonies. What do these mean?
Why are they important to believers?
 How does regular worship provide
religious people with opportunities to
grow, think deeply or share common
values?
RELIGIOUS BELIEF AND LIFESTYLE
 What do the religions we are
studying require of their followers?
Why do believers follow the faith?
 What do the religions we are
studying say about what is fair, about
money, about life and death? Is there
something for me to learn from this?
 What is hypocrisy? Where is it to be
found?
THE SACRED
 What do the religions we are
studying have to say about what
matters most?
 What is sacred or holy in the
religions we are studying?
 How do religious people express
their ideas about God, the deity or
ultimate reality? How do these ideas
vary?
AUTHORITY
 What do believers say are the truths
at the heart of the religions we are
studying?
 What kinds of authority do religious
books and leaders have for
believers?
 In what ways are religious authorities
interpreted today?
Knowledge, skills and understanding
Learning FROM religion (AT2)
Pupils should be encouraged to:
a) reflect on the relationship between beliefs, teachings and ultimate questions,
communicating their own ideas through reasoned arguments, dialogue and
enquiry
b) evaluate the challenges and tensions of belonging to a religion and the
impact
c) of religion in the contemporary world, expressing their own ideas
d) express insights into the significance and value of religion and other world
views on human relationships personally, locally and globally
e) reflect and evaluate their own and others’ beliefs about world issues such as
peace and conflict, wealth and poverty and the importance of the
environment, communicating their own ideas
f) express their own beliefs and ideas, using a variety of forms of expression.
28
Core Questions
CELEBRATION
 What opportunities do I have for
growth, deep thinking, or developing
common values with others?
 What events make me aware of good,
evil, the passing of time and change
in life?
 What are my reflections on these
events?
RELIGIOUS BELIEF AND LIFESTYLE
 In what ways do my beliefs and
doubts affect the choices I make
about right and wrong?
 What is the meaning of life for
members of the religions we are
studying?
 What are the questions about life that
I can't answer? How much do they
matter to me?
THE SACRED
 How do people develop values to live
by?
 What values matter to me? How do
they change?
 What is sacred or holy, or what
matters most to me?
AUTHORITY
 In what ways are authorities
accepted and/or challenged?
 What are the qualities of a good
leader?
 What are the authorities in my life?
How are schools to create a scheme of work from this programme of study?
Teachers have considerable freedom to develop their RE programme of study from
this statutory section of the syllabus. The non-statutory scheme of work units found
within this syllabus (Section B) may also be used and adapted freely to the needs of
each school. Schools are of course free to devise units of their own.
29
Key Stage 4
Religious Education must be taught to all students on the roll of a school
where this syllabus applies across the key stage, unless their parents have
withdrawn them from the subject.
Focus statement
At key stage 4, students should be provided with opportunities to build on the
knowledge, understanding and skills they have previously acquired. They should
increasingly be working within a context in which they can develop their analytical,
critical and thinking skills to enable them to explore and reflect upon questions of
identity, belonging, values, meaning, purpose, truth and commitment whilst
considering key religious teachings on moral and metaphysical issues. Students
should develop the skills of interpretation and analysis, expressing their views and
insights, critical and personal evaluation and drawing balanced conclusions about
religious, spiritual and moral issues. It is expected that most students will be following
a GCSE course during key stage 4. Those who achieve GCSE standard before the
ages of 16 are entitled to further study in RE that provides for progression in learning,
using accredited qualifications where appropriate.
Students who do not study a GCSE course are still required to study RE. Teachers
may use the schemes of work in Section B of this syllabus. Below are some other
suggested areas of study. Additional units can be developed by the school.
1.
2.
3.
4.
5.
6.
7.
Is God real?
How can people know what is true?
What is death?
What is the nature of evil?
How should people make decisions about sexual ethics?
Why are the world’s resources so unequally distributed?
What is meant by ‘the sanctity of life’? What answers does this concept provide to
ethical questions about birth and death issues?
8. World Religions Today: What can we discover about a particular religion in the
contemporary world?
9. Distinctive and Similar. By studying two religions, what can we learn about each
one?
10. Religion, ethics and new technologies.
11. Religion, ideology and extremism.
Core Questions for Key Stage Four
These core questions are intended to help teachers to focus their RE planning for
progression in and through a particular key stage. They are questions for students,
though the language may often benefit from more simplicity. Their use is not for
assessment, but for developing discussion and dialogue with students through the
teaching and learning programme.
The questions have been constructed to:
 reflect the two attainment targets of the syllabus;
 enable students to explore religion and their own experience in ways that take
celebration, belief, practice, lifestyle, values, the sacred and authority
seriously;
 enable all the skills and attitudes required in this syllabus to be addressed;
 explore some fundamental questions of religion and life.
30
Knowledge, skills and understanding
Learning ABOUT religion (AT1)
Students should learn to:
 investigate, study and interpret significant religious, philosophical and ethical
issues, including the study of religious and spiritual experience, in the light of
their own sense of identity, experience and commitments;
 think rigorously and present coherent, widely informed and detailed arguments
about beliefs, ethics, values, authority and lifestyle, drawing well-substantiated
conclusions from varied sources;
 develop their understanding of the principal methods by which religions and
spirituality are studied;
 draw upon, interpret and evaluate the rich and varied forms of creative
expression in religious life and in dealing with the sacred and with authority;
 use specialist vocabulary to evaluate critically both the power and limitations of
religious language.
Core Questions
CELEBRATION
 Why does celebration matter to
people?
 What attitudes do members of the
religions express to the passing of
time, and the key moments in life?
 What value do members of the
religions we are studying find in
worship?
THE SACRED
 How can we evaluate what the
religions we are studying have to say
about what is holy or sacred?
 What judgements and experiences
support belief in God? What supports
atheism?
 Is nothing sacred? Is anything
sacred? Do all humans hold some
things to be ultimately important?
RELIGIOUS BELIEF AND LIFESTYLE
 In what ways do religious and other
beliefs influence lifestyles?
 What kind of meaning do religious
people and others find in life?
 What do the religions and nonreligious belief systems we are
studying say about topics such as
sexual ethics or the beginning of
human life and death? Is there
something for me to learn from this?
AUTHORITY
 How can we evaluate the things that
the religions we are studying claim to
be the truth (e.g. about God or
human nature)?
 What kinds of authority do religious
books and leaders claim? How can
these claims be evaluated/
 What kinds of influence or power do
religious authorities have today?
Knowledge, skills and understanding
Learning from religion (AT2)
Students should be encouraged to:
 reflect on, express and justify their own opinions in light of their learning about
religion and their study of religious, philosophical, moral and spiritual questions;
 develop their own values and attitudes in order to recognise their rights and
responsibilities;
 relate their learning in Religious Education to the wider world, gaining a sense of
personal autonomy in preparation for adult life;
 develop skills that are useful in a wide range of careers and in adult life generally,
especially those of critical enquiry, creative problem-solving, and communication
in a variety of media.
31
Core Questions
CELEBRATION
 What opportunities do I take to
develop my values and my sense of
what matters most?
 Some people celebrate in the tradition
of their religion, others not at all.
Why? Where do I fit in?
 What are my reflections on the ways
good, evil, time and life are
celebrated?
RELIGIOUS BELIEF AND LIFESTYLE
 What can I learn from religions about
attitudes, e.g. about hope and
cynicism, courage and cowardice,
openness and bigotry, truth and
dishonesty, hypocrisy and integrity,
extremism and ideology?
 In what ways do my own beliefs and
doubts affect my life?
 Why do we have to live with
uncertainty about ultimate questions?
Are there 'ultimate answers'?
THE SACRED
 How do people answer the question,
‘what is sacred’?
 What are my ultimate values? Where
have they come from? Do they
change over time?
 How could my ideas about the
sacred influence or shape my life and
my responses to some ultimate
questions?
AUTHORITY
 In what ways, and for what reasons
are authorities accepted or
challenged?
 What authority should be given to,
e.g.reason, experience or revelation?
 What place do I give to the authority
of reason, experience or revelation?
32
16-19: RE for all
Focus statement
All schools with students aged 16-19 on roll are required by law to provide an RE
entitlement for these students, regardless of which examination courses they may
choose. This core entitlement is seen in this agreed syllabus as an enrichment of the
curriculum and the allocation of time should be clearly identifiable. At this stage
learning opportunities should be focused upon a range of religions and non-religious
views of life relevant to the students. Regard should be shown to prior learning and
the value of both depth and breadth in learning. Schools may plan provision from the
topics suggested below or in line with the requirements of an appropriate syllabus.
There is considerable flexibility for schools in devising and delivering programmes of
study for this age range, e.g. through general studies, examined courses, day
conferences, integrated approaches.
Suggested unit titles for RE 16-19:
• Religion in the media: what stereotypes and prejudices are apparent? What is
the best kind of religious broadcasting?
• The ethics of birth and death: Is ‘playing God’ ever justifiable?
• Good and evil: spiritual questions about a world of suffering.
• Science and faith: complimentary or contradictory?
• God, ethics and sexuality: where do our principles for love and partnership
come from? How are they changing?
• Inter faith issues: how can we build communities of respect for the well being
of all in a religiously plural world?
• Adult spirituality: exploring some spiritual ways of life.
• Who needs God in the 21st Century? Examining arguments and experience of
atheists and theists.
• Film and faith: how is spirituality dealt with in some recent films? How are
religions and/or atheism represented in film?
• The Money God: are there reasons why people should act on the limits to
consumerism and materialism?
• Religion, ideology and extremism.
16-19 RE for all: core questions
These questions are intended to help teachers to focus their RE planning for
progression in and through this key stage. They are questions for students and have
been constructed to:




reflect the two attainment targets of the syllabus;
enable students to explore religion and their own experience in ways that take
celebration, belief, practice, lifestyle, values, the sacred and authority
seriously;
enable all the skills and attitudes required in this syllabus to be addressed;
explore some fundamental questions of religion and life.
33
AT 1: Learning ABOUT religion
CELEBRATION
• Is it possible to be a religious person
without taking part in religious
observances?
• To what extent are secular
celebrations replacing religious
celebrations in today’s society? Does
this matter?
• Why do some people worship every
day, others not? What can be learned
from this aspect of human diversity?
THE SACRED
• What do we understand by prayer,
and how does it affect the
relationship between God and
humanity?
• What are the relationships between
the beliefs of traditions and
communities and the beliefs of an
individual? Is an ‘ism’ essential to an
understanding of God?
• What has given rise to the increased
secularisation of our society?
RELIGIOUS BELIEF AND LIFESTYLE
• How do religious beliefs impact on
societies?
• How and why does peoples’ sense of
meaning change and evolve?
• What kinds of meanings do people
find in life? How have philosophy and
theology contributed to peoples’
views about the meaning of life?
AUTHORITY
• What makes claims about what is
true intellectually convincing? Why
does this matter?
• What are the purposes of dialogues
between religious people who make
different truth claims?
• In what ways do nation states and
religions seek to impose their values
on each other?
AT2: Learning FROM religion
CELEBRATION
• In what ways do festivals, celebrations
and worship bring pattern and form to
life?
• In what ways do rituals of
commemoration and celebration
structure human experiences such as
marriage or death?
• What can I learn about life’s ultimate
questions from reflection on
celebration?
THE SACRED
• To what extent are individual views
influenced by the sacred?
• How can we judge the validity of
reported religious/transcendent
experiences?
• What is ultimate to me?
34
RELIGIOUS BELIEF AND LIFESTYLE
• What do religious and non religious
belief systems say about coping with
human weakness, evil, sin or failure,
and where is the support for people
struggling with this?
• What ethical principles do religions
and non-religious belief systems
offer?
• How can I apply ethical ideas to
contemporary or personal moral
issues?
AUTHORITY
• To what extent should education
encourage young people to accept
or challenge authority?
• Why do extremist authoritarian
sects have such appeal?
• To what extent does maturity imply
individual religious autonomy? How
does this apply to me?
EXPECTATIONS, ASSESSMENT AND REPORTING IN
RELIGIOUS EDUCATION
An Eight Level Scale of Expectations for the Lincolnshire
Agreed Syllabus, key stages 1 – 3.
The key indicators of attainment in RE are contained in the two attainment targets,
ATI (Learning about religion and exploring human experience) and AT2 (Learning
from religion and responding to human experience).
This syllabus requires schools to assess and report to parents upon pupils'
attainment and progress in Religious Education annually and at the end of
each of key stages 1 - 4, in line with national reporting requirements. Schools
are not however required to use the scale given below. If a school decides not to use
the scale, other appropriate ways of reporting each pupil's attainment and progress,
consistent with the syllabus overall, must be put in place.
Where provision is in line with the requirements of the syllabus, a very large
proportion of children's achievements may be expected to be as follows:
Key Stage One: Pupils will typically be working from levels one to three. The
expectation is that most pupils will be achieving at level two at the end of key stage
one.
Key Stage Two: Pupils will typically be working from levels two to five. The
expectation is that most pupils will be achieving at level four at the end of key stage
two.
Key Stage Three: Pupils will typically be working from levels three to seven. The
expectation is that most pupils will be achieving at level six at the end of key stage
three.
By the end of Year Nine, some high achieving pupils will be achieving at level 8, and
a small number will register exceptional performance.
For pupils and students in the 14-19 age range, teachers’ expectations, assessment
and reporting to parents may be informed by the 8 level scale, and by GCSE and A
level RS grade descriptors from the appropriate awarding bodies.
(See Section C - Appendix 5: Guidance on Assessment)
35
The Lincolnshire RE 8 level scale
Level
Description
1
Recognising
and talking
about religion
2
Retelling
stories,
identifying
religious
materials and
asking
questions
3
Describing
religion and
making links to
their own
experience
4
Showing
understanding
of religion and
applying ideas
themselves
Attainment target 1:
Learning about religion and
human experience
Pupils:
• use some religious words
and phrases to recognise and
name features of religious life
and practice;
• can recall religious stories,
actions, celebrations and
recognise religious symbols,
words, gestures and artefacts.
Pupils:
•
use religious words and
phrases to identify some
features of religion and its
importance for some people;
•
begin to show awareness of
similarities in religions;
•
retell and suggest meanings
for religious stories, actions
and symbols;
•
identify how religion is
expressed in different ways.
Pupils:
•
use a developing religious
vocabulary to describe
some key features of
religions, recognising
similarities and differences;
•
make links between beliefs
and sources, including
religious stories and sacred
texts;
•
begin to identify the impact
religion has on believers’
lifestyles;
•
describe some forms of
religious expression.
Pupils:
•
use developing religious
vocabulary to describe and
show understanding of
sources, authorities,
practices, beliefs, lifestyles,
ideas, feelings and
experiences;
•
make links between them,
and describe some
similarities and differences
both within and between
religions;
•
describe the impact of
religion on people’s lifestyles;
36
Attainment target 2:
Learning from religion and human
experience
In the light of their
learning about religions:
Pupils express and talk about
 their own experiences, feelings
and celebrations;
 what they find interesting or
puzzling;
 what is of value and concern to
themselves and to others.
Pupils:
•
ask, and respond sensitively
to, questions about their own
and others’ experiences and
feelings;
•
recognise that some
questions cause people to
wonder and are difficult to
answer;
•
in relation to matters of right and
wrong, recognise their own
values and those of others.
Pupils:
•
identify what influences them,
making links between aspects
of their own and others’
experiences;
•
ask important questions about
religious beliefs and
lifestyles, linking their own and
others’ responses;
•
make links between values and
commitments, and their own
attitudes and behaviour.
Pupils:
•
raise and suggest answers to
questions of sacredness,
identity, belonging, meaning,
purpose, truth, values and
commitments;
•
apply their ideas to their own
and other people’s lives simply;
•
describe what inspires and
influences themselves and
others.
•
5
Explaining the
impact of
religion and
expressing their
own views of
religious
questions
6
Explaining and
interpreting
religion and
expressing their
own insights
7
Beginning to
critically
evaluate
religious
questions and
evaluating
responses to
religious
questions
insightfully
suggest meanings for a
range of forms of religious
expression.
Pupils:
•
use an increasingly wide
religious vocabulary to
explain the impact of
beliefs upon individuals and
communities;
•
describe why people belong
to religions;
•
know that similarities and
differences illustrate
distinctive beliefs within and
between religions and
suggest possible reasons
for this;
•
explain how religious
sources are used to provide
authoritative answers to
ultimate questions and ethical
issues, recognising
diversity in forms of religious,
spiritual and moral
expression, within and
between religions.
Pupils:
•
use religious and
philosophical vocabulary to
explain religions and beliefs,
explaining reasons for
diversity within and between
them;
•
explain why the impact of
religions and beliefs upon
individuals, communities and
societies varies;
•
interpret sources and
arguments, explaining
different answers, from
different traditions to ultimate
questions and ethical issues;
•
interpret the significance of
different forms of religious
spiritual and moral expression.
Pupils:
•
use a religious and
philosophical vocabulary to
show a coherent
understanding of a range of
religions and beliefs;
•
show a coherent
understanding of issues,
values and questions of
authority, meaning and truth;
•
account for the influence of
history and culture on
37
Pupils:
•
pose and suggest answers to,
questions of sacredness,
identity, belonging, meaning,
purpose and truth, values and
commitments, relating them to
their own and others’ lives;
•
explain what inspires and
influences them, expressing
their own and others’ views
on the challenges of belonging
to a religion.
Pupils:
•
use reasoning and example to
express insights into the
relationships between beliefs,
authorities teachings and world
issues;
•
express insight into their own
and others’ views on questions
of sacredness, identity and
belonging, meaning, purpose
and truth;
•
consider the challenges of
belonging to a religion in the
contemporary world, focussing
on values and commitments.
Pupils:
•
evaluate with insight
questions of meaning, purpose
and truth and ethical issues;
•
evaluate the significance of
religious and other views for
understanding questions of
human relationships,
sacredness, belonging, identity,
society, values and
commitments, using
appropriate evidence and
8
Analysing and
contextual-ising
their
understand-ing
of religion and
justifying their
views
Exceptional
Performance:
Synthesise
effectively and
draw balanced
conclusions
aspects of religious life and
practice;
•
account for differences
between people within the
same religion or tradition;
•
show a coherent
understanding of how
religion, spirituality and ethics
are studied.
Pupils:
•
use a religious and
philosophical vocabulary to
analyse a range of religions
and beliefs;
•
analyse religious material
with reference to historical,
cultural and social contexts;
•
critically evaluate the impact
of religions and beliefs on
differing communities and
societies;
•
analyse differing
interpretations of religious
spiritual and moral sources
and authorities, using some
of the principal methods by
which religion, spirituality and
ethics are studied;
•
analyse varied forms of
religious spiritual and moral
expression.
Pupils:
•
use a complex religious,
moral and philosophical
vocabulary to provide a
consistent and detailed
analysis of religions and
beliefs;
•
evaluate in depth the
importance of religious
diversity in a plural society;
•
clearly recognise the extent
to which the impact of religion
and beliefs on different
communities and societies has
changed over time;
•
provide a detailed analysis
of how religious, spiritual and
moral sources are interpreted
in different ways, evaluating
the principal methods by
which religion and spirituality
are studied;
•
synthesise effectively their
accounts of the varied forms
of religious spiritual and moral
expression.
38
examples.
Pupils:
•
justify their views on a wide
range of viewpoints on
questions of sacredness,
identity, belonging, meaning,
purpose, truth, values and
commitments;
•
justify their views about
religious spiritual and
ethical questions from
evidence, arguments,
reflections and examples,
providing a detailed
evaluation into the
perspectives of others.
Pupils:
•
analyse in depth a wide
range of perspectives on
questions of identity and
belonging, meaning,
purpose and truth and
values and commitments;
•
give independent, wellinformed and highly
reasoned insights into their
own and others perspectives
on religious and spiritual
issues, providing wellsubstantiated and
balanced conclusions.
A ladder of key skills for assessing RE
This simple ladder uses skill terms extracted from the 8 level scale, intended to
clarify and make explicit the progression of skills which the Agreed Syllabus uses to
enable all pupils to achieve in RE.
8
7
6
5
4
3
2
1
Learning about religion
Analysing and contextualising their
understanding of religion
Beginning to critically evaluate religious
questions
Explaining and interpreting religion
Learning from religion
Justifying their views
Evaluating responses to religious questions
insightfully
Expressing their own insights into religious
questions
Expressing their own views of religious
questions
Explaining the impact of religion
Showing understanding of religion
Applying ideas themselves
Describing religion
Making links to their own experience
Retelling religious stories, identifying religious
materials
Recognising religious materials
Asking questions
Talking about religion
Good teaching will share the appropriate skills with pupils and make explicit
opportunities, through well designed learning opportunities for pupils to acquire,
practice and develop these central skills in RE.
Lincolnshire RE: Achievements for pupils with special educational
needs
Pre-level 1 ‘performance descriptors’, known as ‘P’ levels, describe achievements for
pupils working below level one. These Lincolnshire levels, developed from ‘P’ levels
for RE published by the QCA, describe the expectations and progression for pupils
working below level one. They are intended to guide the planning of teachers of
pupils with a range of special educational needs.
Performance Descriptions for pupils achieving below level one in RE
Pupils…
P1
♦ encounter activities and experiences;
(i)
♦ may be passive or resistant;
♦ may show simple reflex responses, e.g. startling at sudden
noises or movements. Any participation is fully prompted;
P1
♦ show emerging awareness of activities & experiences;
(ii)
♦ may have periods when they appear alert and ready to focus
their attention on certain people, events, objects or parts of
objects e.g. becoming still in response to silence;
♦ may give intermittent reactions e.g. vocalising occasionally
during group celebrations and acts of worship.
39
Summary
Encounter
(present during
activity)
Awareness
(fleeting focus)
P2
(i)
P2
(ii)
P3
(i)
P3
(ii)
♦ begin to respond consistently to familiar people, events and
objects. They react to new activities and experiences e.g.
briefly looking around in unfamiliar environments;
♦ begin to show interest in people, events and objects e.g.
leaning towards the source of a light, sound or scent;
♦ accept and engage in co-active exploration e.g. touching a
range of religious artefacts and objects in partnership with a
member of staff.
♦ begin to be proactive in their interactions
♦ communicate consistent preferences and affective responses
e.g. showing that they have enjoyed an experience or
interaction;
♦ recognise familiar people, events and objects e.g. becoming
quiet and attentive during a certain piece of music;
♦ perform actions, often by trial and improvement, and they
remember learned responses over short periods of time e.g.
repeating a simple action with an artefact;
♦ co-operate with shared exploration and supported participation
e.g. performing gestures during ritual exchanges with another
person performing gestures.
♦ begin to communicate intentionally;
♦ seek attention through eye contact, gesture or action;
♦ request events or activities e.g. prompting a visitor to prolong
an interaction;
♦ participate in shared activities with less support;
♦ sustain concentration for short periods;
♦ explore materials in increasingly complex ways e.g. stroking or
shaking artefacts and objects;
♦ observe the results of their own actions with interest e.g. when
vocalising in a quiet place;
♦ remember learned responses over more extended periods e.g.
following a familiar ritual and responding appropriately.
♦ use emerging conventional communication;
♦ greet known people and may initiate interactions and activities
e.g. prompting an adult to sing or play a favourite song;
♦ can remember learned responses over increasing periods of
time and may anticipate known events e.g. celebrating their
peers achievements in assembly;
♦ may respond to options and choices with actions or gestures
e.g. choosing to participate in activities;
♦ may explore objects and events for more extended periods e.g.
contemplating the flickering of a candle flame;
♦ apply potential solutions systematically to problems e.g.
passing an artefact around in order to prompt participation in a
group activity.
P4
♦ use single elements of communication e.g. words, gestures,
signs or symbols, to express their feelings;
♦ show they understand ‘yes’ and ‘no’;
♦ begin to respond to the feelings of others e.g. matching their
emotions and laughing when another pupil is laughing;
♦ join in with activities by initiating ritual actions and sounds;
♦ demonstrate an appreciation of stillness and quiet.
40
Attention and
response
(deliberate but
inconsistent)
Participation
(with support)
Awareness
(memory,
responsive)
Involvement
(active/
intentional)
♦ respond appropriately to simple questions about familiar
religious events or experiences and communicate simple
meanings;
♦ respond to a variety of new religious experiences e.g. involving
music, drama, colour, lights, food or tactile objects;
♦ take part in activities involving two or three other learners;
♦ may also engage in moments of individual reflection.
♦ express and communicate their feelings in different ways;
♦ respond to others in group situations and co-operate when
working in small groups;
♦ listen to, and begin to respond to, familiar religious stories,
poems and music, and make their own contribution to
celebrations and festivals;
♦ carry out ritualised actions in familiar circumstances;
♦ show concern and sympathy for others in distress e.g. through
gestures, facial expressions or by offering comfort;
♦ start to be aware of their own influence on events and other
people.
♦ listen to and follow religious stories;
♦ can communicate their ideas about religion, life events and
experiences in simple phrases;
♦ can evaluate their own work and behaviour in simple ways,
beginning to identify some actions as right and wrong on the
basis of consequences;
♦ can find out about aspects of religion through stories, music, or
drama, answer questions and communicate their responses;
♦ may communicate their feelings about what is special to them
e.g. through role play;
♦ can begin to understand that other people have needs and to
respect these;
♦ can make purposeful relationships with others in group activity.
♦ can listen attentively to religious stories or to people talking
about religion;
♦ can begin to understand that religious and other stories carry
moral and religious meaning;
♦ are increasingly able to communicate ideas, feelings or
responses to experiences or retell religious stories;
♦ can communicate simple facts about religion and important
people in religions;
♦ can begin to realise the significance of religious artefacts,
symbols and places;
♦ can reflect on what makes them happy, sad, excited or lonely;
♦ are able to demonstrate a basic understanding of what is right
and wrong in familiar situations;
♦ are often sensitive to the needs and feelings of others and
show respect themselves and others;
♦ treat living things and their environment with care and concern.
P5
P6
P7
P8
Gaining skills
and understanding
These performance descriptions can be used by teachers in the same way as the
National Curriculum level descriptions to:
•
•
•
decide which description best fits a pupil's performance over a period of time
and in different contexts;
develop or support more focused day-to-day approaches to ongoing teacher
assessment by using the descriptions to refine and develop long-, mediumand short-term planning;
track linear progress towards attainment at National Curriculum level 1;
41
•
•
identify lateral progress by looking for related skills at similar levels across
their subjects;
record pupils' overall development and achievement, for example, at the end
of a year or a key stage.
(See Section C - Appendix 7: RE in Special Schools)
Membership of the Agreed Syllabus Conference
Mr B Ahmed MBE (Islamic Association of Lincoln)
Mrs J Austin (NAHT)
Mrs C Dring (Baptist Church)
Mrs L Gaylard (Ground Level Network)
Mr M Plater (Bishop Grosseteste University College)
Mrs S Sreenivasan (Hindu community)
Mr P Thompson (Diocese of Lincoln)
Miss C Turner (Teachers’ Panel, primary schools)
Mrs C Williamson (Teachers’ Panel, secondary schools)
Adviser: Ms W Harrison (RE Adviser)
Clerk: Mr G Aisthorpe-Watts
Membership of teachers’ working party
Jane Robson: King Edward V1 Humanities College, Spilsby
Zoe MacDonald:: Queen Elizabeth Grammar School, Horncastle
Rachel Mayle: Grimoldby Primary School
Jane Robson: King Edward V1 Humanities College, Spilsby
Sue Wright-Day: South View Primary School, Crowland
Acknowledgements
Lat Blaylock: for support and specific contributions on assessment.
Paul Hopkins: for ICT guidance in Section C
Mary Maguire (Lincoln St Christopher’s Special School): for guidance and examples
of good practice in special schools in Section C
Sue Ward General Adviser for Humanities for Cambridgeshire and Peterborough
(SACRE and Religious Education): for SMSC evaluation toolkit
42
Section B
A Scheme of Work
OVERVIEW
An Outline Scheme of Work
for the Lincolnshire Agreed Syllabus
of Religious Education.
The Agreed Syllabus Conference intends that these materials should provide teachers with
practical help and assistance in implementing the Agreed Syllabus for RE in Lincolnshire.
The Scheme of Work leaves schools with considerable flexibility. Most importantly, schools must
decide which religions shall be the focus of major learning opportunities and significant learning
opportunities at particular key stages. Schools can also determine which study units shall be
tackled in which order.
Study units for RE may be planned to take as little as 6-8 hours of teaching time (perhaps taught
over half a term) or as much as 12-16 hours (perhaps taught over a term). Teachers should plan
to provide for appropriate breadth, depth, relevance and interest, taking account of the particular
needs of pupils.
This scheme of work provides a range of exemplary materials, which may be adapted or used as
they stand by schools. There are numerous units for each key stage, described in the long term
scheme of work. Some of these are exemplified in detail in the medium term schemes of work.
Teachers may also wish to implement the syllabus by using some study units developed
especially by their school. Such teacher designed units must implement the attainment targets,
aims and expectations of the Agreed Syllabus.
This material supports the implementation of the Agreed Syllabus. While the syllabus itself is
statutory and lays down the requirements for schools, and is the basis for the inspection of RE,
this support material is non statutory, and is provided to guide and support the work of teachers
in RE.
In addition to this Lincolnshire Scheme of Work for RE, there is a scheme of work for Religious
Education published by the Qualifications and Curriculum Authority (QCA). This was distributed to
all schools in England as part of the Curriculum 2000 review in the spring of 2000, and further
copies are available from QCA (ref. QCA/00/442). QCA’s 2000 Scheme is found in two booklets,
one covering key stages 1 and 2, the other dealing with key stage three.
Additionally, new units for RE from the DFES / QCA are being written to accompany the 2004
National RE Framework (non-statutory). These units are likely to be available online to schools
early in the life of the 2006 syllabus.
While these QCA scheme of work materials are not a part of the Lincolnshire Syllabus for RE,
and are not modeled on the Lincolnshire Syllabus, the Agreed Syllabus Conference recognises
that the QCA schemes of RE work provide many good ideas and use planning outlines similar to
the one in this syllabus. It will be of considerable assistance to schools in implementing the
Lincolnshire syllabus. The long term schemes of work which follow are cross referenced to the
QCA (2000) schemes of work as appropriate.
1
OVERVIEW
Overview: Foundation Stage
RE will make a valuable contribution to achieving the early learning goals of the Foundation
Stage. The RE focus is upon the four key concepts of the Agreed Syllabus (authority, religious
belief and lifestyle, celebration, the sacred) in the context of the young child’s own experiences,
feelings and understandings. Such teaching will lay valuable foundations in terms of knowledge,
experiences, skills and attitudes for religious education at key stage one. The Agreed Syllabus
particularly notes that ‘well planned play can contribute to children’s learning.’ QCA/99/362 p. 14).
The use of stories will be a central element in all of the RE topics. Teaching and learning activities
should always be appropriate to the age and abilities of the children involved. Teachers may find it
helpful to read the Agreed Syllabus in conjunction with ‘Early Learning Goals’ (QCA/99/436,
ISBN: 1 85838 379 X, or at www.qca.org.uk/)
As with other subjects of the basic curriculum, RE has a general relevance to children’s learning
in the Foundation Stage. With regard to the areas of learning in the Early Learning Goals, RE
makes a particular contribution to personal, social and emotional development, language and
literacy, knowledge and understanding of the world and creative development. The use of stories
will be a central element in all of the RE topics.
The legal requirement is that all registered pupils in Reception and key stage one are to be
taught RE unless withdrawn by their parents. This differs from the requirements for National
Curriculum subjects. Details are in the pages of legal guidance in Section C of this syllabus.
Each of these units is planned in detail for Foundation Stage users of the syllabus.
2
OVERVIEW
Unit Title
Main Areas of Learning from
the Early Learning Goals
Personal, Social and
Emotional
Personal, Social and
Emotional
Relevant Key Concepts
from the RE syllabus
Religious beliefs and
lifestyles
The Sacred
Establish effective
relationships with other
children and adults.
4. Special People Recognise and respond
to Me
appropriately to key figures in
their lives.
5. Special times Recognise special times in
in my life
their lives and feel good about
themselves.
6. Special times Recognise and respond to key
for me and
religious events throughout the
others
year
Personal, Social and
Emotional
Authority
Personal, Social and
Emotional
Authority
Personal, Social and
Emotional
Celebration
Personal, Social and
Emotional, Knowledge and
understanding of the world
Celebration Religious
beliefs and lifestyles
7. Our beautiful
world
Knowledge and understanding The Sacred
of the world
1. Myself
2. My Special
Things
Skills and attitudes children
are to be taught:
Recognise and explore their
own feelings
Understand why some things
are special or precious
3. My Friends
8. My life
9. Our living
world
10.Our special
places
Explore and respond to the
natural world and recognise
there are some questions that
are difficult to answer.
Appreciate the wonder of birth
and development
Care for and respect living
things: plants and animals
Identify places which are
special to themselves and to
others.
11.Our books are Know that books are important
special
sources of information and
should be handled with care
and respect.
12.My senses
Respond to key elements in
religion using their five senses.
Knowledge and understanding The Sacred Religious
of the world
beliefs and lifestyles
Knowledge and understanding The Sacred
of the world
Knowledge and understanding Religious beliefs and
of the world
lifestyles. The Sacred
Language and literacy
Authority, The Sacred
Creative development and
Religious beliefs and
Knowledge and understanding lifestyles
of the world
3
OVERVIEW
A Long Term RE Scheme of Work for Key Stage One
Key Stage 1 (5-7)
Pupils are entitled to a minimum of 36 hours of RE per year at key stage one. Study units may
occupy between half a term and a term (6-15 hours).
In this example pupils would have major learning opportunities with regard to Christianity and
Judaism across the key stage, but this is not to be taken as prescriptive.
The teaching of the two units on celebration is required. These units envisage a longer time
allocation than some others, and can be taught over a term. Schools will normally select at least
4 further units from those offered below, or develop units of their own. The length of a unit may
vary between half a term and a term (6-12 hours)
Teachers’ planning for the key stage should include:
Unit Title
Areas to explore.
Questions to examine
1.
Celebrating major Christian festivals such as
Celebrations Christmas, Easter or other festivals. How do Christians
for Christians celebrate? What stories are told? Does good win over
evil? What can we learn from the music, symbols,
presents, food, and gatherings? How do people feel
when they are involved?
2.
Celebrations
for members
of another
world religion
(chosen from
Judaism,
Islam,
Hinduism,
Sikhism,
Buddhism)
4
Key
Concepts to
develop
Support from
QCA’s RE
Scheme of
work.
Celebration
Unit 1C,
Celebrations:
Why do
Christians give
gifts at
Christmas?
Celebrating major festivals and special occasions from Celebration
one religion. How are these occasions prepared for and
celebrated? What stories are told? Does good win over
evil? What can we learn from the music, symbols,
presents, food, and gatherings? How do people feel
when they are involved?
Unit 2C,
Celebrations,
Generic
OVERVIEW
Further study units selected from:
Unit Title
Areas to explore.
Questions to examine
3. Visiting a
Exploring worship, artefacts, symbols and community
Christian Church life in one or more local Churches. What happens at the
Church? What does it mean? Who belongs to the
Church? How does it feel to be involved? What matters
to the Christians, and what matters to me?
Key
Concepts
to develop
Support from
QCA’s 2000
RE Scheme
of work.
Religious
belief and
lifestyle for
Christians
Unit 1F, What
can we learn
from visiting a
Church?
4. What can we
find out about
the Torah and
the Bible?
Holy Books for Jews and Christians, including story and Authority for
Unit 2A, What
artefacts. What makes these books special? How are
Christians and is the Torah,
they used? What do they say? What can we learn from Jews
and why is it
these special books?
important to
Jewish
people?
5. Stories of
authority for
Jews and
Christians from
the Bible
Jewish Bible: Stories of Abraham, Isaac, Joseph,
Authority for
Unit 2B, Why
Moses, Samuel, Jonah. Christian New Testament:
Christians and did Jesus tell
Parables of Jesus. Who loves these stories, and why do Jews
stories?
they matter? What are they saying?
6. The Good
Earth: Giving
Thanks
Seasonal and Harvest festivals from Christianity and
another religion. Giving thanks, care for the
environment. How do we feel about the earth and its
beauties? What do we value in the natural world, and
how do we show this? What is praise? How does it feel
to thank and be thanked, praise and be praised?
Celebration
Unit RA, What
are harvest
festivals?
7. Belonging to a Signs of belonging in the home, family life and the
Christian
Christian Church. Welcoming a new baby in a
Community
Christening or Dedication. What special actions
welcome a new baby? Where do our names come
from? How do people show thankfulness?
Religious
belief and
lifestyle for
Christians
Unit 1B, What
does it mean
to belong in
Christianity?
8. Belonging to a Signs of belonging in the home, family and synagogue.
Jewish
What special occasions are celebrated in Jewish
Community
homes? What do they mean, and what feelings go with
them? What are the special celebrations in my home?
Religious
belief and
lifestyle for
Jews
Unit 1A, What
does it mean
to belong?
(Generic)
9. Talking about
God
Sights, sounds, smells and tastes in worship. Stories,
The Sacred
ideas and questions about God from one or two
religious traditions. What do we mean by God? What do
people say God is like? What do people say God does?
How do people talk with God? Stories about the love of
God, God’s care for all people.
Unit 1D,
Beliefs and
Practice
(Generic)
10. Any
additional study
units developed
by the school.
5
OVERVIEW
Illustrations
Three examples of how a key stage one programme of study might be put together.
Illustration One
Anyschool plans a key stage one programme of 6 Units (excluding the foundation units taught to
children in reception), one each term. Pupils will have major learning opportunities from
Christianity and Judaism.
Reception
Term 1: 16 hours
Special times in my life
Term 2: 10 hours
Our Special Places
Term 3: 10 hours
Special people to me
Year One
Celebrations for Christians
Visiting a Christian Church
Year Two
Celebrations for members of a What can we find out about
world religion (Jews)
the Torah and the Bible?
Belonging to a
Christian community
Belonging to a Jewish
community
Illustration Two
Anotherschool is a small school, with a mixed age reception and year one / two class. The school
plans its key stage one RE programme in 8 units which each require ten hours of curriculum time,
and are taught on a rolling programme. Progression within the key stage is planned by using
differentiated tasks. Pupils will have major learning opportunities from Christianity and Judaism.
There is also a unit on celebrations for Hindus
8 Units, each of around ten hours of curriculum time.
Celebrations for
Christians
(Christmas)
Stories of
authority for the
Jews and
Christians from
the Bible
Celebrations for Jews
(Chanukah and Pesach)
Celebrations for Hindus (Divali Talking about God
and another Hindu festival)
(Christians and Jews)
The Good Earth: Giving
Thanks (Christians and one
other world religion: Jews)
Visiting A Christian Church
What can we find out
about the Torah and the
Bible?
Illustration Three
Onemore School is delivering RE in termly and half termly units. Pupils have major learning
opportunities with regard to Christianity and Judaism, and learn about Islam at the end of year
two.
Year 1:
Year 2:
Term 1: 12 hours
Celebrations for
Christians
Term 2b 6 hours
Belonging to a
Christian Community
Term 3a 6 hours
The Good Earth:
Giving Thanks
Term 3b 6 hours
What can we find out
about the Torah and
the Bible?
Celebrations for Jews Belonging to a Jewish What does it mean to Talking about God
community
belong? (School
(Muslims and
designed unit)
Christians)
These three illustrations represent good planning to implement the syllabus. Taken together, they
illustrate the flexibility which schools have in planning RE.
6
OVERVIEW
Key Stage 2 (7-11)
Pupils are entitled to a minimum of 45 hours of RE per year at key stage two.
Study units may occupy between half a term and a term (6-15 hours).
In this example pupils would have major learning opportunities (ie at least three terms of study)
with regard to Christianity, Islam and Hinduism across the key stage, but this is not to be taken as
prescriptive.
The teaching of three units on religious belief and lifestyle is required. Schools will normally select
at least 9 further units from those offered below, or develop units of their own. The length of a unit
may vary between half a term and a term (6-15 hours)
The medium term scheme of work gives detailed plans for units 1-11. While planning for units 1219 will centre on the areas to explore, questions to examine and key concepts of the Lincolnshire
syllabus, teachers will find some assistance with units 12-19 from the QCA scheme of work.
Teachers’ planning for the key stage should include:
One study unit on Christian belief and lifestyle;
Two study units on belief and lifestyle in other world faiths (two from Judaism, Islam, Hinduism,
Sikhism, Buddhism, Judaism)
Unit Title
Areas to explore.
Questions to examine
Key
Concepts
to develop
Support from
QCA’s 2000
RE Scheme
of work.
1. Christian
beliefs and
lifestyle
Christian practice in worship and in action. Beliefs and Religious
values. What do the actions of Christian worship mean? Beliefs and
What do Christians say is good? How do they try to
lifestyle.
follow Jesus’ teaching and example? What sorts of
things do they do to put goodness into action?
Unit 5D: How
do the beliefs
of Christians
influence their
actions?
2 further study units on religious beliefs and lifestyle selected from:
Key
Concepts
to develop
Unit Title
Areas to explore.
Questions to examine
2. Hindu beliefs
and lifestyle
Hindu practice in worship and in action. Beliefs and
Religious
values. What do the actions of Hindu puja / worship
Beliefs and
mean? What do Hindus say is good? What teachings
lifestyle.
and examples do they try to follow? How? What sorts of
things do they do to put goodness into action in family,
community and worship?
Support from
QCA’s 2000
RE Scheme
of work.
3. Muslim beliefs Islamic practice in worship and in action. Beliefs and
Religious
and lifestyle
values. What do the actions of Muslim prayer and
Beliefs and
worship mean? What do Muslims believe is good? What lifestyle.
does the Qur’an teach (eg in the opening Surah)? What
does the example of Muhammad (PBUH) show? What
sorts of things do Muslims do to put goodness into
action in the family, the home and the wider community?
4. Jewish beliefs Jewish practice in worship and in action. Beliefs and
and Lifestyle
values. What do the actions of Jewish worship mean?
What do Jews say is good? What teachings and
examples do they try to follow? What sorts of things do
they do to put goodness into action?
Religious
Beliefs and
lifestyle.
7
OVERVIEW
8
Key
Concepts
to develop
Unit Title
Areas to explore.
Questions to examine
5. Sikh beliefs
and Lifestyle
Sikh practice in worship and in action. Beliefs and
values. What do the actions of Sikh worship mean?
What do Sikhs say is good? How do they try to follow
the teachings and examples of the Ten Gurus? What
sorts of things do they do to put goodness into action?
6. Buddhist
beliefs and
Lifestyle
Buddhist practice in meditation and in action. Beliefs
Religious
and values. What do the actions of Buddhist community Beliefs and
life mean? What do Buddhists say is good? How do
lifestyle.
they follow the example and teachings of the Buddha?
What sorts of things do they do to put goodness into
action?
7. Christian
Journeys
Christmas journeys, the journey of life. Mary’s journey.
The journey of the wise men. How do the Christmas
stories show what Christians believe about Jesus? Why
is Jesus so important to the Christians? Is life like a
journey? In what ways?
Support from
QCA’s 2000
RE Scheme
of work.
Religious
Beliefs and
lifestyle.
Christian
beliefs and
lifestyle,
celebration
Unit 4B:
Celebrations:
Christmas
journeys
8. Beautiful
How do people think and feel about the natural world
world?
and its wonders? Why should we care for the planet?
Wonderful God? What do people love about nature? What attitudes
should humans have towards animals, plants, the
seasons and the wide universe? What questions does
the world of nature make us ask? How do religions
answer these questions? How do we?
The Sacred
9. Symbolism in
Worship at the
Cathedral and /
or the Mosque
Exploring the buildings, especially noticing symbolism in
architecture, decoration, layout, use and worship. What
makes a place sacred? What importance do we give to
stillness, quietness, reflection, or worship?
Christian and
Muslim beliefs,
lifestyle and
celebration.
The sacred
10. Christmas
and Divali: What
can we learn
from the
celebrations?
Exploring the ways Christians and Hindus celebrate two Celebration
important festivals, and developing understanding of
similar and distinctive features of celebrations. What do
these festivals mean? What do we know about
celebration? What do we celebrate, and why? What
stories, foods, music, gatherings and traditions are a
part of our celebrations?
Unit 6A:
Worship and
the community
(Generic) Also
units 3A, 3B,
4B.
11. Religion in
the
neighbourhood
Study local Christian and other religious communities,
Religious
compare with another neighbourhood in another part of belief and
the country. Lincolnshire has few religious communities lifestyle.
other than Christian ones: this unit would provide for a
study of Muslims in Bradford, Hindus in Leicester or
Jews in Leeds. What are the similarities and differences
between our lives and the lives of children from another
religion and another part of the country?
Unit 4D: What
religions are
represented in
our neighbourhood?
12. What made
people want to
follow Jesus?
Jesus as teacher and leader in his own time, and today. The sacred
Stories about Jesus as teacher, healer, leader and life- and authority
changer. What made Jesus a leader? How did the
in Christianity
Christian religion grow up from Jesus’ example, teaching
and life and death?
Unit 3C: What
do we know
about Jesus?
Unit 3A: What
do signs and
symbols mean
in religion?
Also Units 6A,
6B and 6E
OVERVIEW
Key
Concepts
to develop
Support from
QCA’s 2000
RE Scheme
of work.
Unit Title
Areas to explore.
Questions to examine
13. What is
special about
the Bible, and
why is it
important for
Christians?
How Christians use the Bible: stories, examples of
Authority and
behaviour and teachings. Different Bibles as artefacts.
the sacred in
Examples of the range of Bible literature, such as law,
Christianity
gospel, wise sayings. Using the Bible in church, in
school, at home. Where do we find inspiration, rules and
guidance? Why do we need inspiration, rules and
guidance?
Unit 3D: What
is the Bible
and why is it
important for
Christians?
14. What can we
learn from
people of faith
today?
Stories of modern faith leaders, heroes, believers and
Christian and
worshippers. Who do we recognise, from past and
Hindu belief
present as leaders? Why do people follow them? What if and lifestyle
leaders get things wrong? When is it wrong to ‘follow the
leader’?
Unit 3E: What
is faith and
what
difference
does it make?
15. What can we
learn from the
life of
Muhammad
(PBUH) (Or
another key
leader or
founder of a
religion)
Stories and teachings from Islam. How and why do
Authority and
Muslims honour the Prophet? What stories of the
the sacred
revelation of the Qur’an are told? Where, how and when
did Islam begin? Where, how and when has it grown? In
what ways do Muslims in Britain today remember,
honour or follow the Prophet? What can we learn from
this study?
Unit 5A: Why
is Muhammad
important to
Muslims?
16. Where did
the Christian
Bible come
from?
Learning about the history of some Bible stories.
Authority in
Examples from the Bible of people who tried to follow or Christianity
obey God. What do Christians do today to try to follow
or obey God? How is the Bible used in Church and at
home? In what ways do Christians teach the Bible to
their children?
Unit 5C:
Where did the
Christian Bible
come from?
17. How do
Christians try to
live out their
beliefs about
God?
Exploring values and behaviour, good and bad, in the
light of Christian story and teaching. Who are the
leaders in Christian communities today? What do they
try to do? What sort of examples do Christians want to
follow? What about me? What do we say is good, and
what bad?
Unit 5D: How
do the beliefs
of Christians
influence their
actions?
18. What do the
Easter
celebrations
mean for
Christians?
Jesus’ death and beyond. What music, food, stories and Celebration
activities are part of the celebrations? Easter
celebrations around the world today. Easter as a festival
of hope. Celebration of new life. What feelings and
emotions go with Good Friday and Easter Sunday? How
do I express sorrow and suffering, or hope and joy?
Unit 4C: Why
is Easter
important to
Christians?
19. What is
special about
Hindu family
life?
Puja (worship) at home (and also in the Mandir), the
Hindu beliefs
involvement of the wider family, the use of images, gifts, and lifestyle,
music, songs and sacred stories. What is it like to be
the sacred
growing up as a Hindu in Britain today?
Unit 4A: How
and why do
Hindus
worship at
home and in
the Mandir?
Christian
beliefs and
lifestyle
20. Any
additional study
units developed
by the school
9
OVERVIEW
Illustrations
Three examples of how a key stage two programme of study might be put together.
Illustration One
Anyschool plans a key stage two programme of 12 Units, one each term. Pupils will have major
learning opportunities from Christianity, Islam and Hinduism.
Year
Term 1: 15 hours
Term 2: 15 hours
Term 3: 15 hours
Year 3
Christian beliefs and lifestyle
Symbolism in Worship at the
Cathedral
Christian Journeys
Year 4
Muslim beliefs and lifestyle
What can we learn from the
life of Muhammad (PBUH)
Religion in the
Neighbourhood (Muslims
and Christians)
Year 5
Hindu beliefs and lifestyles
What is special about Hindu
family life?
Year 6
Where did the Christian Bible
come from?
Beautiful World? Wonderful
God?
What can we learn from
people of faith today
(Hindus and Christians)?
What have we learned
about beliefs and
religions? (School
designed unit)
Illustration Two
Anotherschool is a very small school, with a mixed age key stage two class. The school plans a
key stage two programme of 8 termly and 8 half termly units. Pupils will have major learning
opportunities from Christianity, Islam and Hinduism. This envisages that pupils would work on the
same religion, but in progressed and differentiated groups. In term 3b they will all study the same
unit, working at appropriate levels. Of course, this unit will be changed to rotate over the four
years of the key stage.
Term 2:
Christianity
15 hours
Christianity: What is
Symbolism in worship special about the
at the Mosque
Bible? Why is it
important to
Christians?
Term 3a:
Hinduism
6-8 hours
Term 3b: Hinduism
and Christianity
6-8 hours
Hindu beliefs and
lifestyle (part 1)
Year 4
Muslim Journeys (a
school designed unit)
Christianity: What
made people want to
follow Jesus?
Hindu beliefs and
lifestyle (part 2)
Year 5
Muslim beliefs and
lifestyle
Christian beliefs and
lifestyle
What is special about
Hindu family life?
Year A: Beautiful
World? Wonderful
God? (Christians and
Hindus)
Year B: What can we
learn from people of
faith today (Christians
and Hindus)?
Year C: Symbolism in
worship in the Mandir
and Cathedral. Visits.
(Christians and
Hindus)
Year 6
What can we learn
from the life of
Muhammad (PBUH)
Christianity: What do
the Easter
celebrations mean for
Christians?
What can we learn
from people of faith
today? A Hindu
example
Year
Year 3
10
Term 1:
Islam
15 hours
Year D: Religion in the
neighbourhood
(Christians and
Hindus)
OVERVIEW
Illustration Three
Onemore School In this school, the emphasis on Christianity reflects the local community which
the school serves, while teaching about other religious communities is approached in depth in
each year. Years 3 and 4 and Years 5 and 6 can be taught on a rolling programme in a two year
cycle. There are twelve units, one per term.
Year
Term 1
Term 2
Term 3
Year 3
Christian beliefs and lifestyle
What made people want to
follow Jesus?
Hindu beliefs and lifestyle
Year 4
What is special about Hindu
families at home?
What can we learn from
people of faith today? (Hindu
and Christian)
Symbolism in worship at
the Cathedral
Year 5
Year 6
What’s special about the Bible,
and why is it important for
Christian journeys
Christians?
What can we learn from the
life of Muhammad (PBUH)?
Beautiful world? Wonderful
God? (Muslim and Christian)
Muslim beliefs and lifestyle
How do Christians try to
live out their beliefs about
God?
These illustrations represent good planning to implement the syllabus. Taken together, they
illustrate the flexibility which schools have in planning RE.
11
OVERVIEW
Key Stage 3 (11-14)
Pupils are entitled to a minimum of 45 hours of RE in a year at key stage three.
Study units may occupy from 8-16 hours of tuition (between half a term and a term). The
suggested study units are not necessarily of the same length.
In this example pupils would have major learning opportunities with regard to Christianity, Sikhism
and Buddhism across the key stage, but this is not to be taken as prescriptive.
Teachers’ planning for the key stage should include:
One study unit on the sacred in Christianity
Two study units on the sacred in other world faiths (two from Judaism, Islam, Hinduism,
Sikhism, Buddhism)
12
Key
Concepts
to develop
Unit Title
Areas to explore.
Core Questions to examine
1. What is
sacred in
Christianity?
What matters most in Christianity? Analysing beliefs
The Sacred
about trinity and other key beliefs, Love, forgiveness,
truth and other key values. Interpreting the example of
Jesus. How do Christians express their ideas of what is
sacred (for example in music, poetry, prayer and hymns,
architecture, art and life)?
Support from
QCA’s 2000
RE Scheme
of work.
Unit 8C:
Beliefs and
practice
(generic)
OVERVIEW
Two further study units on the Sacred in two world religions selected from:
Key
Concepts
to develop
Support from
QCA’s 2000
RE Scheme
of work.
The Sacred
Unit 8C:
Beliefs and
practice
(generic)
Unit Title
Areas to explore.
Core Questions to examine
2. What is
sacred in
another world
religion? Eg
Buddhism
What matters most in Buddhism? Analysing the
importance of Buddha, Dhamma (teachings of the
Buddha) and Sangha (the community of monks and
nuns). In what ways do Buddhists express and live out
the key values of compassion, wisdom and
enlightenment?
3. What is
sacred in
another world
religion? Eg
Sikhism.
What matters in Sikhism? Examining the idea of God as The Sacred
described in the Mool Mantar, the example of the Ten
Gurus and the nature and teaching of the Guru Granth
Sahib. In what ways do Sikhs express their ideas of the
sacred in community (eg langar), worship, and the Sikh
way of life?
Unit 8D:
Beliefs and
practice: How
do the beliefs
of Sikhs affect
their actions?
4. What is
Analysing what matters most in Islam. Allah and the
The Sacred
sacred in Islam? revelations to the Prophets, the beliefs in Allah, angels
judgment, Tawhid (monotheism) and Iman (faith). In
what ways do Muslims express their ideas of what is
sacred (eg in calligraphy, architecture, the 99 Names of
Allah, the treatment and use of the Qur’an)? How does
the Muslim way of life express the sacred?
Unit 8C:
Beliefs and
practice
(generic)
Analysing what matters most to Hindus. Asking what
The Sacred
scriptures guide Hindus? What are the common
practices of Hindu worship? How are traditions shared
in family and community? What are the key concepts,
truths and values which Hindus hold? The supreme,
Brahman, and the cycle of life, the law of Karma and the
forms of the gods and goddesses. Worship in the home
and Mandir. How does the Hindu way of life express the
sacred?
Unit 8C:
Beliefs and
practice
(generic)
Analysing what matters most to Jews. Asking about the The Sacred
significance of Torah, the law, the prophets and the
writings, for Jewish people. How is faith in the Almighty
expressed and lived out? What significance is there in
the identity of the Jewish people and the land of Israel?
How does the Jewish way of life express the sacred?
Unit 8C:
Beliefs and
practice
(generic)
5. What is
sacred in
Hinduism?
6. What is
sacred in
Judaism?
13
OVERVIEW
A range of further study units selected from:
Unit Title
14
Areas to explore.
Core Questions to examine
Key
Concepts
to develop
Support from
QCA’s 2000 RE
Scheme of work.
7. Truth, Story
and
Commitment:
How do the
stories of
religions speak
and inspire
believers today?
Exploring how believers today find inspiration in their
Authority, the
religion and from their scriptures. Exploring how some
sacred
key stories from religions have inspired believers today.
Asking how religious authorities are interpreted, such as
some stories of the Judaeo - Christian scriptures (eg
Abraham, Moses, Amos), stories of the Buddha or the
Prophet Muhammad (PBUH).
8. Where do we
come from?
Exploring some fundamental questions of life and some The sacred,
of the answers offered. Questions will be drawn from
authority
topics such as science, creation, human nature or the
nature of evil. Exploring how different religions
understand human origins, purposes and destinies.
Examining different interpretations of life, and exploring
the ways authorities are accepted or challenged today.
Unit 9B:
Where did the
universe come
from?
9. Moral codes:
justice, fairness,
conflict and
reconciliation.
How do we
decide what is
good?
Encouraging pupils’ moral development through RE.
Authority,
What kinds of moral codes are to be found in different
religious belief
religions? In what ways could religious ways of life help and lifestyle
people to live morally? How do people develop values
by which to live? What values matter to me, and how
are they developing? How do we identify good, right,
truth and honesty, or on the other hand evil, wrong,
falsehood and hypocrisy?
Unit 7B: What
does justice
mean to
Christians?
10. Exploring
mysteries: God,
the universe and
beyond. How do
we know
anything in
religion?
Examining ideas about revelation, religious experience,
rationality, ultimate questions and the pursuit of truth.
What are the authorities in students’ own lives? What
should we rely on, and of what should we be
suspicious? How can humans know what is true?
Authority and
the sacred
Unit 7A:
Where do we
look for God?
11. What do you
worship? What
do you believe
in?
Enabling pupils to explore questions of reality, meaning
and purpose. What matters most to the pupils? What
can be learned from studying worship in two religions?
What does worship mean? How does celebration help
build community? How does religion relate to the
passing of time, change, good and evil? How do
religious people express their ideas about ultimate
reality or God? What are my ideas?
Celebration,
the sacred
Unit 8E: A visit
to a place of
worship
(generic)
12. Pilgrimages:
What kinds of
things do
pilgrims hope to
find at their
destination?
Examining the ways in which religious pilgrimages give
pilgrims strength or comfort, courage or hope.
Examining the relationships between rituals, lifestyles
and beliefs. Exploring the ways that rituals such a
pilgrimages can transform perspectives, lives and
behaviour.
Celebration,
the sacred
Unit 9D: Why
are some
places special
to religious
believers?
OVERVIEW
Unit Title
Areas to explore.
Core Questions to examine
Key
Concepts
to develop
Support from
QCA’s 2000 RE
Scheme of work.
13. Journeying
through life:
Where are we
going and how
will we get
there?
Exploring the meaning of celebrations and change in
Celebration
life, and the ways religions interpret life. Developing and
applying the metaphor of life as a journey. What are
life’s turning points, crossroads and destinations? What
maps can guide us? Religious celebrations of some life
cycle events (eg birth, adulthood, marriage, death).
Unit 9A:
Where are we
going? Rites
of passage
14. Festival: Who Learning from a comparison between religious and
Celebration,
celebrates what, secular festivities. Taking examples as diverse as
the sacred
and why?
Remembrance Day, the Millennium, the World Cup,
Martin Luther King Day, Easter, Festivals of the Buddha
or Guru Nanak’s birthday and considering what
religions offer in the area of celebration.
15. Community:
Where do we
belong?
Exploring questions about identity, interdependence, co- Authority,
operation and purpose in life. Analysing and interpreting religious belief
what it means to belong to a religion, or not, and
and lifestyle
thinking about the ways in which relationships enrich
life. What is it like to be a Muslim, or a Sikh, in
Lincolnshire today?
Unit 8E: A visit
to a place of
worship
(generic)
16. Humans
using animals
and nature: How
do Christians,
Sikhs and
Buddhists
respond to
environmental
issues?
Exploring attitudes to the world of nature and related
ultimate questions. Should humans see themselves as
better than animals? What kinds of human use of
animals are right and good, or wrong and evil? What
views of nature come from religions and from other
sources, such as Humanism or science?
Religious
belief and
lifestyle
Unit 7E: What
are we doing
to the
environment?
17. What can
you learn from
visiting a
religious
community /
living in a plural
society?
Examining attitudes which contribute to dialogue,
tolerance, respect and sensitivity. Examining teaching
and examples on conflict and reconciliation in (eg) two
religions. Analysing how religions nurture children and
pass on the faith. Considering answers to questions
about the meaning of life.
Religious
belief and
lifestyle
Unit 8E: A visit
to a place of
worship
18. How can you
express spiritual
or religious
concepts through
the arts?
Examining some key spiritual concepts in (eg)
The sacred,
Christianity and Sikhism, focusing on the ways in which celebration
Christians and Sikhs use the visual arts to express
insight into and reverence for Jesus and the Ten Gurus.
Responding for themselves by reflecting upon their own
sources of inspiration, or beliefs about the sacred, and
expressing themselves through the arts.
19. Any
additional study
units developed
by the school.
15
OVERVIEW
Illustrations
Two examples of how a key stage three programme of study might be put together.
Illustration One
Anyschool plans a key stage three programme of 9 Units, one each term. Pupils will have major
learning opportunities from Christianity, Sikhism and Buddhism. There will be significant learning
from Islam and Hinduism in year nine.
Year
Term 1: 15 hours
Year 7
What is sacred in Christianity? What is sacred in Sikhism?
Year 8
Year 9
Term 2: 15 hours
Truth, Story and Commitment.
How do Christian and Sikh
stories speak and inspire
believers today?
Festival: Who celebrates what,
and why? Christians and
Buddhists.
Term 3: 15 hours
What is sacred in Buddhism?
Humans using animals and
nature. Pupils choose two
religions to study.
Moral Codes: How do we
decide what is good?
(Christian and Sikh)
What can you learn from
visiting a religious
community? (Buddhist
community and Lincoln
Cathedral)
Community: Where do we
belong? Muslims and
Hindus.
Illustration Two
Anotherschool plans a key stage three programme of 18 half termly units. Pupils will have major
learning opportunities from Christianity, Islam and Buddhism. There will be significant learning
from Judaism and Hinduism in year eight.
Year
Term 1a:
8 hours
Term 1b:
8 hours
Term 2a:
8 hours
Term 2b:
8 hours
Term 3a:
8 hours
Term 3b:
8 hours
Year 7
What is sacred Where do we
in Christianity? come from?
Christ-ianity
What do you
worship? What
do you believe
in? Christianity
Moral codes:
How do we
decide what is
good? Christianity, Islam
Journeying
Through Life:
Where are we
going and how
will we get there?
Christianity, Islam
Festivals:
Who
celebrates
what, and
why?
Christianity,
Islam
Year 8
What is sacred Pilgrimage:
in Islam?
What kinds of
things do
Muslims hope
to find through
the Hajj?
School
designed unit:
What is the
Qur’an? Why
is it important
to Muslims?
School
designed unit:
What is sacred
to Jews and
Hindus?
What do you
worship? What do
you believe in?
Jews and Hindus
(in continuity with
Y7, 2a)
Moral Codes:
How do we
decide what is
good? Jews
and Hindus (in
continuity with
Y7, 2b)
What is sacred Community:
in Buddhism? Where do we
belong?
Buddhism
Truth, Story
and
Commitment:
Buddhism
The human
use of animals
and nature.
Christianity
Buddhism
School designed
unit: ‘How does
religion challenge
racism and
prejudice?’
Christianity
Buddhism
Year 9
How can you
express
spiritual and
religious
concepts
through the
arts?
Both these illustrations represent good planning to implement the syllabus. Taken together, they
illustrate the flexibility which schools have in planning RE.
16
OVERVIEW
Key Stage 4 (14-16)
Students are entitled to a minimum of 5% of curriculum time, normally around 70 hours across
the key stage.
It is good practice for teachers’ planning for the key stage to include major learning opportunities
with regard to at least two religions. If students take a GCSE course in a single religion, this is in
line with the syllabus, but teaching should not sacrifice breadth for the 14-16 year old student.
Schools can plan to meet the requirements of the Agreed Syllabus in two different ways:
Either:
by teaching all students to a nationally accredited ‘short’ or ‘full’ GCSE course in Religious
Studies or a ‘Certificate of Achievement’ course. It is good practice, but not a requirement of
the Agreed Syllabus that such a course will provide major learning opportunities with regard to
Christianity and at least one other religion. Note: there is no requirement that all students
should necessarily be entered for examinations in such courses. If a school chooses to follow
a GCSE course which is based upon one religion only, comparisons with other religions could
be made, in order that students may consolidate previous learning.
Or:
by providing a programme of study based around the Lincolnshire Agreed Syllabus. Such a
course should provide major learning opportunities with regard to Christianity and at least one
other religion.
Teachers planning a scheme of work for RE at Key Stage Four should include study units which
enable students to explore both fundamental questions of religion and life, and religious
responses to social, moral and ethical questions and issues. A scheme of work should develop
students’ understanding of the concepts of authority, religious belief and lifestyle, celebration and
the sacred. For example, units could be:
Unit Title
Areas to explore
Core questions to examine
Key concepts
to develop
1. Is God real?
Examining questions about the existence, reality and nature of God, the The Sacred
variety of belief, experience and argument. For example, considering
concepts such as Nirvana and enlightenment (in the Buddhist tradition),
or incarnation, eternal life and revelation (in the Christian tradition). How
can visions and claims about God be evaluated?
2. How can
people know
what is true?
Examining questions about religious and scientific forms of knowledge. Authority
In the search for truth, what is the place of belief, experience,
conversion or transformation, argument, reasoning and dispute? What
place should be given to the authority of reason, experience, tradition or
revelation?
3. What is
death?
Examining questions about belief concerning human nature, life after
death in its different forms and implications for human values and
ethics. Eg concepts of heaven, resurrection (Christian), nirvana, rebirth
(Buddhist), moksha, reincarnation (Hindu).
4. What is the
nature of evil?
Examining questions about good and evil in human moral choices, and Religious
ideas about the nature of evil in religions. Where does evil come from? Belief and
Are the sources of evil human or superhuman? Can evil be conquered Lifestyle
by courage, truth, or goodness? What can be done about personal evils
such as bigotry, cowardice, dishonesty, or the global evils of starvation,
genocide and gross inequality? What do religions teach and do about
overcoming evil?
Authority, the
Sacred
17
OVERVIEW
Unit Title
Areas to explore
Core questions to examine
Key concepts
to develop
5. How should
people make
decisions about
sexual ethics?
Examining contemporary questions about relationships, marriage and
sexuality in the light of the teaching and practice of two religions. What
helps people to achieve fulfilling relationships? What do the religions
believe, teach and do to support satisfying and lasting relationships
between the sexes?
Religious
Belief and
Lifestyle,
Celebration.
6. Why are the
world’s
resources so
unequally
distributed?
Examining questions about wealth, poverty, justice and fairness on
local, national and global scales in the light of religious teaching and
practice. Exploring the charitable work of religions, and analysing
causes of some contemporary problems. What are our responsibilities
to each other?
Religious
Belief and
Lifestyle
7. What is meant
by ‘the sanctity
of life’? What
answers does
this concept
provide to ethical
questions about
birth and death
issues?
Examining questions about, for example, abortion, embryo technology,
birth technologies, euthanasia, ending one’s own life and human value
in the light of the belief and practice of some religions. What do people
believe about the origin of life: is a human life a gift, a burden, an
accident or a puzzle? If life is a sacred gift (as some religions teach),
what are the ethical implications? And what if life is a kind of cosmic
accident?
The Sacred
8. World
Religions Today:
What can we
discover about a
particular
religion in the
contemporary
world?
Examples could be Buddhism, Christianity, Hinduism, Islam, Judaism,
Sikhism. Examining the recent history of a religion, its global influence,
areas of growth and decline, tension and harmony. What kinds of
answers to questions of meaning and purpose does the religion offer?
What is the present state of this religion? Where is it going? How do
believers see the future?
Religious
belief and
lifestyle
9. Distinctive and
Similar. By
studying two
religions, what
can we learn
about each one?
Examples could focus on the distinctive and similar aspects of two or
three religions with regard to belief in God, history, authority or social
action in the contemporary world. What is distinctive and what is similar
between these two or three religions? Various approaches could be
used, such as a comparison between the lives and work of Gandhi,
Martin Luther King and Malcolm X, or an investigation of the role of
scripture in Christianity and Islam, or a study of Buddhist and Jewish
responses to evil and suffering.
Authority,
Religious
belief and
lifestyle
10. Religion,
ethics and the
new
technologies:
How does religion use new technologies? How should we respond to
Authority
ethical questions raised by technology? Examples could focus on the
ethical issues surrounding new technologies, in medicine, with regard to
employment, the handling of personal information or the potential of the
internet for good (communication, dialogue, religious or spiritual
understanding, global awareness) or the opposite (inequality between
information rich and information poor, racist use, pornographic
exploitation). The use by religious communities of the information
technologies can be explored.
11. Any
additional study
units developed
by the school
18
OVERVIEW
16-19 RE for all students (‘Key Stage 5’)
Allocation of time for RE should be clearly identifiable and should avoid tokenism.
At this stage, learning opportunities should be focused upon a range of religions and views of life
appropriate to the students and the selected curriculum content.
Teachers’ planning for the key stage should include units selected from those described below, or
designed by the school in line with the requirements of the syllabus.
The syllabus describes four units:
Unit Title
Areas to explore
Core questions to examine
Key concepts
to develop
1. Religion and
Questioning ideas about human nature, life, death and the divine.
personal identity Drawing on the student’s own experience and on contemporary
philosophy, psychology and culture.
Religious
belief and
lifestyle, the
sacred
2. Religion and
sexual ethics
Questioning ideas about sexuality and ethics in different contexts and
relating ethics to ultimate visions about God and / or human life.
Drawing on the student’s own experience and on contemporary issues
and ideas about sexual ethics.
Authority,
religious belief
and lifestyle,
celebration
3. Religion and
politics
Questioning ideas about religions, the state, the secular and the
Authority,
individual. Drawing on the student’s own experience and on the ideas of religious belief
key political and religious leaders and thinkers in the UK and worldwide. and lifestyle
4. Religion and
the arts and
media
Questioning ideas about how people express their vision and hope in
Celebration,
life, and about the ways art, culture and media handle the spiritual and the sacred
religious. Drawing on the student’s own experience and abilities, and on
examples from contemporary culture and religion.
Schools are also free to design their own units for 16-19 RE which implement the requirements of
the syllabus.
Topics might include:
What is theology?
Religion and medical ethics;
Archaeology and religion;
Introduction to the philosophy of religion
Christianity in the 21st Century
Feminism, Gender and Religion
Faith in Music: exploring the ways music is used for spirituality
Peaceful futures? Religion and reconciliation
Plural world: inter religious dialogue. Can we seek the truth together?
The Agreed Syllabus Conference wishes to draw attention to the SCAA / QCA publication
‘Religious Education 16-19’ (reference: RE/95/299, ISBN: 1 85838 074 X) as a source of
guidance for schools.
19
OVERVIEW
20
Foundation Stage
Key Stage 1
Special times
in my life
Special times
for me & others
5
6
Personal, Social & Emotional
Development
My senses
* The use of stories will be a key element in all of the RE topics.
Creative Development &
Knowledge & Understanding of the
World
Our books are
Special
11
Our living world
Language & Literacy*
9
Knowledge & understanding of the
world
My life
Our special places
8
Knowledge & understanding of the
world
Our beautiful
world
Knowledge & understanding of the
world
7
Knowledge & understanding of the
world
Personal, Social & Emotional
Development and Knowledge &
Understanding of the World
Special people
to me
4
Personal, Social & Emotional
Development
My friends
3
Personal, Social & Emotional
Development
My special things
Myself
2
1
Unit Title
Respond to key elements in religion using their five senses
Know that books are important sources of information and should be
handled with care and respect
Identify places which are special to themselves & others
Care for and respect living things: plants & animals
Appreciate the wonder of birth & development
To explore and respond to the natural world and recognise there are
some questions that are difficult to answer
Recognise & respond to key religious events throughout the year
Recognise special times in their lives & feel good about themselves
Recognise & respond appropriately to key figures in their lives
Establish effective relationships with other children and adults
Understand why some things are special / precious
Recognise & explore their own feelings
Skills & Attitudes
Pupils to be taught to:
Overview of Medium Term Planned Units
Personal, Social & Emotional
Development
Personal, Social & Emotional
Development
Areas of Learning
From Early learning
Goals
Key Stage Spreadsheet, Foundation Stage
Religious beliefs &
lifestyles
Authority
The sacred
Religious beliefs &
lifestyles
The sacred
The sacred
The sacred
Religious beliefs &
lifestyles
The sacred
Celebrations
Religious beliefs &
lifestyles
Celebration
Authority
Authority
The sacred
Religious beliefs &
lifestyles
Key Concepts
SCHEME OF WORK
F
O
U
N
D
A
T
I
O
N
21
22
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
Skills and Processes
– Pupils to be taught
to:
Content –
Pupils will be taught about:
Core Questions
(Authority,
Celebration,
Religious beliefs
Lifestyle, The
Sacred)
Key Concepts
Religions
F
O
U
N
D
A
T
I
O
N
Areas of
Learning From
Early learning
goals
Medium term scheme of work planning sheet
THEME –
SCHEME OF WORK
Personal, Social
& Emotional
Development
Areas of
Learning from
Early learning
goals
Learning from Religions
& Responding to Human
Experiences
B1
Enhance their spiritual, moral,
social and cultural (SMSC)
development by:
B1:1
Developing awareness of some
of the fundamental questions of
life raised by human experiences,
and of how religious teaching can
relate to them;
B1:2
Responding to such questions
with reference to the teachings
and practices of religions, and
to their own understanding and
experience.
Learning about Religions &
Exploring Human Experiences
A2
Acquire and develop knowledge
And understanding of some of
the influences of life experiences,
beliefs, values and faith traditions
upon individuals, communities,
societies and cultures.
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
UNIT 1 - THEME - MYSELF
♦ Consider the
consequences of their
words and actions for
themselves and others
♦ Respond to significant
experiences showing a
range of feelings when
appropriate
Ø “Angry” times – discuss what
makes them angry
♦ Develop awareness of
their own needs, views
and feelings and be
sensitive to the needs,
views and feelings of
others
Ø Listening to stories about life
experiences and feelings – discuss
stories and make a personal
response
Ø Are things always fair? How do
we feel about unfair things? What
can be done?
Ø How they would feel if they
were the shepherd/ the lost sheep?
Ø The emotions associated with
being lost through discussion of
first hand experience (at shops,
seaside, park, busy place etc)
Ø The parable of the lost sheep
(Luke 15). What happy and sad
feelings come up in this story?
Ø The Easter Stories in simple
language - How would you feel
if you were Jesusʼ friend? Jesusʼ
mummy?
Ø “Sad” times – discuss what
makes them sad
Ø “Happy” times – discuss what
makes them happy
Content –
Pupils will be taught about:
Recognise and explore
their own feelings
Skills and Processes
– Pupils to be taught
to:
Christianity
Religions
Ø Have you ever lost something
special? How did you feel? Did you
find it? How did you feel?
Ø If you have ever been lost, how
did you feel? How did you feel
when you were found?
Ø How do people know you are
happy, sad or angry?
Ø Why do you cry?
Ø What makes you feel sad,
happy or angry?
Core Questions:
Religious Beliefs &
Lifestyle
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
SCHEME OF WORK
F
O
U
N
D
A
T
I
O
N
23
24
Personal, Social
& Emotional
Development
B2
Develop positive attitudes of
respect towards other people
who hold views and beliefs that
are different from their own.
B1:2
Responding to such questions
with reference to the teachings
and practices of religions, and
to their own understanding and
experience;
Learning from Religions
& Responding to Human
Experiences
♦ Understand that people
have different needs, views,
cultures and beliefs which
need to be treated with
respect
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and the
associated beliefs, experiences
and practices.
♦ Have a developing
respect for their own
cultures and beliefs and
those of other people
♦ Understand that they can
expect others to treat their
needs, views, cultures and
beliefs with respect
Understand why some things
are special / precious
Skills and Processes
– Pupils to be taught to:
Learning about Religions &
Exploring Human Experiences
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
Ø The emotions associated
with losing something precious
through a story (eg ʻDoggerʼ
by Shirley Hughes) and
discussion of their own first hand
experience.
Ø The importance of having
clean hands when handling
precious objects
Ø How to handle precious
artefacts with care and respect
Ø Precious/special artefacts in
various religions eg. wedding
ring, christening candle,
anniversary card, palm cross, a
holy book, a Mezuzah.
Ø How to show respect
for other peoplesʼ precious
belongings
Ø The importance of their own
and other peopleʼs precious
belongings through a display
containing objects, pictures, and
photographs
Ø How to explore their feelings
in relation to their own precious
belongings
Content –
Pupils will be taught about:
Christianity
and at least
one other
Religions
Ø How would you feel if someone
broke your favourite toy?
Ø Can you think of things you do
before you do something special?
Ø Why do we wash our hands
before touching something
special?
Ø Do special things always have
to cost a lot of money?
Ø Why are some things special to
other people?
Ø What is your favourite toy and
why?
Ø What is special for you?
Core Questions:
The Sacred
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
F
O
U
N
D
A
T
I
O
N
Areas of
Learning from
Early learning
goals
UNIT 2 - THEME – MY SPECIAL THINGS
SCHEME OF WORK
Personal, Social
& Emotional
Development
Areas of
Learning from
Early learning
goals
Learning from Religions
& Responding to Human
Experiences
B1:3
Reflecting on their own beliefs,
values, perceptions and
experiences in the light of their
study of religion;
B2
Develop positive attitudes of
respect towards other people
who hold views and beliefs that
are different from their own.
Learning about Religions &
Exploring Human Experiences
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and their
associated beliefs, experiences
and practices;
A2
Acquire and develop
knowledge and understanding
of some of the influences
of life experiences, beliefs,
values and faith traditions
upon individuals, communities,
societies and cultures.
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
UNIT 3 - THEME – MY FRIENDS
♦ Understand more about
what is wrong, what is right
and why
♦ Work as part of a group
or class taking turns and
sharing fairly, understanding
that there needs to be
agreed values and codes
of behaviour for groups of
people, including adults and
children, to work together
harmoniously
♦ Form good relationships
with adults and peers
Establish effective
relationships with other
children and adults
Skills and Processes
– Pupils to be taught to:
Ø Examples of friendship set
by other key figures in another
major religion eg. Guru Nanak;
Rama, Sita & Hanuman;
Buddha; Muhammad (pbuh).
Ø Examples of friendship or
kindness set by Jesus eg. actual
stories of Jesus and stories he
told (eg. Zacchaeus, washing of
disciplesʼ feet and the parable of
the Good Samaritan)
Ø Understanding right & wrong
in the context of the classroom
and the playground
Ø Respect for others
Ø The need for rules – “Doʼs
and Donʼts” in school, in the
playground, at home, in the
countryside. on the road
Ø Acceptable behaviour
Ø Working together as part of a
group
Content –
Pupils will be taught about:
Christianity
and one
other
Religions
Ø Do you think you are a good
friend?
Ø What examples of friendship
come from religious stories?
Ø Who were Jesusʼ friends?
Ø What is good and bad in the
way you treat a friend?
Ø Why do we have rules to
follow?
Ø How would you feel if you had
no friends?
Ø Why do we need friends?
Ø Who is your friend?
Core Questions:
Authority
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
SCHEME OF WORK
F
O
U
N
D
A
T
I
O
N
25
26
Personal, Social
& Emotional
Development
B2
Develop positive attitudes of
respect towards other people
who hold views and beliefs that
are different from their own.
Learning from Religions
& Responding to Human
Experiences
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and their
associated beliefs, experiences
and practices.
Learning about Religions &
Exploring Human Experiences
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
♦ Consider the
consequences of our words
and actions for themselves
and others
♦ Think about being
thankful, asking for help,
saying sorry in relationships
with adults and peers
♦ Have a developing
awareness of their own
needs, views and feelings
and be sensitive to the
needs, views and feelings of
others
Recognise and respond
appropriately to key figures in
their lives
Skills and Processes
– Pupils to be taught to:
Ø The roles of religious leaders
in their community and why they
are special to many people
Ø The importance of the family
unit
Ø People in the wider
community who help others
eg. the police, fire and rescue
service, school crossing patrol,
ambulance service, doctor,
dentist, health visitor, Salvation
Army and other charities for
children and adults in need
Ø People in nursery / school
who help us
Ø Family relationships and why
they are special
Content –
Pupils will be taught about:
Christianity
and one
other
Religions
Ø Have you ever been to a
wedding? Who led the service?
What did they do?
Ø Who helps us when we are sick
or unwell?
Ø Why do we like to visit
grandparents?
Ø Why does it matter to say
ʻpleaseʼ, ʻthank youʼ, and ʻsorryʼ? Is
it easy or hard?
Ø What makes your family
special?
Ø Who do I care about?
Ø Why do they care?
Ø Who cares about us?
Core Questions:
The Sacred
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
F
O
U
N
D
A
T
I
O
N
Areas of
Learning from
Early learning
goals
UNIT 4 - THEME – SPECIAL PEOPLE TO ME
SCHEME OF WORK
Personal, Social
& Emotional
Development
Areas of
Learning from
Early learning
goals
B1:3
Reflecting on their own beliefs,
values, perceptions and
experiences in the light of their
study of religion.
Learning from Religions
& Responding to Human
Experiences
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and their
associated beliefs, experiences
and practices.
Learning about Religions &
Exploring Human Experiences
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
UNIT 5 - THEME – SPECIAL TIMES IN MY LIFE
♦ Understand that they can
expect others to treat their
needs, views, cultures and
beliefs with respect
♦ Respond to significant
experiences, showing a
range of feelings when
appropriate
Recognise special times
in their lives. The value
of feeling good about
themselves for their well
being.
Skills and Processes
– Pupils to be taught to:
Ø Special foods eaten by
them for important occasions
e.g. party food, special cakes,
Christmas dinner.
Ø Special clothes worn by
them for important occasions
e.g. party clothes, bridesmaid /
pageboy outfits
Ø Special artefacts used for
e.g. welcoming a new baby, a
wedding. Candles, lights, gifts
and decorations.
Ø Christmas stories, e.g. the
Shepherds visit the baby Jesus.
St Nicholas.
Ø Special times in school
e.g. collective worship, special
services (harvest, Christmas,
leavers assembly), visitors
in school and other specific
celebrations
Ø Special times with religious
significance: a baptism,
Christmas, a festival.
Ø Special times in their lives:Birthdays, Weddings, holiday,
visit to family and friends.
Content –
Pupils will be taught about:
Christianity
or other
religion of
the child
Religions
Ø Why is collective worship a
special time for us in our school?
Ø Have you ever been to a
special religious occasion?
Ø How did you feel when you
were wearing your special clothes?
Ø When do you eat special food?
Ø When do you wear special
clothes?
Ø What is a special time for you?
Core Questions:
Celebration
The Sacred
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
SCHEME OF WORK
F
O
U
N
D
A
T
I
O
N
27
28
♦ Have a developing
awareness of their
own needs, views
and feelings and be
sensitive to the needs,
views and feelings of
others
♦ Have a developing
respect for their own
culture and beliefs and
those of other people
♦ Respond to
significant experiences,
showing a range
of feelings when
appropriate
Learning from Religions
& Responding to Human
Experiences
B2
Develop positive attitudes of
respect towards other people
who hold views and beliefs that
are different from their own.
Respond to key religious
events throughout the
year (festivals)
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and their
associated beliefs, experiences
and practices.
Learning about Religions &
Exploring Human Experiences
Skills and Processes
– Pupils to be taught
to:
* Note: Any one of these areas could be studied, not advocating all of them
Knowledge &
Understanding of the
World
Personal, Social
& Emotional
Development
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
Ø Invite a visitor to talk about a
religious festival important to
them, bringing some relevant
artefacts, pictures, photographs
and telling simple stories.
Ø A display could be created
featuring pictures, photographs,
books and artefacts
Ø Discuss why and how people
celebrate these occasions (at
a holy building?). The special
things they do or say, clothes
they wear, food they eat, songs
they sing.
Ø Childrenʼs first hand experience
of the chosen special times will
be central to this unit
Ø A festival from another religious
tradition: e.g. Hanukkah (Jewish)
Divali (Hindu / Sikh).
Pupils will be introduced to:
Ø Christian Festivals: e.g. Harvest,
Christmas, Easter, Saintʼs Day,
Shrove Tuesday
Content –
Pupils will be taught about:
Christianity
and at least
one other
Religions
Ø What do people do that is
different on special days?
Ø How do people celebrate?
How do you think people feel
when they are celebrating these
special times?
Ø Why do people celebrate
festivals like Harvest, Christmas,
Easter, A Saintʼs Day or other
festivals associated with other
religions (dependent upon religion
chosen to study)
Core Questions:
Religious Beliefs &
Lifestyle
Celebrations
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
F
O
U
N
D
A
T
I
O
N
Areas of
Learning from
Early learning
goals
UNIT 6 (it is recommended that this unit follows on from unit 5)
THEME – SPECIAL TIMES FOR ME & OTHERS
SCHEME OF WORK
Knowledge &
Understanding of
the World
Areas of
Learning from
Early learning
goals
B1:1
Developing awareness of some
of the fundamental questions of
life raised by human experiences,
and of how religious teachings
can relate to them.
B1:2
Responding to such questions
with reference to the teachings
and practices of religions, and
to their own understanding and
experience.
B2
Develop positive attitudes of
respect towards other people who
hold views and beliefs that are
different from their own.
Learning from Religions
& Responding to Human
Experiences
Learning about Religions &
Exploring Human Experiences
A1
Acquire and develop knowledge
and understanding of Christianity
and the other principal religions
represented in Great Britain
and their associated beliefs,
experiences and practices.
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
UNIT 7 - THEME – OUR BEAUTIFUL WORLD
♦ Find out about their
environment and talk about
those features they like and
dislike
♦ Look closely at
similarities, differences,
patterns and change
♦ Find out about, and
identify some features of,
living things, objects and
events they observe
Ø Recognising the fact that
there are some questions about
the natural world which are
difficult to answer e.g. Why do
wasps sting children? Why does
it have to rain at playtime?
Ø Songs which celebrate
the natural world, such as our
favourite animals, birds or
places.
Ø Stories of creation from
Christianity and another religion.
Ø Their local environment and
their role in looking after it
Ø The seasons and seasonal
changes – effects on plants and
animals
♦ Observe, find out about
and identify features in
the place they live and the
natural world
♦ Ask questions about why
things happen and how
things work
Ø Care and respect for living
things – plants and animals
Content –
Pupils will be taught about:
To explore and respond to
the natural world
Skills and Processes
– Pupils to be taught to:
Christianity
and at least
one other
Religions
Ø What are your favourite things
in nature? Why do you like them?
Ø Do you like the snow - why?
Ø What would happen if it didnʼt
rain or the sun didnʼt shine?
Ø How do you feel when you see
a rainbow?
Ø Where should we put our litter?
Ø What do plants need to grow?
Core Questions:
The Sacred
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
SCHEME OF WORK
F
O
U
N
D
A
T
I
O
N
29
30
Knowledge &
Understanding of the
World
B1:2
Responding to such questions
with reference to the teachings
and practices of religions, and
to their own understanding and
experience.
B1:1
Developing awareness of some
of the fundamental questions
of life raised by human
experiences, and of how
religious teachings can relate
to them.
Learning from Religions
& Responding to Human
Experiences
♦ Ask questions about why
things happen and how
things work
A2
Acquire and develop knowledge
and understanding of some
of the influences of life
experiences, beliefs, values and
faith traditions upon individuals,
communities, societies and
cultures.
♦ Begin to know about their
own cultures and beliefs
and those of other people
♦ Find out about past and
present events in their own
lives, and in those of their
families and other people
they know
Appreciate the wonder of
birth and development
Skills and Processes
– Pupils to be taught to:
Learning about Religions &
Exploring Human Experiences
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
Ø The reasons why people give
gifts to new babies
Ø Christian nativity stories:
The annunciation story (The
Angel Gabrielʼs visit to Mary and
Elizabeth) The Magi visit the
Baby Jesus and bring presents.
Ø Stories about new babies in
religion: Moses in the bullrushes;
Krishna.
Ø Why babies are so special in
all religions
Ø Childrenʼs own experiences
of baptisms or other birth
ceremonies (their own, younger
siblings, relations etc
Ø The ceremonies associated
with birth in Christianity and
other religions
Pupils will begin to think about:
Ø The changes in their own
lives since they were born
Content –
Pupils will be taught about:
Christianity
and one
other
Religions
Ø Do babies need to be looked
after? How? Why?
Ø How have we changed since
we were babies?
Ø Do our baby clothes still fit us?
Ø Why canʼt babies talk?
Ø How am I different from a
baby?
Ø Why do Christians believe
Jesus was a really special baby?
Ø How were you welcomed
into the family? Have you been
baptised? Do you know who
your Godparents are? (or similar
initiation ceremony)
Ø What gifts were given to you
when you were born?
Ø What gift would you give to a
new baby?
Core Questions:
The Sacred &
Religious Beliefs and
Lifestyle
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
F
O
U
N
D
A
T
I
O
N
Areas of
Learning from
Early learning
goals
UNIT 8 - THEME – MY LIFE
SCHEME OF WORK
Knowledge &
Understanding of the
World
Areas of
Learning from
Early learning
goals
B1:2
Responding to such questions
with reference to the teachings
and practices of religions, and
to their own understanding and
experience.
B1:1
Developing awareness of some
of the fundamental questions
of life raised by human
experiences, and of how
religious teachings can relate
to them.
Learning from Religions
& Responding to Human
Experiences
♦ Find out about and
identify some features of
living things, objects and
events they observe
A2
Acquire and develop knowledge
and understanding of some
of the influences of life
experiences, beliefs, values and
faith traditions upon individuals,
communities, societies and
cultures.
♦ Observe, find out about
and identify features in
the place they live and the
natural world
♦ Look closely at
similarities, differences,
patterns and change
Care for and respect all living
things
Skills and Processes
– Pupils to be taught to:
Learning about Religions &
Exploring Human Experiences
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
UNIT 9 - THEME – OUR LIVING WORLD
Ø Other stories which open up
questions about how we use the
natural world.
Ø Islamic stories of Muhammad
(peace be upon him) and the
natural world, e.g. the Thirsty
Camel (Hadith, in many
versions).
Ø Stories of St. Francis
Ø The seasons and seasonal
changes – effects on plants and
animals
Ø Caring for pets
Ø Life cycles of various
creatures and plants
Content –
Pupils will be taught about:
Christianity
and at least
one other
Religions
Ø Should we pick flowers?
Ø How do trees change
throughout the year?
Ø How do you think animals feel
in a zoo? Circus? Family? Wild?
Ø Are animals as important as
people?
Ø Why do pets have to die?
Ø Do animals need us?
Core Questions:
The Sacred
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
SCHEME OF WORK
F
O
U
N
D
A
T
I
O
N
31
32
Knowledge &
Understanding of the
World
B2
Develop positive attitudes of
respect towards other people
who hold views and beliefs that
are different from their own.
B1:1
Developing awareness of some
of the fundamental questions
of life raised by human
experiences, and of how
religious teachings can relate
to them.
Learning from Religions
& Responding to Human
Experiences
♦ Observe, find out about,
and identify features in
the place they live and the
natural world
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and their
associated beliefs, experiences
and practices.
♦ Begin to know about their
own cultures and beliefs
and those of other people
♦ Find out about their
environment, talk about
those features they like and
dislike
Identify places which are
special to them and/or others
Skills and Processes
– Pupils to be taught to:
Learning about Religions &
Exploring Human Experiences
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
Ø Special places for
religious people: the church,
the synagogue, the mosque
or other examples. Looking
for peace and calm, or for
forgiveness.
Ø People in history who
had a special place to go to
sometimes - tell their stories
Ø Real people today who
have a special place to go
to sometimes (invite visitors
in to talk about their special
places)
Ø All people needing
special places to go to
Ø Special places people
use to talk to their God
(Church, Shrine, in home,
prayer mat)
Ø The importance and need
to have a special place of
their own (bedroom, part of
the playground or garden,
role play area, etc)
Content –
Pupils will be taught
about:
Christianity
and one
other
Religions:
Ø Do you think our local church a
special place? Why / why not?
Ø Why is a religious building a special
place for some people?
Ø Does everyone have the same
special place?
Ø What makes a place special?
Ø What do you like to do there?
Ø Where is your special place?
Core Questions:
Religious Beliefs and
Lifestyle
The Sacred
(Authority, Celebration,
Religious Beliefs &
Lifestyle, The Sacred)
Key Concepts
F
O
U
N
D
A
T
I
O
N
Areas of
Learning from
Early learning
goals
UNIT 10 - THEME – OUR SPECIAL PLACES
SCHEME OF WORK
Language and
Literacy
Areas of
Learning from
Early learning
goals
B2
Develop positive attitudes of
respect towards other people
who hold views and beliefs that
are different from their own.
B1:2
Responding to such questions
with reference to the teachings
and practices of religions, and
to their own understanding and
experience.
Learning from Religions
& Responding to Human
Experiences
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and the
associated beliefs, experiences
and practices.
Learning about Religions &
Exploring Human Experiences
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
♦ Sustain attentive
listening, responding to what
they have heard by relevant
comments, questions or
actions
♦ Listen with enjoyment
and respond to stories and
songs and other music,
rhymes and poems and
make up their own stories,
songs, rhymes and poems
♦ Know that print carries
meaning and, in English, is
read from left to right and
top to bottom
Know that books are
important sources of
information to be respected
as precious resources
Skills and Processes
– Pupils to be taught to:
UNIT 11 - THEME – OUR BOOKS ARE SPECIAL
Ø How to handle books
appropriately
Ø Different types of books and
why each book is special and
unique
Ø The Bible as the Holy book
for Christians and the place to
find the stories of Jesus
Ø Other important books in
the Christian faith e.g. prayer
book, hymn book, service book,
childrenʼs Bible story books
Ø Important books in other
religions
Ø Places where books are kept
(in school, home, library and
places associated with religion)
Ø Ways in which books are
made to be very special ie
leather bound, gold-leaf, covers,
illustrations, special handling or
treatment
Ø Some special songs
associated with religions
Ø The value of reflecting
on a story from a book and
responding to it
Content –
Pupils will be taught about:
Christianity
and one
other.
Religions
Ø How should holy books be
treated?
Ø Why is the Bible a special book
for Christians?
Ø What sort of things can you find
out from books?
Ø How should you treat a book
belonging to someone else?
Ø How can you tell if a book is
very special?
Ø What makes your favourite
book so special?
Ø What is your favourite book /
story?
Core Questions:
The Sacred
& Authority
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
SCHEME OF WORK
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34
Knowledge &
Understanding of the
World
Creative
Development
B1:2
Responding to core questions
with reference to the teachings
and practices of religions, and
to their own understanding and
experience.
Learning from Religions
& Responding To Human
Experiences
♦ Respond in a variety of
ways to what they see, hear,
smell, touch and feel
A1
Acquire and develop
knowledge and understanding
of Christianity and the other
principal religions represented
in Great Britain and their
associated beliefs, experiences
and practices.
♦ Make pictures, and other
expressions of their own
ideas, favourite stories etc.
♦ Use their imagination
in art and design, music,
dance and imaginative role
play and stories
♦ Explore colour, texture,
shape, form and space in
two and three dimensions
Respond to key aspects of
religion using their senses
Skills and Processes
– Pupils to be taught to:
Learning about Religions &
Exploring Human Experiences
From RE Agreed
Syllabus
Aims/Intended Learning
Outcomes:
Ø Sight – children to look
closely at the range of artefacts
associated with religion,
especially lights and candles.
Ø Touching of religious
artefacts, fabrics which are made
into special clothes e.g. wedding
dresses, christening gowns,
church robes, garlands etc.
Ø Smells associated with
religion i.e. incense, spices,
flowers, preparation of food
Ø The importance for some
people of singing religious songs
Ø Sounds associated with
religion e.g. bells, variety of
music and singing, chanting,
silence
Ø Tasting foods eaten at certain
times of the year e.g. Easter
biscuits, Christmas cakes,
pancakes, Diwali sweets, Jewish
Passover meal
Content –
Pupils will be taught about:
Christianity
and at least
one other
Religions
Ø When have you eaten special
food?
Ø What did it taste like?
Ø What can you hear? Can you
describe the sound?
Ø What do the sounds make you
think about?
Ø What can you smell? What
does it remind you of? How does
it make you feel?
Ø What does the material feel
like?
Ø When have you worn special
clothes? How did it make you
feel?
Ø What can you see? Do you
like it? Why? Why are people
afraid of the dark? Why does light
make people feel better?
Core Questions:
Religious Beliefs and
Lifestyle
(Authority,
Celebration, Religious
Beliefs &
Lifestyle, The Sacred)
Key Concepts
F
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Areas of
Learning from
Early learning
goals
UNIT 12 - THEME – MY SENSES
SCHEME OF WORK
Celebrations for Christians
Celebrations for members
of a world religion (other
than Christianity)
Visiting a Christian Church
What can we find out about
the Torah & the Bible?
Stories of Authority for Jews
& Christians from the Bible
The Good Earth – Giving
Thanks
Belonging to a Christian
Community
Belonging to a Jewish
Community
2
3
4
5
6
7
8
Unit Title
1
Unit
No.
8, 4
8, 4
7, 9
3, 11
11
10
5, 6
5, 6
Refer to
Foundation Stage
Unit
1A
1B & RB
RA
2B
2A
1F
2C
1C
Refer to
QCA Unit
Celebration
Sacred
6-12 hours Christianity & at least
(½ - 1 term) one other world religion
6-12 hours Judaism
(½ - 1 term)
Religious Beliefs &
Lifestyle
Religious Beliefs &
Lifestyle
Authority
6-12 hours Christianity & Judaism
(½ - 1 term)
6-12 hours Christian
(½ - 1 term)
Authority
6-12 hours Christianity & Judaism
(½ - 1 term)
Celebration
Religious Beliefs
and Lifestyle
One religion from:
Judaism, Islam,
Hinduism, Sikhism,
Buddhism
6-12 hours Christianity
(½ - 1 term)
12 hours
(1 term)
Celebration
Key Concepts
KEY STAGE ONE (Years 1 & 2)
Suggested Religions
Time
12 hours
Christianity
(1 term)
LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION
Overview of Medium Term Planned Units
SCHEME OF WORK
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35
36
Intended teaching outcomes &
learning outcomes
1
hours)
S
T
A
G
E
(suggested time:
( term)
Religions
Scheme of work planning sheet
K
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Content: Pupils will be taught:
(Refer also to Foundation Stage Units
& QCA Unit
)
Assessment
Key questions
Opportunities
LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION
KEY STAGE 1 (Years 1 & 2)
Unit
Theme:
SCHEME OF WORK
♦ Understand that religion is a way of
life for believers and that festivals &
celebrations are one part of a range
of experiences and occasions.
♦ Retell stories of the Christian
festivals or celebrations studied.
♦ Connect the idea of celebrating in
their own lives with those of others.
♦ Understand the concept of a
precious gift and relate the ideas of
giving and receiving gifts to their own
experience.
Pupils will be enabled to:
Develop positive attitudes of respect
towards other people who hold views
and beliefs that are different from their
own.
Reflect on their own beliefs, values,
perceptions and experiences in the
light of their study of religion.
Learning From Religions
& Responding to Human
Experience
Acquire and develop knowledge and
understanding of Christianity and the
other principal religions represented
in Great Britain and their associated
beliefs, experiences and practices.
Suggested
Resources
♦ Nativity set
♦ Celebration cards
♦ Family celebration
photographs
♦ Special
celebration clothes
eg. Christening robe,
wedding dress,
bridesmaid dress
♦ Advent calendar
♦ Advent ring
♦ Palm cross
♦ Range of light
sources used in
celebrations eg.
Baptism candle,
Advent candle
♦ Range of
celebratory food
eg. Easter egg,
hot-cross buns,
Christmas cake
♦ Range of
celebration music
Celebration
Key Concepts
-
-
-
-
-
-
-
-
Christianity
Learning About Religions &
Exploring Human Experience
Discuss all the celebrations they have
experienced – using cards, photographs,
pictures, clothes, artefacts etc
Share the Christian stories of Easter and
Christmas from the Bible including the lead up
to these stories
To be aware of the variety of ways Christians
prepare for Christmas and that this period is
called Advent. Explore three or more ways
children know Christmas is coming eg. Advent
calendars, Christmas cards, Advent wreath,
decorations, choosing presents, preparing food,
specific school celebrations
To understand why Easter is a special time
for Christians and how Christians prepare for
Easter in the period known as ʻLentʼ. Explore
three or more ways children know that Easter
is coming eg. Easter eggs in the shops,
Spring time activities, hot-cross buns, Palm
Sunday, school-based learning about Easter
celebrations
What happens at the Christian celebrations
studied and why? Additional examples might
include. baptisms, weddings, Christingle
services, St Georgeʼs Day, Mothering Sunday
etc
Investigate the importance of light(s) used in
music/dance/songs associated with the festival
Stories associated with the chosen festivals
– does good triumph over evil, if so how?
Learn about the use of light in the celebrations.
Content: What pupils will be taught
Religions
(Refer also to Foundation Stage Units 5 & 6
Intended teaching outcomes &
learning outcomes
(suggested time: 12 hours - 1 term)
Unit 1 Theme: Celebrations for Christians
-
-
-
-
-
-
-
-
-
How do Christians celebrate
special days eg. Christmas,
Easter, possibly also Saintsʼ days,
baptisms, wedding.
What stories are celebrated by
Christians? eg. stories of Jesusʼ
birth, Easter stories, stories of
Saints (does good win over evil in
these stories – if so how?)
What special food do Christians
eat at times of celebration?
How can different types of music
help Christians to celebrate? eg
carols, hymns, choirs, chants,
prayers and poems to music. What
do the words say?
What are the special days in my
life? What happens? How do I
feel? How do others feel at these
special times? eg. birthdays,
baptisms, weddings.
What special clothes have you
worn at an important celebration
and how did you feel when you
were wearing them?
How do Christians prepare for
specific festivals?
For Christmas:- advent candles,
calendars, Christmas shopping,
cards etc
For Easter:- Shrove Tuesday, Lent,
hot cross buns, palm crosses etc
How is light used within the
festival?
Why is it important to have some
celebrations in life?
Key questions
Respect
Fairness
Attitudes to be
developed
Reflection
Expression
Empathy
Discernment
Interpretation
Investigation
Skills to be taught
♦ Retell the Christmas
or Easter story and
explain why Christians
celebrate at this time of
year. Give examples
of some of the activities
undertaken as part of
this celebration. (AT1,
level 1.)
♦ Draw a picture of
a special celebration
they have experienced
(eg. birthday party,
christening, wedding)
and relate how they felt
on this occasion (verbal
or written), detailing
their favourite or most
interesting part of the
day. (AT2, level 1.)
Assessment
Opportunities
SCHEME OF WORK
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1
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Pupils will be enabled to:
♦ Understand that religion is a way of
life for believers and that festivals and
celebrations are one part of a range of
experiences and occasions.
♦ Retell the stories of the chosen
festival.
♦ Connect the idea of celebrating in
their own lives with those of others.
♦ Begin to understand the symbolism
of the use of light in religious festivals.
B2
Develop positive attitudes of respect
towards other people who hold views
and beliefs that are different from their
own.
B1:2
Responding to such questions with
reference to the teachings and
practices of religions, and to their own
understanding and experience.
Learning From Religions
& Responding to Human
Experience
♦ Artefacts, including
light sources and
uses associated with
celebrations from the
chosen religion.
♦ Photographs/
pictures of festivals and
celebrations.
♦ Examples of food,
clothes, jewellery, music,
video clips of chosen
festival celebration.
♦ A Visitor to recount
why a particular religious
festival or celebration has
been important to them.
NB: Many publishers
provide detailed resources
for KS1 on religious
festivals. There are some
good broadcast resources
from BBC and independent
TV.
Suggested Resources
Celebration
Key Concepts
Children will learn about a festival relevant to the time
of year this unit is being taught in:
Judaism
Islam
Hinduism
Sikhism
Buddhism
Discuss the other forms of celebration practised eg.
birth celebrations, weddings, seasonal celebrations.
Learn about the uses of light in the celebrations for
your chosen festival. What does light mean in these
celebrations?
Tell the stories associated with your chosen festival.
Discuss whether good triumphs over evil.
Invite a follower of your chosen religion to talk to the
children about a religious festival of celebration which
has been important to them, bringing in photographs
and relevant artefacts (eg. clothes, food, jewellery
etc).
What happens at these festivals?
Prauyer, worship, special food eaten, clothes worn,
jewellery worn, artefacts used, music, dance, songs
associated with the festival.
Judaism – Hanukkah (Festival of Lights), Sukkot
(Harvest), Rosh Hashanah (New Year), Pesach
(Passover), Yom Kippur (day of Atonement)
Islam – Id ul Fitr (end of Ramadan)
Hinduism – Holi (Spring festival of colours in honour
of Krishna), Diwali (Festival of Lights & New Year)
Sikhism – Baisakhi (the founding of the Sikh Khalsa
community), Guru Nanakʼs birthday, Diwali (Sikh New
Year & Festival of Lights)
Buddhism – Wesak (Buddha Day, May), Kathina
Day (monks are presented with cloth for robes,
October / November).
From the religion you have chosen:
One religion from:
Learning About Religions &
Exploring Human Experience
A1
Acquire and develop knowledge and
understanding of Christianity and the
other principal religions represented
in Great Britain and their associated
beliefs, experiences and practices.
Content
-
-
-
-
-
-
-
-
-
-
What makes people want
to celebrate?
What events are
celebrated through the
year? Can we make a
calendar?
How are special days
celebrated?
What stories are told as
part of the celebrations?
Does good win over evil?
If so how?
Is there special food
associated with the
celebration?
How do you think the
children feel on their
special celebration day?
What special clothes
are worn for particular
celebrations and why?
Are there cards, presents,
special gatherings of
people?
What preparations
are made for specific
celebrations?
How is light used within
your chosen celebration?
Why is it important to
have some celebrations in
life?
Refer to the one religion
you have chosen, and the
childrenʼs experiences:
Key questions
S
T
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Religions
(Refer also to Foundation Stage Units 5 & 6)
K
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Intended teaching outcomes &
learning outcomes
(suggested time: 12 hours - 1 term)
Unit 2 Theme: Celebrations for members of a world religion (other than Christianity)
Fairness
Respect
Attitudes to be
developed
Reflection
Expression
Empathy
Interpretation
Analysis
Investigation
Skills to be taught
♦ Pupils to retell the
story relevant to the
festival or celebration
chosen explaining
what the story teaches
members of that
religious faith and how
they might be able to
put the teaching into
practice. (AT1, level 2).
♦ Ask pupils to draw
or paint, and choose
words to describe,
a specially happy
moment. (AT2, level 2)
♦ Observe pupils
responses (in
discussion) to your
visitors beliefs about
their religion and the
celebration activities.
(AT2, level 2).
Assessment
Opportunities
SCHEME OF WORK
♦ Know that a church is a special
place for Christians and consider some
reasons why.
♦ Recognise some of the artefacts
and symbols found in a church and
know the purpose of some of them.
♦ Reflect on their own feelings and
responses to the atmosphere of a holy
building.
Pupils will be enabled to:
B2
Develop positive attitudes of respect
towards other people who hold views
and beliefs that are different from their
own.
Learning From Religions
& Responding to Human
Experience
A1
Acquire and develop knowledge and
understanding of Christianity and the
other principal religions represented
in Great Britain and their associated
beliefs experiences and practices.
Learning About Religions &
Exploring Human Experience
♦ Pictures,
paintings, videos
of different types of
Christian churches.
♦ A Church visit.
♦ Christian
interviewees.
♦ Artefacts used in
church worship eg.
cross, candle, Bible,
Communion utensils,
bread and wine,
hymn books, service
/ prayer books,
hassock.
Suggested
Resources
Key Concepts
Religious Beliefs and
Lifestyle
Christianity
-
-
-
-
-
-
-
-
-
-
-
-
Start by discussing places that are special to the
children and why they are special
Look at pictures, paintings or videos of different
types/denominations/styles of Christian churches,
chapels and other sacred buildings.
Discuss the similarities and differences
Visit at least one Christian place of worship
Teach the children the correct vocabulary for church
furniture, artefacts and specific areas eg. altar, pulpit,
lectern, font, pews, aisle, nave, chalice etc
Talk about how symbols are used
Use silence and time for reflection to appreciate the
atmosphere of the place of worship.
Discuss childrenʼs own experiences of church
attendance for worship and any use of the church
hall eg. cubs, brownies, sports groups, coffee
mornings, charity sales etc
Based on their own experiences, children suggest
why people go to church, what they do there and
why.
Introduce the vicar/leader of the church to the
children and find out the special jobs he/she does
Children compile questions to ask at least one
regular Christian church worshipper who could be
invited into school to be interviewed
Children to draw something they have seen and liked
in the church building
Explore the reasons why churches are special places
for Christians
Children could draw up a simple code of conduct for
visitors to a church
Children to be told stories associated with the local
church: stained glass window stories, carvings,
commemorative plaques, stories about past or
present leaders/members, eg Lincoln Cathedral, St.
Hugh, Edward King, The Lincoln Imp.
(suggested time: 6-12 hours ½ - 1 term) (See also Foundation Stage Unit 10)
Intended teaching outcomes &
Religions
Content
learning outcomes
Unit 3: Theme: Visiting a Christian Church
-
-
-
-
-
-
-
-
-
-
-
-
-
Where is your special place and
what do you like to do there?
Is it important for people to
have special places?
Do you like being in church?
How does it make you feel?
Who uses the building?
What furniture do you find in
church and what is it used for?
What do different symbols
mean eg. light and water
What happens in a church?
eg. weekly services, baptisms,
weddings, funerals, special
school events, festivals.
Does the church have a hall?
What activities take place
there?
Who has a special job to do in
church?
Are the windows in church
special? Do they tell a story?
Why is a church building
special to Christians?
What makes a holy building
different from other buildings?
How should we behave in
church?
Is it a good idea to go to a
special place, to praise, thank,
say sorry or be calm? Why?
Key questions
Commitment
Respect
Attitudes to be
developed
Investigation
Interpretation
Discernment
Evaluation
Skills to be taught
♦ Draw some of
the symbols and
artefacts seen
in the church
and explain their
religious purpose
and significance to
Christian worship.
(AT1, level 2).
♦ Prepare a set of
questions to ask
the church leader
about their role
and responsibilities
or a church goer
about their reasons
for going to church
and why they think
church is a special
place. (AT2, level
2).
Assessment
Opportunities
SCHEME OF WORK
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Unit 4
1
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♦ Know that some books are special to them and that
other people also have very special books.
♦ Know that the Torah is a Holy Book for the Jews
and explain how it is treated.
♦ Know that the Christian Holy Book is the Bible and
that it comprises of the Old & New Testament.
♦ Understand some of the ways the Torah and the
Bible are used and handled by Jews and Christians
in the synagogue, the church and at home, eg for
stories, guidance, meanings and teaching about God
and goodness.
Pupils will be enabled to:
B2
Develop positive attitudes of respect towards other
people who hold views and beliefs that are different
from their own.
B1:2
Responding to core questions with reference to the
teachings and practices of religions, and to their own
understanding and experience.
Learning From Religions and Responding to
Human Experience
♦ Special books
to the children and
adults in their life
eg. favourite story
books, photograph
albums, books
given to them by
special people, a
religious book.
♦ A Bible.
♦ A Torah
scroll and a Yad
(pointer).
♦ Protective
covers for books.
♦ Some story
books for telling
sacred stories to
young Jews and
Christians (link to
unit 5).
Suggested
Resources
Key Concepts
Authority
Christianity &
Judaism
Learning About Religions & Exploring Human
Experience
A1
Acquire and develop knowledge and understanding
of Christianity and the other principal religions
represented in Great Britain and their associated
beliefs, experiences and practices.
Religions
Intended teaching outcomes & learning
outcomes
-
-
-
-
-
-
-
-
-
Start off with books that are special to the
children, discuss why they are special.
Ask a number of adults (parents, staff,
grandparents etc) about their favourite book
– display.
Make a class special book and together
suggest ways of treating, storing, handling it.
Show the children the Torah scroll and the
Bible and give an overview of their content:Jewish Torah – teachings and instructions
(law) for Jews – 1st five books of the Jewish
Bible.
Christian Bible – Collection of books divided
into 2 sections, Old & New Testament
Old – Jewish sacred writings and history
New – stories of Jesus and his followers.
Show the children how the Torah and the
Bible should be handled – with respect.
What signs of respect do Jews and Christians
use? Where is the Torah kept? How is it
handled? Why do Bibles often have a gold
leaf edge, or a leather cover?
Discuss where the Torah is kept in a
synagogue and where the Bible is kept in a
church.
Invite a Jew and a Christian in to tell children
why the Torah/Bible are special to them.
Hear some stories from the Jewish Torah and
the Christian Bible (link to unit 5).
Content: what pupils will be taught
-
-
-
-
-
-
-
-
-
-
Do you have a special
book and why is it
special?
How do you look after
your special book?
What is the Torah?
Where in a synagogue
is the Torah kept?
How is the Torah
special to Jewish
people?
What is the Bible?
Where in a church
would you find a Bible?
Do you have a Bible at
home/school? Where
is it kept?
How is the bible special
to Christian people?
Who uses the Torah
and the Bible in places
of worship?
How should the Torah
and the Bible be
handled?
What do the children
think makes words
special, favoured,
important or holy?
Commitment
Respect
Attitudes to be
developed
Skills to be taught
Investigation
Discernment
Empathy
♦ Name the books
which are very special
in the Jewish faith
and the Christian
faith. Describe ways in
which these books are
handled, treated and
used by followers of the
two faiths. (AT1, level
2).
♦ Compile a list of
ʻdos and donʼtsʼ about
how to treat a) their
own special book, b)
their friendʼs or family
memberʼs special book
and c) the Bible or the
Torah. (AT2, level 2).
Assessment
Opportunities
(See Foundation Stage Unit 11)
Key questions
S
T
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Theme: What Can We Find Out About the Torah and the Bible
K
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[suggested time: 6 –12 hours or ½ - 1 term) (it is suggested that Units 4 & 5 be delivered in consecutive ½ terms)
SCHEME OF WORK
Unit 5
Theme: Stories of Authority about Jews & Christians from the Bible
♦
♦
♦
♦
♦
Begin to realise the need for rules in
society
Recognise the authority figures in their
life at home and in school, and think
about how they respond.
Know that the Christian Bible is divided
into two parts - the Old and New
Testaments
Know that the Jews revere the Torah.
Know that the Bible is an important book
for Christians and Jews as it gives them
guidance about how to live and about
God.
Pupils will be enabled to:
B2
Develop positive attitudes of respect towards
other people who hold views and beliefs that
are different from their own.
B1:2
Responding to core questions with reference
to the teachings and practices of religions,
and to their own understanding and
experience.
Learning From Religions &
Responding to Human Experience
A2
Acquire and develop knowledge and
understanding of some of the influences of
life experiences, beliefs, values and faith
traditions upon individuals, communities,
societies and cultures.
♦ Sets of rules
for classroom,
playground,
school.
♦ Rules in society
eg. Highway Code,
Countryside Code
etc.
♦ A Bible (Old &
New Testament).
♦ Collections of
stories from Jewish
Old Testament
and Christian
New Testament,
including those
retold for young
children.
♦ ʻThe Miracle
Makerʼ (video
of life of Jesus
using puppetry)
ʻTestamentʼ
(Puppet re tellings
of Biblical story).
Suggested
Resources
Key Concepts
Authority
Note: Put the parables of Jesus in context ie.
as a response to questions asked of him.
Christian – parables of Jesus, (eg. the Good
Samaritan, the lost sheep, the prodigal son, the
sower, the parable of the talents).
Ask children to write simple stories of their own with
a meaning or a message.
Explore the idea that stories tell us something about
ourselves, or give us a message or meaning.
Discuss the meaning of the stories to Jews and to
Christians. Do they have a meaning or a message
for us today?
Set activities which enable children to work with
the stories, such as painting, singing, illustrating,
sequencing or re telling.
-
-
-
Christianity &
Judaism
Learning About Religions & Exploring
Human Experience
Start off by discussing authority figures in their
lives and why they must listen and do as they
are told.
Devise a set of rules for the classroom /
playground and discuss how they will be kept
Tell stories from the Jewish Bible (Jewish Old
Testament) and the Christian New Testament
which illustrate the concept of authority :eg:
Jewish – Abraham & Isaac, Joseph & his
family, Moses & the Exodus from Egypt
– Moses & the 10 Commandments,
the Boy Samuel, Jonah, Solomon & the baby
Content
Religions
Intended teaching outcomes &
learning outcomes
-
-
-
Who tells you what to do at
home? At school? The wider
community? (Police, club
leaders, doctor, crossing patrol
etc).
Why do they tell you what to
do?
Why do we have rules?
What are the stories telling us?
Why do these stories matter?
Who loves these stories?
What meaning or message
can be found in a story?
Key questions
Commitment
Fairness
Attitudes to be
developed
Investigation
Reflection
Empathy
Interpretation
Expression
Skills to be taught
♦ Retell in their own
words one of the
parables of Jesus and
say what they can learn
from the story. (AT1,
level 1).
♦ Devise a set of rules
for the classroom /
playground / home life
and discuss how they will
be kept. (AT2, level 1).
Assessment
Opportunities
(suggested time: 6 - 12 hours or ½ - 1 term] (It is suggested that this unit be delivered immediately after unit 4) (Refer also to Foundation Stage Units 3 & 11)
SCHEME OF WORK
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Theme: The Good Earth – Giving Thanks
42
♦ Identify changes within the seasons.
♦ Know that different religions have special
festivals to say thank you to God for our
natural world.
♦ Appreciate the importance of saying
thank you.
♦ Begin to realise their responsibilities in
caring for the world.
Pupils will be enabled to:
B1:3
Reflecting on their own beliefs, values,
perceptions and experiences in the light of
their study of religion.
B1:1
Developing awareness of some of the
fundamental questions of life raised by
human experiences, and of how religious
teachings can relate to them.
Learning From Religions &
Responding to Human Experience
Key Concepts
Celebration
Sacred
A2
Acquire and develop knowledge and
understanding of some of the influences of
life experiences, beliefs, values and faith
traditions upon individuals, communities,
societies and cultures.
♦ Photographs, video
clips of seasonal
changes.
♦ Natural objects eg.
flowers, leaves, fruits
and nuts.
♦ Videos/
photographs/ pictures
of religious seasonal
festivals.
♦ Creation stories.
♦ An environment
walk.
Suggested
Resources
-
Christianity & at
least one other world
religion
Learning About Religions &
Exploring Human Experience
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-
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-
Look at seasonal changes and highlight the
beauty of each season: What do the children
like best about each of the four seasons?
Discuss the meaning of thanks and praise
drawing initially from childrenʼs own
experiences.
Allow the children to express how they would
give thanks and / or praise for our world eg.
thank you letters/cards, prayers, poems,
artistic expression. Who is to be thanked for
the worldʼs beauty?
Learn about some of the various ways people
throughout the world give thanks for our Good
Earth, including religious thanksgivings.
Through festivals:Christian – Harvest Festival
Jewish Sukkot (harvest),
Hindu Holi (Spring festival)
Through prayer, poetry, songs, stories, art and
music
Emphasise the importance of looking after our
world because of our dependence on it.
Explore practical ways of caring for our own
school grounds and local environment
Tell and discuss simple versions of creation
stories, eg from Genesis and other traditions.
Consider with pupils what they like best
about the natural world, its weather, fruits,
animals, plants and wonders. Make a ʻthank
youʼ for their favourite beauties of nature, and
consider how these can be passed on into the
future.
Content: What pupils will be taught
Religions
Intended teaching outcomes &
learning outcomes
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1
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What special things happen
in each individual season?
What is your favourite season
and why?
How can we help our natural
world?
How do we harm our world?
Why do some Christians say
thank you to God at Harvest
time?
In what other ways can
people say thank you for our
world?
When do you say thank you?
Has anyone ever said thank
you to you? How did it make
you feel?
How do you feel when
someone says ʻwell doneʼ to
you?
How do you believe the world
was created?
What can you do to look after
our beautiful earth?
How did the world get to be
so beautiful?
Do you think the world feels
like a specially made home
for humans? In what ways?
Key questions
(Refer also to Foundation Stage Units 7 & 9)
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(suggested time: 6–12 hours ½ - 1 term)
Unit 6
Respect
Self-understanding
Enquiry
Attitudes to be
developed
Investigation
Reflection
Expression
Empathy
Interpretation
Analysis
Skills to be taught
♦ Pupils describe a
Harvest Festival and its
meaning and purpose
to Christians. Describe
another festival
celebrated by a different
religion which is aimed
at giving thanks for our
good earth. (AT1, level
2).
♦ Create a poster
or information leaflet
designed to inform
others how to look after
the school grounds,
giving consideration to
the feelings of others
if their advice is not
followed. (AT2, level 2).
Assessment
Opportunities
SCHEME OF WORK
Pupils will be enabled to:
♦ Write about where they belong, and who and
what they belong to.
♦ Draw on their own experiences to identify
what is involved in belonging to a family or
school.
♦ Retell what happens at a Christian Christening
and explain some of the symbolism used.
♦ Talk about what belonging means for
Christians.
B1:1
Developing awareness of some of the
fundamental questions of life raised by human
experiences, and of how religious teachings can
relate to them.
B1:2
Responding to such questions with reference to
the teachings and practices of religions, and to
their own understanding and experience.
B2
Develop positive attitudes of respect towards
other people who hold views and beliefs that are
different from their own.
Learning From Religions & Responding
to Human Experience
A1
Acquire and develop knowledge and
understanding of Christianity and the other
principal religions represented in Great Britain
and their associated beliefs, experiences and
practices.
A2
Acquire and develop knowledge and
understanding of some of the influences of life
experiences, beliefs, values and faith traditions
upon individuals, communities, societies and
cultures.
Learning About Religions & Exploring
Human Experience
Suggested
Resources
♦ Artefacts
associated with
belonging.
♦ Video clips/
photographs of
Christening.
♦ Christening
artefacts (eg.
shawl, cards,
candle).
♦ New baby
cards.
♦ Names book to show definitions
and meanings of
names.
Key Concepts
Religious Beliefs
and Lifestyle
Christian
Religions
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Write about themselves and their family.
List the times when whole families meet together
eg. birthdays, anniversaries, festivals, New Year,
welcoming a new baby, weddings etc)
Draw upon childrenʼs experiences of new
babies.
Gather together a selection of ʻnew baby cardsʼ
– look at greetings – design a welcome card for
a new baby
Find out what happens at a Christian Christening
or dedication using accounts from children or
visitors, videos, books and role play activities
Display Christian artefacts related to
Christenings – eg. photographs, shawl / robe,
baptismal candle, order of service, cards, font,
water etc.
Tell the story from the Bible of the Baby Jesus
being dedicated to God in the Temple and
welcomed in the Jewish family by Simeon and
Anna (Luke chapter 2)
Tell the story of how Jesus was baptised by
John the Baptist in the River Jordan, signifying
the start of his special work or ministry (Mark
chapter 1).
Look at the meaning of Christian/first names
and find out why they were so named. Conduct
survey of most popular names in school, look
at the meanings of some of those names. Tell
appropriate stories of name origins (Biblical
– Saints names)
Explore ways in which children show they
belong to their school (eg. uniform, badge, daily
attendance, responsibilities and privileges etc).
Introduce the idea that people who believe in
God belong to a ʻfamilyʼ too and explain that
they do things together to show that they belong
(eg. worship, attend a church, raise money, have
a special meal (Communion), pray, take action
together).
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Who belongs to my family?
When was the last time lots
of your family members met
together?
At what other times do they
all meet and why?
How do families respond to
the birth of a new baby?
Why is your name special?
Who chose it for you?
What does your name mean?
How does the Church
welcome a new member?
Why do Christians light a
candle at the Christening of a
new baby?
What special job do
Godparents have?
How and why do people give
thanks in the family?
How do Christians give
thanks in a chosen religious
ceremony?
How do you know which
school a child belongs to?
What sort of things do
Christians do together to
show that they belong to
Godʼs family?
If you belonged nowhere and
to no one, what would that be
like?
Could humans be happy in
life without belonging?
Do we choose to belong, or
do other people choose us?
(Refer also to Foundation Stage Units 4 & 8)
Content. What pupils will be taught.
Key questions
Unit 7: Theme: Belonging To A Christian Community
(suggested time: 6 – 12 hours ½ - 1 term)
Intended teaching outcomes & learning
outcomes
Attitudes to be
developed
Commitment
Respect
Self understanding
Skills to be taught
Investigation
Application
Reflection
Expression
Interpretation
Synthesis
♦ Retell the story
of the Baptism of
Jesus in the River
Jordan by John the
Baptist – relating
the use of water to
a Baptism service
or Christening.
Children to say why
John was given the
title ʻThe Baptistʼ.
(AT1, level 1).
♦ Draw a picture
of a family
celebration they
have experienced
and explain (written
or verbal) why the
family gathered
together and how
they felt about taking
part. (AT2, level 1).
Assessment
Opportunities
SCHEME OF WORK
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Unit 8
♦ Write about where they belong, and who and what
they belong to.
♦ Know how a baby is welcomed in to the Jewish
religion.
♦ Know what is special about belonging to a Jewish
community and explain some of the practices which
Jews share in the home and at the synagogue.
♦ Explain the significance of some of the artefacts and
symbols used by members of the Jewish community.
♦ Talk about what belonging means for Jews.
Pupils will be enabled to
B1:1
Developing awareness of some of the fundamental
questions of life raised by human experiences, and of
how religious teachings can relate to them.
B1:2
Responding to such questions with reference to the
teachings and practices of religions, and to their own
understanding and experience.
B2
Develop positive attitudes of respect towards other
people who hold views and beliefs that are different from
their own.
Learning From Religions & Responding to
Human Experience
Suggested
Resources
♦ Jewish
artefacts
used at
special family
occasions.
♦ Pictures
/ videos of
synagogues .
♦ A Hanukiah
(special candle
holder used at
the Hanukkah
celebrations),
tallit (prayer
shawl), kippah
or yamulkah
(skull cap),
miniature Torah
scroll (sacred
writings), shofar
(rams horn),
spice box.
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Key Concepts
Religious Beliefs
& Lifestyle
A1
Acquire and develop knowledge and understanding of
Christianity and the other principal religions represented
in Great Britain and their associated beliefs, experiences
and practices.
A2
Acquire and develop knowledge and understanding
of some of the influences of life experiences, beliefs,
values and faith traditions upon individuals, communities,
societies and cultures.
Begin by looking at simple reference books
on Jewish family life
Retell what happens at a Jewish babyʼs
initiation ceremony focussing on the
importance of welcoming the baby into the
Jewish family (teachers will want to prepare
carefully what they will say about male
circumcision).
Remind children of the Bible story of Jesusʼ
dedication in the Temple by Simeon
Identify the family members
Highlight special family occasions at home
e.g. weekly Shabbat meal, Rosh Hashanah
(New Year)
Bring in food eaten at special Jewish
occasions
Find out how and why the food is used
Show and explain uses of artefacts used
in special Jewish family occasions eg.
candles, spice box, tallit or prayer shawl,
kippah or yamulkah (skull-cap), shofar or
ramʼs horn
Role play of the Jewish Sabbath (Shabbat)
meal at home
Discuss how a Jewish person might feel on
such an occasion
Use a reference book or pictures to
illustrate what happens at the synagogue
on the Jewish Sabbath (Shabbat)
Explain the role of a Rabbi, if possible invite
a Rabbi in to talk about his work
Explain the importance of the festival of
Hanukkah – a family festival which uses
light to celebrate the survival of Judaism.
Consider what the children see as the value
and purposes of these signs of belonging,
and how they might be enjoyed by Jewish
children.
-
Judaism
Learning About Religions & Exploring Human
Experience
1
Content: what pupils will be taught
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Who are the family
members?
When do the family
meet together?
What are the special
occasions Jewish
families celebrate in
their homes?
Why are they so
special to them?
What special foods
are eaten?
What special artefacts
are used on these
occasions?
Are special clothes
worn?
What special stories
are remembered? Are
there prayers?
How do you think a
Jewish boy/girl might
feel at a special
occasion?
How does the family
worship at the
synagogue?
How does the
synagogue welcome
new members?
What do we call a
Jewish leader in the
synagogue?
Why is Hanukkah an
important festival for
Jews?
What do Jews do to
celebrate Hanukkah?
Key questions
S
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Religions
K
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Intended teaching outcomes & learning
outcomes
(Refer also to Foundation Stage Units 8 & 4)
Theme: Belonging To A Jewish Community
(suggested time: 6 – 12 hours ½ - 1 term)
Commitment
Fairness
Respect
Attitudes to be developed
Skills to be taught
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
♦ Make a simple
book about either the
Hanukkah festival or
the Shabbat meal,
explaining what
happens and why light
is used as part of the
celebration / ceremony.
(AT2, level 2).
♦ Write some questions
for a Jewish boy or girl
(hypothetical or real if
possible) to explore the
significance of either
the Shabbat meal or
Hanukkah festival
activities to them. (AT2,
level 2).
Assessment
Opportunities
SCHEME OF WORK
Theme: Talking About God
♦ Art depicting
God(s) throughout
the ages.
♦ Artefacts
used in different
religious worship
eg Hindu shrine
items, Muslim
prayer mat,
Buddhist eight
spoked wheel.
♦ Resources used
in worship which
will allow children
first hand sensory
experiences (see
content).
♦ Aids to prayer
from more than
one religion eg.
prayer beads,
candles, pictures,
icons
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Explore childrenʼs ideas of God at the start of this
unit through discussion, writing, pictures
Ask children to make up, in pairs, ten questions
they would like to ask God / the person who knows
everything. Use the questions in the rest of the unit.
Find out what other people (known to them) think
about God – use discretion!
Introduce children to some Christian beliefs and
ideas about God (including the idea of God in Jesus)
and the beliefs of at least one other religion and
ideas of their God(s) (eg. God of Love, God the
carer, God is one, God has the truth). This can be
done through stories, art, symbols, artefacts
Explore different ways in which Christians worship
God eg Christian worship in a church, other
buildings and places, in school
Explore ways in which members of another world
religion worship their God(s) eg Hindu shrines in the
home (a simple model shrine can be created in the
classroom) or the way in which a Muslim prayer mat
is used
Discuss the importance of prayer to Christians and
members of another world religion.
Look at artefacts which help people to pray eg.
prayer beads, candles, pictures, icons.
Find examples in the Christian New Testament of
occasions when Jesus prayed to God eg. temptation
in the wilderness, blessing of children, prayer to
heal the sick, the Last Supper, in the Garden of
Gethsemane, on the cross.
Introduce the ʻLordʼs Prayerʼ explaining why it is
important for Christians.
Introduce a few simple prayers used by Christians
(school prayer, grace, blessing) and discuss when
they would be used.
Introduce a simple prayer used by members of
another religion, eg the Jewish Shema or the Muslim
Al-Fatihah.
Explore use of senses in worship:- sights, sounds,
smells, taste using a variety of artefacts - incense, a
range of music, candles, flowers, food, art, bells
Give children periods of silence to absorb the
sensory experiences being offered to them, and
opportunities to talk about the questions that puzzle
them and the beliefs they are sure of about God.
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Who do you think
God is?
Where can you
find God?
What is God like?
What would you
like to ask God?
Does everyone
think the same
things about God?
What do other
people say God
does?
How do people talk
to God?
How do people
worship their God?
Why is it important
to sometimes be
quiet and still?
Why might a
Hindu family have
a shrine in their
house?
How does a
Muslim use a
prayer mat?
Do you know
the words of any
prayers?
Why is the Lordʼs
Prayer important
for Christians?
What do you think
about God?
What puzzles you
about God?
Key questions
NB. Many teachers find this unit difficult, but are pleased with the responses of pupils. In general, teaching need not be troubled by the big questions pupils ask. The best teacher
replies root and ground the ‘God talk’ in particular communities (eg ‘many Christians believe God is best seen in Jesus, but Muslims find God in their holy book, the Qur’an’)
♦ Explore their own ideas about God and
begin to understand and appreciate some
beliefs that other people (Christians and
members of another religion) have about
God(s).
♦ Begin to appreciate the many ways
people worship and the range of artefacts
used to aid worship.
♦ Begin to understand the importance of
prayer to many people.
Pupils will be enabled to:
B2
Develop positive attitudes of respect
towards other people who hold views and
beliefs that are different from their own.
B1:3
Reflecting on their own beliefs, values,
perceptions and experiences in the light of
their study of religion.
B1:2
Responding to core questions with
reference to the teachings and practices of
religions, and to their own understanding
and experience.
Learning From Religions &
Responding to Human Experience
Key Concepts
Sacred
A1
Acquire and develop knowledge and
understanding of Christianity and the
other principal religions represented in
Great Britain and their associated beliefs,
experiences and practices.
Suggested
Resources
Christianity and one
other world religion
Learning About Religions &
Exploring Human Experience
(suggested time: 6 – 12 hours ½ - 1 term)
(Refer also to Foundation Stage Unit 12)
Intended teaching outcomes &
Religions
Content
learning outcomes
Unit 9
Attitudes to be developed
Fairness
Respect
Self understanding
Enquiry
Investigation
Reflection
Expression
Empathy
Interpretation
Analysis
Skills to be taught
♦ Pupils to make a simple
three part book on prayer
– focussing on a) an occasion
in the Bible when Jesus prayed
to God
b) in their experience when a
prayer has been said
c) a way or ways in which
something can be used to help
people from a particular religion
to pray. (AT1, level 2).
♦ Compile a list of important
ingredients for an act of
collective worship (school or
other occasion for children who
withdraw) giving reasons for
their choices. (AT2, level 3).
Assessment Opportunities
SCHEME OF WORK
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LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION KEY STAGE TWO (Years 3, 4, 5 & 6) Overview of Medium Term Planned Units
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Muslim Beliefs and Lifestyle
Jewish Beliefs and Lifestyle
Sikh Beliefs and Lifestyle
Buddhist Beliefs and Lifestyle
Christian Journeys
⊗ 3
⊗ 4
⊗ 5
⊗ 6
7
Christmas and Divali: What can we learn
from the celebrations?
Religion in the Neighbourhood
10
11
⊗ plus 2 units from 2, 3, 4, 5, 6 - Required
∇ Unit 1 – Required
Symbols in Worship – at The Cathedral
and / or The Mosque
9
Wonderful God?
Hindu Beliefs and Lifestyle
⊗ 2
Beautiful World?
Christian Beliefs and Lifestyle
∇ 1
8
Unit Title
Unit
No.
7, 8
1, 2, 6, 7
1, 3, 7, 9
6, 9
1
2, 9
2, 9
2, 4, 5, 6, 8, 9
2, 9
2, 9
1, 3, 7, 9
Refer to Key
Stage 1 Unit
4D, 6A
3B, 4B, 1C
3A, 5B, 6B,
6E
4B
1E
5B
4A
5D
Refer to
QCA Units
(2000)
Hinduism
Islam
Judaism
Sikhism
Buddhism
Christianity
Christianity and at least
one other
Christianity Islam
Christianity Hinduism
15hours
(1 term)
15 hours
(1 term)
15 hours
(1 term)
15 hours
(1 term)
15 hours
(1 term)
8-15 hours
(½ - 1 term)
8-15 hours
(½ - 1 term)
8-15 hours
(½ - 1 term)
8-15 hours
(½-1 term)
Christianity and one
other
Christianity
15hours
(1 term)
8-15 hours
(½-1 term)
Religions
Suggested
Time
Religious Beliefs & Lifestyle
Celebration
The Sacred
The Sacred
Religious Beliefs & Lifestyle
Celebration
Religious Beliefs & Lifestyle
Religious Beliefs & Lifestyle
Religious Beliefs & Lifestyle
Religious Beliefs & Lifestyle
Religious Beliefs & Lifestyle
Religious Beliefs & Lifestyle
Key Concepts
Please note that these eleven planned units are not the only support for the whole syllabus. Eight further units are suggested in the long term scheme of work, and are supported by the nonstatutory scheme of work which QCA have provided to schools. Schools are also free to devise their own units. Many schools will use around twenty units across Key Stage Two as a whole.
SCHEME OF WORK
Pupils will be enabled
to:
Learning From
Religions &
Responding to Human
Experience
Learning About
Religions & Exploring
Human Experience
(Suggested time
Intended teaching
outcomes & learning
outcomes
Suggested Resources
Key Concepts
) (Refer to Key Stage 1 Units
& QCA Units
Religions
Content
)
Key questions
Attitudes to be
developed
Skills to be taught
Assessment
Opportunities
LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION - KEY STAGE 2 (Years 3 – 6)
Scheme of work planning sheet
Unit
Theme:
SCHEME OF WORK
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Key Stage 2
48
Resources teachers might use
include:
Suggested Resources
Religious Beliefs & Lifestyle
B1:2
Responding to such
questions with reference to
the teachings and
Copies of the Bible.
Symbols of the Trinity or
sketches showing symbols,
plus artefacts such as lapel
badges, brooches and other
A2
jewellery depicting Celtic
Acquire and develop
designs showing three parts
knowledge and
one whole.
understanding of some of
Christian creeds.
the influences of life
School and class rules.
experiences, beliefs,
Story books or video stories
values and faith traditions
retelling and illustrating
upon individuals,
selected Bible stories.
communities, societies and
Information about Christian
cultures.
charities.
Learning From Religions & Stories of the lives of famous
Christians.
Responding to Human
Church information boards,
Experience
newsletters and magazines.
Christian artefacts used in
B1:1
services and aids for prayer.
Developing awareness of
The Lord’s prayer.
some of the fundamental
A copy of the Christian
questions of life raised by
marriage service, showing the
human experiences, and
promises made by couples
of how religious teachings
can relate to them.
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices
Key Concepts
2
IDEAS OF GOD
- Explore children’s ideas of God, extend to other children and
adults in school, (use discretion).
- Over a period of time recall/record where they see or hear the
word God eg. Cenotaph, church notice board, words of hymns,
TV or radio programmes, National Anthem, newspapers,
books.
- From our findings discuss how God is thought of by different
groups of people in society
PRAYER
- Study Jesus’ teaching and example of prayer and consider the
meaning of the Lord’s prayer.
- Considering what pupils would pray about if they had to produce
a prayer for the dedication of a new church.
WORSHIP
- What is worship? What do children know already?
- Children to write a description of the school’s acts of collective
worship.
- Children to plan an act of worship in groups/as a class.
- Look at the various elements of worship in school and compare
with an act of worship in a Christian church.
- Explore how and why Christians pray and worship together on
their special weekday – Sunday and for festival day worship.
- Look at and discuss the range of artefacts used in Christian
worship e.g. Bible, the minister’s clothing, crosses, candles,
communion items, music, incense.
- Explore the reasons why churches are special places for
Christians.
- Contrast an everyday act of worship (in school and/or in church)
with a special act of worship eg Festivals:- Harvest, Christmas,
Easter – Ceremonies: baptism, marriage, funerals (if
appropriate).
in
Content
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Christianity
Religions
K
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Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 1, 3, 7 & 9.
Unit 1 - Theme: Christian Beliefs & Lifestyles
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-
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-
-
What do you think about
when you hear the word
God?
Why do you think it is
important for our school to
have a daily act of
collective worship?
Can you name the various
elements of a Christian
service? (e.g. hymns /
songs, use of music, Bible
readings, message, prayer,
silence, reflections, use of
light).
Choose a festival /
ceremony, can you
describe some of the
special things that
happened at it?
What do Christians mean
by the word ‘TRINITY’?
Why do Christians believe
that God is a loving father?
How did Jesus deliver
God’s message?
What can Christians do
today to be more like
Jesus?
How do Christians know
what is right and wrong?
Where can Christians
learn about the Christian
rules and values?
Do you think Jesus was a
good teacher? Why/why
not?
Who is your local church
leader? What do they do?
How does your local
church get involved in the
community?
How does your local
Key questions
This work can be
assessed by:
Pupils choose a story
Jesus told or an event
from his life which
teaches Christians how
they should live their
lives, and retell it,
explaining what the
story teaches
Christians, and how
Christians might be
able to put the teaching
into practice. (AT1,
level 2)
Pupils write an
explanation of what
Christianity teaches
about how Christians
should behave towards
others. Pupils can
explain where the
teaching comes from,
and provide examples
of the behaviour being
put into practice in the
lives of Christians.
(AT1, level 3).
Pupils can state their
own ideas about God
plus some different
beliefs about God – for
example, those of
peers or of various
faiths – including
Christian beliefs, and
explain how they think
the different beliefs are
reflected in different
practices. (AT2, level
3).
Assessment
Opportunities
SCHEME OF WORK
Know and understand
why Christians worship
together and ways in
which they serve the
community.
Appreciate why
Christians take part in
charitable deeds, and
know something of the
kinds of actions
Christians are involved
with.
Know and understand
what Christians believe
Jesus taught about
God’s intended way of
life, and consider Jesus’
teachings in the light of
their own rules for living.
Consider their own
beliefs about God and
understand Christian
belief and teaching
about God.
Pupils will be enabled to:
B2
Develop positive attitudes
of respect toward other
people who hold views
and beliefs that are
different from their own.
B1:3
Reflecting on their own
beliefs, values,
perceptions and
experiences in the light of
their study of religion.
practices of religions, and
to their own understanding
and experience.
RULES AND VALUES
- Develop understanding of some Christian rules and values (eg.
10 commandments (Exodus 20) and the teachings and actions
of Jesus) – (Sermon on the Mount Matthew 5-7).
- Explore values presented in the beatitudes (sayings of Jesus in
Matthew 5/Luke 6) and what each beatitude means to
Christians putting them into practice today.
- Consider class and home rules and pupils own rules for living
in a) school, b) in the family, c) in society.
- Putting God’s rules into practice – study of parable from Jesus
about how Christians should try to live their lives, such as the
lost son (Luke 10) or the unforgiving servant (Matthew 18).
What can be learned from Jesus’ teaching?
THE TRINITY
- Learn about the Christian belief about one loving God involved
with the world, and belief in the Trinity:
God the Father – ie. a loving parent and creator of the world,
life giving.
God the Son – ie. Jesus showing through human words and
actions what God is like.
God the Holy Spirit – ie. The power of God
Working through people (in history:Disciples, Florence Nightingale, Mother Theresa, St. Hugh and
today:- charity Workers, local priest, bishop, Christian
Celebrities).
- Children can discuss and write about their own beliefs about
God.
- Children to study symbols of the Trinity and Christian creeds.
-
church’s involvement in the
community life benefit the
people it serves?
What else do you think the
church should provide for
the community?
Commitment
Fairness
Respect
Enquiry
Attitudes to be developed
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Evaluation
Skills to be taught
SCHEME OF WORK
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Suggested Resources
Religious Beliefs & Lifestyle
B2
Develop positive attitudes
of respect towards other
people who hold views
B1:2
Responding to core
questions with reference to
the teachings and
practices of religions, and
to their own understanding
and experience.
Learning From Religions &
Responding to Human
Experience
Salt and water (to illustrate
concept of ‘Brahman’)
Artefacts including some
murtis (images of gods and
goddesses).
Books of names and
meanings.
Items to make up a model
A2
Hindu shrine – Puja tray,
Acquire and develop
flowers, murtis, food, water,
knowledge and
decorations/garlands, cloth,
understanding of some of
the influences of life
incense.
experiences, beliefs,
Pictures, books and video
values and faith traditions
clips of a Mandir (Hindu
upon individuals,
temple).
communities, societies and Diva lamp.
cultures.
Prayer beads.
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices
There are 3 deities which Hindus believe help them to best
understand aspects of Brahman
Hindus believe that this power can be best understood through
the worship of Hindu gods and goddesses.
Learn that the sacred symbol used to represent Brahman is
called Aum. Hindu prayers begin with this sound.
Learn about some of the other gods and goddesses that form
part of Hindu worship e.g. Krishna, Ganesha, Lakshmi, Kali,
Hanuman.
-
-
-
-
-
-
Hindu Worship
- Learn that Hindu worship of gods/goddesses is called ‘puja’
and this can take place in the home or the Hindu temple
(Mandir).
- Explain and describe a Hindu shrine and if possible set up a
Note
Hindu gods and goddesses can take many forms and names to
display different aspects of the divine. Teachers will want to
avoid the dangers of confusion. For example Shakti , Kali,
Parvati, Durga are all to be understood as aspects of divine
feminine energy. This could be illustrated by children giving
themselves different names/titles depending on the situation
they are in eg. the carer, friend, quarreller, peacemaker,
entertainer etc.
They can illustrate their characteristics in pictorial form or
through drama.
-
-
Brahma – the creator god
Vishnu – the preserver and maintainer of life
Shiva – the destroyer – god of life, death and rebirth
Together they are know as ‘Trimurti’
-
The concept of ‘Brahman’ is illustrated to Hindus by salt being
dissolved into water. Salt is present but unseen in every drop of
the water, as Brahman is present in everything in the universe.
Brahman & Hindu gods and goddesses
Explain to the children that the Hindus believe there is
one supreme, great power or ‘universal spirit’ and this is ‘Brahman’, who does not take any human form or characteristics.
-
Key Concepts
2
Begin by exploring children’s existing knowledge of Hinduism
Content
S
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Hinduism
Religions
K
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Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9.
Unit 2 - Theme: Hindu Beliefs & Lifestyle
What is your
understanding of
‘Brahman’ to Hindus?
What is the Trimurti?
Why do you think some
Hindu gods/goddesses
have many different
names?
Why do you think some
Hindu gods/goddesses
have animal
characteristics?
What is a shrine?
Why would a Hindu have a
shrine in their home?
What are the components
of a Puja tray and how are
they used in Hindu
worship?
What do Hindu’s do before
they go into the Mandir
and why?
What do Hindu’s believe
are their duties?
What do you think your
duties are in life?
Why is it important to
always do your best in
your jobs?
What do Hindu’s say is
good or right?
Why was Gandhi called
Mahatma?
Why do Hindu’s believe it
is wrong to hurt or kill an
animal? Do you agree?
Why is the cow a sacred
animal to some Hindu’s?
Key questions
Pupils write about what
Hindus believe about
Brahman. Pupils write
about Hindu gods and
goddesses and how
worship helps Hindus
to understand aspects
of Brahman. (AT1, level
3).
Pupils share ideas
about what their duties
are at home, at school
and in life generally
and relate these duties
to the Hindu belief in
‘dharma’. (AT2, level
3).
Pupils make up a
newspaper interview
with a Hindu in which
sensitive questions are
posed and appropriate
answers provided from
a fictitious Hindu. The
interview is about what
my faith means to me
and includes aspects
of the Hindu’s beliefs
and practices which
have been covered in
this unit of work. (AT2,
level 4)
This work can be
assessed through
tasks such as these:
Assessment
Opportunities
SCHEME OF WORK
Understand that Hindus
regard life as a journey...
Appreciate Hindu
teachings about dharma
(duty) through family life.
Know and understand
how Hindus worship
their gods and
goddesses and that this
worship can take place
in the home and in the
temple and that certain
times of the year are
special for Hindus.
Consider their own
beliefs about God’s
character and
understand Hindu belief
and teaching about
Brahman and Hindu
gods and goddesses.
Pupils will be enabled to:
and beliefs that are
different from their own.
Learning from Hinduism
- What can be learned from Hindu belief and lifestyle? How does it
relate to pupils’ own ways of life?
- How are pupils developing their own understanding of beliefs and
religion?
- How does belonging to a Hindu family influence life? What groups
do pupils belong to, and what are their roles?
Food
- Investigate why some Hindus are vegetarian, and how this
relates to the idea of harmlessness (ahimsa).
- Why the cow is a special or sacred animal in Hindu traditions.
- Why some Hindus fast.
Mahatma Gandhi
- Find out about the life of Gandhi and how he showed the
teachings of Hinduism in his life.
Lifestyle
- Learn that many Hindus regard life as a journey of 4 stages.
The ultimate goal is to be united in Brahman. Hindus believe
the real self is reincarnated after death to another life as part of
a continual cycle.
- Investigate the word ‘duty’ and let children define duty in their
own words.
- Discuss Hindu ideas of duty (dharma), to always do your best.
Such duties include honesty, kindness to animals and people,
thoughtfulness, worship.
- Discuss these duties in the light of their perceptions of their own
duties at home, at school and in life generally.
Ceremonies
- Choose a special occasion for Hindus and explore some of the
ways in which Hindus celebrate them ie. birth and naming
ceremonies, marriage, funerals (if appropriate).
- Compare with their own experiences of similar ceremonies.
Festivals
- Learn that certain times of year are special for Hindus ie.
‘Durga Puja’ or ‘Navaratri’ the nine nights festival (autumn
term), Divali the festival of light (autumn term), Holi the spring
festival of colours (spring term), Janmashtami, Krishna’s
birthday (summer term / August)
- Learn how and why Hindus celebrate these festivals.
-
-
model Hindu shrine in the classroom using some artefacts: a
Murti – (image of god/goddess), puja tray, simple gifts eg.
flowers, food, water, decorations for the shrine.
Describe how Hindus prepare for worship in the temple
(Mandir).
Describe and discuss an act of worship in the Mandir. Teach
about the use of hymns (bhajans), prayers and offerings to the
deities, arti (welcoming ceremony using lamps and incense).
Commitment
Fairness
Respect
Attitudes to be developed
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Skills to be taught
SCHEME OF WORK
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Suggested Resources
Religious Beliefs & Lifestyle
Books of babies’ names and
meanings.
Poster or list of 99 names of
Allah and their meanings.
Qur’an, Qur’an stand and bowl
of water with soap and towel.
Story of revelation of Qur’an to
Muhammad (pbuh).
A2
Examples of Islamic art and
Acquire and develop
patterns, including names of
knowledge and
Allah and Muhammad (pbuh)
understanding of some of
in Arabic.
the influences of life
Books with information about
experiences, beliefs,
the 5 pillars of Islam.
values and faith traditions
School rules and/or rules for
upon individuals,
living from other faith(s).
communities, societies and
Prayer mat and compass.
cultures.
Books with information about
times of Muslim prayer and
Learning From Religions &
Muslim prayer positions.
Responding to Human
Books, posters or video with
Experience
information about mosques.
Story of the two Muslim
B1:2
brothers.
Responding to core
questions with reference to Books/posters about Hajj and
Makkah.
the teachings and
Books, posters or video about
practices of religions, and
Muslim home life, food laws,
to their own understanding
birth and naming ceremonies
and experience.
and dress.
B2
Develop positive attitudes
of respect towards other
people who hold views
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices
Prayer: ‘Salah’ – Second Pillar of Islam
- Learn about Muslims preparation for prayer (wudu-ablution),
positions, frequency of praying, prayer mats and patterns and
orientation to Makkah.
- Look at and discuss a range of artefacts used in Islamic
worship eg. Qur’an, prayer mat, compass.
- Learn about the importance of Friday prayers.
Prophet Muhammad (pbuh)
- Explain what Muslims believe about prophets ie. there were
others before Muhammad (pbuh), who was the final prophet
sent by Allah.
- Learn how Muhammad (pbuh) was chosen by Allah to be his
final messenger.
- Tell the story of Bilal, a freed black slave appointed by the
Prophet to become the first Muezzin, giving the call to prayer.
‘Peace be upon him’ (pbuh)
- Inform children of the importance of the words ‘peace be upon
him’ which is said or written after every mention of Muhammad
(pbuh) or any of the Islamic prophets out of respect and
reverence.
- Teach children about the Islamic greeting ‘As-Salamu-Alaykum’
(Peace be upon you). Compare this with other greetings. Islam
has peace at its heart.
- Learn about the 5 most important components of Muslim
worship, the 5 pillars of Islam. Compare the codes of conduct
relevant to pupils today in family, school and society.
Belief: Shahadah – First Pillar of Islam
- Teach children about the ‘Shahadah’ which is fundamental to
the Islamic religion and is their declaration of faith:- “There is
no God except Allah, Muhammad is the prophet of Allah” (The
1st pillar of the 5 pillars of Islam).
Research meaning and reasons for choice of pupils’ names.
Introduce concept of the Muslim word for God: ‘Allah’.
Inform children that Muslims know and use 99 names for
‘Allah’. Consider some of their meanings eg. Compassionate,
merciful, almighty, holy, all-knowing, the judge.
-
Key Concepts
2
Begin by exploring children’s existing knowledge of Islam:-
Content
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Islam
Religions
K
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Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9.
Unit 3 - Theme: Muslim Beliefs & Lifestyle
- What do you already know
about Islam?
- What is the Muslim word for
God?
- How do Muslims describe
Allah and why?
- Who was Muhammad
(pbuh)?
- What is a prophet?
- How did Muhammad (pbuh)
receive and pass on
Allah’s message?
- How was Muhammad (pbuh)
chosen by Allah?
- What is a pillar? What does a
pillar do? Why do Muslims
call their rules and values
pillars?
- How do Muslims pray?
- What makes Friday a special
day for Muslims?
- What is a mosque?
- What is an Imam?
- What is the most important
book to Muslims?
- How should we treat such
special books?
- What is Zakah?
- What ways do you or your
family help others in your
community?
- When do Muslims fast and
why?
- How do Muslims celebrate
the end of Ramadan?
- Why do Muslims visit
Makkah?
- How do Muslims prepare for
the Hajj?
- What happens during the
Hajj? How does it feel?
Key questions
Pupils write about why
Muslims perform Hajj
and what Hajj entails,
explaining the
processes, and can
empathise with how
going on Hajj makes a
difference to a Muslim’s
life. Pupils know that
different experiences
have meaning in a
Pupils share ideas
about what their rules
for behaviour are, and
where they get them
from. Pupils can relate
their experiences of
how to live their lives
with Muslim belief in
the importance of the
Qur’an in determining
behaviour. (AT2, level
3).
This work can be
assessed through
tasks such as these:
Pupils write about what
Muslims believe about
God, and describe
some of Allah’s
characteristics. Pupils
explain what kind of art
appears in pictures,
prayer mats and in
mosque design, and
can explain the link
between what Muslims
believe about God and
how art is used in
Islam. (AT1, level 3).
Assessment
Opportunities
SCHEME OF WORK
Appreciate what Islam
teaches about following
Allah through family life.
Know and understand
what the 5 pillars of
Islam are, and the
significance they hold
for Muslims. Understand
that Muslims practicing
the 5 pillars of Islam do
so out of obedience of
Allah.
Know and understand
Muslim belief about the
Qur’an, how it should be
treated, and the
importance of its
teaching. Know about
the significance of the
Prophet Muhammad
(pbuh).
Consider their own
beliefs about God’s
character and
understand Muslim
belief and teaching
about Allah.
Pupils will be enabled to:
and beliefs that are
different from their own.
Learn about Friday Prayers at a Mosque.
Give the children an overview of the role of the Islamic ‘Imam’
(key figure, leader of prayer).
Learn about the minaret, the tower at a mosque from which the
prayer call is made.
Consider the role of prayer for pupils and those they know.
What can they learn from Islamic prayer? To whom, how and
why do many people pray? Why do others not pray?
For what reasons do pupils think Muslims pray?
Learning from Islam
- What can be learned from Muslim belief and lifestyle? How
does it relate to pupils’ own ways of life?
- How are pupils developing their own understanding of beliefs
and religion?
- How does belonging to a Muslim family influence life? What
groups do pupils belong to, and what are their roles?
Pilgrimage to Makkah: ‘Hajj’ - Fifth Pillar of Islam
- Investigate why Muslims place such value on the Hajj.
- Learn about what happens during the Hajj including the festival
of Id-ul-Adha.
- Learn about their preparation for the Hajj.
- Learn about how clothing at Hajj symbolises equality for all
humans before Allah.
Fasting: ‘Sawm’ – Fourth Pillar of Islam
- Study Muslim obedience to Allah by abstention and fasting
during Ramadan.
- Learn about the celebration of Id-ul-Fitr.
Almsgiving: ‘Zakah’ – Third Pillar of Islam
- Research Muslim charity or almsgiving – Zakah, and the ways
in which Muslims help and care for the world wide Muslim
community (Ummah). Discuss why and how is Zakah
performed and who benefits.
The Holy Qur’an
- Introduce a Qur’an and its stand and demonstrate the respect
given to it.
- Learn of the value Muslims place on the Qur’an and its
contents.
- Look at some short passages or prayers from the Qur’an and
discuss why the children think it’s so important to Muslims.
These could be used for literacy activities.
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-
-
-
Commitment
Fairness
Respect
Attitudes to be developed
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Skills to be taught
Pupils make up a
newspaper interview
with a Muslim, in which
sensitive questions are
posed and appropriate
answers provided from
a fictitious Muslim. The
interview is about
‘What my faith means
to me’, and includes
aspects of the Muslims
belief and practice
which have been
covered in this unit of
work. (AT2, level 4).
Christian’s life, and can
write about the
significance of any
experience of their
choice in a Christian’s
life. (AT1, level 4).
SCHEME OF WORK
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2
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B2
Develop positive attitudes
of respect towards other
people who hold views
and beliefs that are
B1:3
Reflecting on their own
beliefs, values,
perceptions and
experiences in the light of
their study of religion.
Learning From Religions &
Responding to Human
Experience
A2
Acquire and develop
knowledge and
understanding of some of
the influences of life
experiences, beliefs,
values and faith traditions
upon individuals,
communities, societies and
cultures.
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices
A Bible.
Copy of the 10
Commandments.
Photographs, posters, video of
interior and services in a
synagogue.
Miniature Torah scroll.
Items and artefacts to create a
Shabbat table.
Photographs and pictures of
Jewish life.
Stories of Shabbat and
Synagogue.
Suggested Resources
Religious Beliefs & Lifestyle
Key Concepts
-
The Torah
Look at photographs, posters, video and books showing a
synagogue interior and services in the synagogue, and learn
about where, how – and reasons why – the Torah scroll is kept
in the synagogue. Teach pupils about the significance of the
Torah scroll being paraded and read from in synagogue
services. If possible, look closely at a miniature Torah scroll
artefact in class. Pupils choose a time when the Torah scroll is
stored, paraded or read from in the synagogue, and paint a
picture depicting it. Talk about the role and work of the scribe
and the significance of the Torah to Jews, and pupils write
about what they think the Torah means to Jews.
Teach pupils about Yom Kippur, the Day of Atonement, when
Jews repent of their sins and judge their behaviour, and make
amends with those they need to. Pupils write about things they
repent of, or regret thinking, saying and doing, then tear up
their work into a communal pot. Share with a partner then
discuss with the whole class how this felt afterwards. Pupils
write about how and why they think Yom Kippur helps Jews
relationships with others and with God.
Study the first four of the Ten Commandments and discuss
what they mean and consider their significance to Jews. In
pairs, pupils discuss and list what these commandments teach
Jews about God. Pupils then write about and illustrate how a
Jew might put two of the first four commandments into practice
in their lives.
-
-
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-
-
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-
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Pupils study the Shema (ancient Jewish prayer incorporating
the words of Deuteronomy 6.4-9, 11.13-21 beginning ‘Hear O
Israel: The Lord our God, the Lord is one’) in English, and learn
about the significance and use of the Mezuzah (cylindrical box
placed on doorposts to hold the Shema) and the tefillin (box
containing Shema tied on forehead or left arm near the heart
by Jewish men).
God
Teach pupils about Jewish belief in one good God, who created
the world and cares for it and all people.
Tell pupils creation stories from Genesis 1 and 2.
Discuss, then pupils work in pairs to list the attributes and
character of God according to Jewish belief.
Begin by exploring chidren’s existing knowledge of Judaism.
Content
S
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Judaism
Religions
K
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Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2, 4 5, 6, 8 & 9.
Unit 4 - Theme: Jewish Beliefs & Lifestyle
What do Jews believe
about God?
What does the Bible teach
Jews about the creation of
the world?
What does the Shema
teach Jews about God?
What is a Mezuzah and
why do many Jews have
them in their homes?
What do you have in your
house that reminds you of
people, things or God? In
what ways do they remind
you?
What are tefillin, and how
and why do some Jews
use them?
What are the first four of
the Ten Commandments,
and what do they teach
Jews about how they
should behave towards
God?
Do you have rules that you
live your life by? What are
they and why do you have
them? Which rules do you
find hardest and easiest to
keep?
What happens at Yom
Kippur, and why?
What does it feel like when
you repent of things you
have done wrong and start
afresh with relationships
with others?
What is the Sefer Torah
(the Torah Scroll) and how
is it made?
Where is the Torah kept
and how is it looked after?
What is the Torah dressed
with?
Why do Jews use a yad
when reading from the
Torah in the synagogue?
Key questions
This work can be
assessed through
tasks such as these:
Pupils choose a story
that they have heard
about one of the
Jewish forefathers and
retell it, explaining what
the story teaches Jews
about their religion and
how they can learn
from it. (AT1, level 2).
Pupils write an
explanation of what
Judaism teaches about
how Jews should
behave towards each
other. Pupils can
explain where the
teaching comes from
and provide examples
of the behaviour being
put into practice in the
lives of Jews. (AT1,
level 3).
Pupils can explain what
happens at Yom Kippur
and how it helps Jews
relationships with
others and with God.
(AT2, level 2)
Pupils share ideas
about what their rules
for behaviour are and
where they get them
from. Pupils can relate
their experiences of
how to live their lives
with Jewish belief in
the importance of the
Torah in determining
behaviour. (AT2, level
Assessment
Opportunities
SCHEME OF WORK
Appreciate what
Judaism teaches about
following their faith
through family life.
Realise the significance
of the 10
Commandments to
Jews and how they put
these into practice.
Know and understand
Jewish belief about the
Torah, how it should be
treated and the
importance of its
teachings and know
about the significance of
some of the Jewish
forefathers.
Consider their own
beliefs about God’s
character and
understand Jewish
belief in one good God.
Pupils will be enabled to:
different from their own.
-
-
-
-
-
-
Learning from Judaism
- What can be learned from Jewish belief and lifestyle? How
does it relate to pupils’ own ways of life?
- How are pupils developing their own understanding of beliefs
and religion?
- How does belonging to a Jewish family influence life? What
groups do pupils belong to, and what are their roles?
Teach pupils about Kashrut (Jewish food laws) and Kosher
food, involving what can and cannot be eaten, and what can
and cannot be mixed. Teach pupils about how a Kosher
kitchen is kept. Pupils make a menu for a Jewish family party,
keeping Kashrut laws.
The Jewish home: Shabbat and Kashrut
Teach pupils about Shabbat (Holy day – Sabbath) and how
Jewish families prepare for it. Lay a Shabbat table in the
classroom, and talk through the rituals of the Friday night meal,
and their significance for Jews. Teach pupils about the rules for
Shabbat and the focus being on quality family time. Discuss
important family times, pupils experience, and what happens to
them to make them special. Teach pupils about the Havdalah
ceremony (blessing to mark the end of Sabbath) and how the
spice box reminds Jews of the sweetness of Shabbat
throughout the coming week. Pupils write a description of the
Havdalah ceremony (the end of Shabbat) giving the meaning of
the rituals, and explain what they have learned about the
importance of Shabbat and the family in Judaism.
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Tell pupils about the Tenakh (Jewish bible), and what it consists
of. Choose some stories from it to tell pupils, such as stories
from the lives of the prophets Elijah and Isaiah.
Explore with pupils stories from the Torah, such as stories
about the lives of the families of Abraham, Isaac, Jacob and
Joseph. Tell pupils stories from the life of Moses, including the
story of God giving the Torah at Mount Sinai.
Pupils consider some of the laws regarding behaviour towards
others in Leviticus 19:11-18, in particular the rule in verse 18,
‘love your neighbour as yourself’. Pupils create a poster to
illustrate how Jews should keep both this rule and one of the
other rules of their choice.
Tell pupils about the laws and rules in the Torah, and study the
5th to 10th of the Ten Commandments. Discuss what pupils
think each of the commandments mean, and why pupils think
those commandments were given to the Jews by God. Pupils
work in groups of 3 or 4 and choose one of the
commandments and produce two dramas illustrating how, in
one chosen situation, the commandment could (1) have been
broken and how (2) it could have been kept.
How is the Torah used in
worship?
What does the Torah mean
to Jews?
Do you have any special
favourite or holy books that
you look after? Why are
they special to you, what
do they mean to you, and
why? How do you care for
them?
What are the 5th to 10th of
the Ten commandments,
and why do you think God
gave them to the Jews?
In what ways do you think
it is important to have rules
in communities?
What rules do you have in
school or groups you
belong to, and why do you
think the rules exist?
What other rules do Jews
have to keep other than
the Ten Commandments?
What does the Torah tell
you about the lives of the
patriarchs and matriarchs?
What do Jews believe
happened to Moses on
Mount Sinai, and why is it
important?
What is the Tenakh and
what do you know about
it?
What do the Jewish stories
about Elijah and Isaiah
mean?
What is Shabbat and what
does it mean to Jews to
celebrate it?
What happens at the
Friday night Shabbat meal,
and why?
What special family times
do you enjoy, and what
makes them special? How
do you prepare for them?
What rules are associated
with Shabbat?
What happens on
Saturday evening?
What food laws do Jews
keep to, and why?
Commitment
Fairness
Respect
Self-understanding
Attitudes to be developed
Investigation
Application
Reflection
Expression
Interpretation
Synthesis
3) Skills to be taught
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Suggested
Resources
Religious Beliefs &
Lifestyle
God
Explore pupils’ ideas of what God is like.
Explain to pupils the Sikh belief in one God, who has no image or human form,
and is the creator and sustainer of the world.
Sikhs believe God is Truth.
Show pupils the Ik Onkar symbol and explain its meaning.
Study a copy of the Mool Mantar (First hymn composed by Guru Nanak), the Sikh
basic statement of belief, and what it teaches Sikhs about the description of God.
Pupils consider and develop a basic statement of their own beliefs.
The Gurus
Ik Onkar
Teach pupils about Guru Nanak (founder of Sikhism), the first Guru, finding out
symbol (‘there
about his upbringing, and hearing some stories from his early life. Tell the story
is only one
A2
of his call, when he disappeared for 3 days whilst bathing. Discuss what pupils
God’)
Acquire and develop
think happened to him.
Copy of the
knowledge and
Tell pupils about his journey and his teaching about God.
Mool Mantar.
understanding of some of
Pictures,
the influences of life
images of Guru Pupils learn about stories of some of the other Gurus, for example:
experiences, beliefs,
Nanak and
Guru Arjan (the fifth guru) who compiled the Adi Granth (holy book), built the
values and faith traditions
Golden Temple, and was the first Sikh martyr.
other Gurus.
upon individuals,
Guru Har Gobind (the sixth Guru) who is remembered at the Sikh festival of
Photographs/
communities, societies and
Divali for helping to have prisoners released.
video of the
cultures.
gurdwara.
Guru Tegh Bahadur (the ninth Guru) who was martyred for the principle of
religious tolerance.
Some
Learning From Religions &
Talk about martyrdom and ask pupils to consider what causes they think are
translated
Responding to Human
extracts of texts worth living or dying for, and why.
Experience
Pupils learn about Guru Gobind Singh (the tenth Guru), and how he founded the
from the Guru
Khalsa, the ‘community of the pure’ to which all initiated Sikhs belong at Baisakhi.
Granth Sahib.
B1:3
The 5Ks (Kesh An annual festival to mark this founding is celebrated.
Reflecting on their own
– uncut hair,
beliefs, values,
The Guru Granth Sahib and the Gurdwara
Kangha –
perceptions and
Use photographs and/or video to introduce pupils to the Gurdwara (Guru’s house
comb, Kara –
experiences in the light of
– Sikh place of worship). Learn about the Guru Granth Sahib (the scriptures of
wrist band,
their study of religion.
of Sikhism, the ‘living Guru’) and how it is looked after and treated in the
Kachera –
Gurdwara, when it is read. Find out about how worship is carried out in the
short trousers,
B2
Kirpan – sword) Gurdwara, involving hymns and prayers and reading from the Guru Granth Sahib.
Develop positive attitudes
Discuss what books and words are special to pupils, why, and what specifically
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices
Key Concepts
2
Begin by exploring pupils’ existing knowledge of Sikhism
Content
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Sikhism
Religions
K
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Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9)
Unit 5 - Theme: Sikh Beliefs & Lifestyle
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What does the Mool
Mantar teach Sikhs about
God?
How do Sikhs explain their
ideas about God?
Who was Guru Nanak?
Why is Guru Nanak
important to Sikhs?
What was Guru Nanak’s
early life like?
What happened to Guru
Nanak that caused him to
start teaching people
about God?
What did Guru Nanak do
and what did he teach
people about God?
Who were the Gurus who
followed Guru Nanak?
Why are the Gurus
important to Sikhs?
What kinds of examples
did the Gurus set for
Sikhs?
Why is Guru Gobind Singh
important to Sikhs and
what did he do?
What is the Khalsa?
What would you have done
if you were there at
Baisakhi?
Is there anything you think
is worth living for or dying
for? What is it?
What is the Guru Granth
Sahib?
How is the Guru Granth
Sahib treated? What do
you think it means to
Key questions
This work can be
assessed through tasks
such as these:
Pupils choose and
retell one of the stories
they have heard about
the Gurus explaining
what the story teaches
Sikhs about their
religion and what they
can learn from it. (AT1,
level 2).
Pupils can explain what
the 5Ks are, why some
Sikh children wear
them and why they are
important to them.
(AT2, level 2).
Pupils write an
explanation of what
Sikhism teaches about
how Sikhs should
behave towards each
other. Pupils can
explain where the
teaching comes from
and provide examples
of the behaviour being
put into practice in the
lives of Sikhs. (AT1,
level 3).
Pupils can explain how
the values Sikhs hold
manifest in their
lifestyles. Discuss
what is prohibited in
the life of a Sikh and
discuss what
prohibitions they
Assessment
Opportunities
SCHEME OF WORK
Know and understand
the importance of the
Guru Granth Sahib to
Sikhs.
Appreciate what
Sikhism teaches about
following God and the
effect this has on their
lifestyles and values.
Know and understand
Sikh belief about
symbols of identity and
what they represent.
Consider their own
beliefs about God’s
character and
understand Sikh belief
and the teachings of the
Gurus.
Pupils will be enabled to:
of respect towards other
people who hold views
and beliefs that are
different from their own.
Learning from Sikhism
What can be learned from Sikh belief and lifestyle? How does it relate to
pupils’ own ways of life?
How are pupils developing their own understanding of beliefs and
religion?
How does belonging to a Sikh family influence life? What groups do
pupils belong to, and what are their roles?
Sikh symbols and identity
Pupils learn about symbols which indicate Sikh belief, and investigate their
meaning:
Ik Onkar, there is only one God;
Khanda, the Sikh symbol
Introduce pupils to the 5Ks worn by Khalsa Sikhs – Kesh (uncut hair), kangha
(comb), kara (a steel wrist band), Kachera (short trousers), kirpan (sword)
Explore what each represents and why it is worn.
Pupils share what symbols they wear and use, and what symbols they are aware
of in the community. What do these symbols represent? Why are they important?
How could they be respected?
Pupils design symbols of their own identity or belonging and explain meanings.
Teach pupils about Sikh prohibitions in lifestyle
Not eating meat that has been ritually slaughtered; most Sikhs are
vegetarians.
Not using tobacco, alcohol or harmful drugs.
Discuss what prohibitions pupils think they themselves should have in their own
lifestyles, and why.
Explore other Sikh values such as earning one’s living by honest means (Kirat
karna), acceptance of God’s will (hukam) and equality of gender, race and creed.
Explore what values pupils have, why they hold them, and how they manifest
them in their own lifestyles.
Sikh values and lifestyle
Teach pupils about Sikh values of sharing (vand chhakna) and service (sewa) to
others, represented by the langar (kitchen attached to the Gurdwara, serving free
food to anyone who comes). Consider its importance for Sikhs. What does it
mean to eat together?
they have learnt from them.
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Sikhs?
How do Sikhs worship in
the Gurdwara?
What happens in the
langar, and why?
What Sikh values does the
langar represent?
What other values do
Sikhs hold and how do
they show their beliefs
through how they live their
lives?
What are your values and
how do you show what
matters to you through
how you lead your life?
Why are most Sikhs
vegetarian?
Why do you think Sikhs
are not allowed to use
tobacco, alcohol or harmful
drugs?
What symbols are used or
worn by Sikhs and what do
they represent?
What is the relevance and
meaning of the Ik Onkar
and Khanda symbols?
What are the 5Ks, and why
do some Sikhs wear
them?
What symbols do you wear
or use and what do they
represent?
What symbol can you
invent to show your identity
or your allegiance to a
particular group which you
belong to?
Commitment
Fairness
Respect
Self understanding
Attitudes to be developed
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Evaluation
Skills to be taught
themselves should
have in their own
lifestyles and why.
(AT2, level 3).
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B1:2
Responding to such
questions with reference to
the teachings and
B1:1
Developing awareness of
some of the fundamental
questions of life raised by
human experiences, and
of how religious teachings
can relate to them.
Learning From Religions &
Responding to Human
Experience
A2
Acquire and develop
knowledge and
understanding of some of
the influences of life
experiences, beliefs,
values and faith traditions
upon individuals,
communities, societies and
cultures.
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices
Newspapers – for examples of
suffering.
Photographs/ pictures of
monks, and nuns from the
Buddhist community, and of
lay Buddhists.
Photographs or video of the
Buddhist Vihara (temple).
Different photographs or
images of Buddha.
Artefacts associated with
Buddhist meditation eg. An
eight spoked wheel.
Suggested Resources
Religious Beliefs & Lifestyle
Key Concepts
Collect newspapers for pupils to work in pairs to find examples of
suffering. Pupils record their research in a table, recording, in
brief, the suffering, and suggesting alongside reasons why they
think the suffering has occurred. In a third column, pupils suggest
ways in which the particular suffering could have been avoided
from occurring in the first place, and a fourth column suggesting
ways in which the suffering could be alleviated. Pupils share and
discuss their work.
Teach pupils about the Four Noble Truths, in which the Buddha
taught:
Life involves suffering
Suffering comes from selfish desire and greed, and makes life
unsatisfactory
Suffering can be stopped by getting rid of selfish desire and
greed
The way to get rid of selfish desire is to follow the Middle Way,
keeping to the Noble Eightfold Path.
The Buddha’s teaching (Dhamma)
Explore the Buddha’s teaching of Five Precepts, by which
Buddhists refrain from: Harming or killing any living things
Taking what is not given to them
Being over-indulgent
Using wrong speech
Taking drugs or drink
Pupils write about and illustrate examples of Buddhists keeping
each of the Five Precepts. Pupils debate in pairs the reasons for
having moral codes, and make up their own ideal code of five
moral precepts.
Teach pupils that the Buddha is not a God to be worshipped, and
that Buddhism has no belief in God. Consider different images of
the Buddha and the symbols of teaching they use.
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The Buddha
Tell pupils stories of Siddattha Gotama (Indian prince who later
became known as the Buddha) including some of the following:
His birth
His upbringing as a prince
The story of the four sights and his renunciation of a luxurious
prince’s palace life
His years in the forest learning meditation
The Buddha’s enlightenment
His teaching of the Middle Way
His death
Pupils write a description of what they think Siddattha’s first week
might have been like, having decided to leave the palace and his
riches and power behind, as he heads off in the hope of finding
answers to the problems of suffering and the unsatisfactoriness of
life.
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Begin by exploring the pupils’ existing knowledge of Buddhism
Content
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Buddhism
Religions
K
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Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9
Unit 6 - Theme: Buddhist Beliefs & Lifestyle
Who was Siddattha
Gotama?
What was foretold at his
birth?
What did he discover on
his trips out from the
palace?
How did the sights he saw
change him?
Why do you think people
suffer?
What is life like when
everyone is selfish and
greedy?
What did Prince Siddattha
decide to do with his life,
and why?
What do you think it would
be like to give up
everything you have?
What do you think you
would have done if you
were Prince Siddattha?
If you were born into a
royal family, what kind of
person do you think you
would be, and what would
you do with that power?
Why do you think
Siddattha went to the
forest to learn meditation?
What do you think
happened when the
Buddha received
enlightenment?
What do Buddhists believe
about the Buddha?
Why do you think the
Buddha taught the Five
Moral Precepts to his
followers?
Do you think having moral
rules to live by is a good or
bad idea, and why?
If you had to make up five
moral rules for everyone to
keep, what would they be,
Key questions
This work can be
assessed through
tasks such as these:
Pupils write about what
Buddhists believe
about the Buddha and
why they do not
worship him as a God.
Pupils can recount
some of the Buddha’s
teachings and provide
examples of the
resulting behaviour
being put into practice
in the lives of
Buddhists. (AT1, level
3).
Pupils can explain how
the values Buddhists
hold manifest in their
lifestyles and relate this
to the Five Moral
Precepts. Discuss
what they themselves
think they should be
committed to and
refrain from and why.
(AT2, level 3).
Pupils write about the
Buddhist belief in the
Noble Eightfold Path
and how this helps
Buddhists to overcome
difficulties in their lives.
Pupils can understand
that Buddhists use the
teachings and example
of the Buddha as a
source for strength and
meaning in their lives
(AT1, level 4).
Pupils make up a
Assessment
Opportunities
SCHEME OF WORK
Understand that
Buddhists turn to the 3
treasures for help and
refuge – the Buddha,
the Buddha’s teachings
(the Dhamma) and the
Buddist community (the
Sangha).
Know about the
enlightenment of the
Buddha and the effect
this had on his life.
Consider their own
beliefs about God’s
character and
understand Buddhist
beliefs and the
teachings of Buddha
(dhamma).
Pupils will be enabled to:
B2
Develop positive attitudes
of respect towards other
people who hold views
and beliefs that are
different from their own.
B1:3
Reflecting on their own
beliefs, values,
perceptions and
experiences in the light of
their study of religion.
practices of religions, and
to their own understanding
and experience.
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Learning from Buddhism
- What can be learned from the Buddhist way of life and teaching?
How does it relate to pupils’ own ways of life?
- How are pupils developing their own understanding of beliefs and
religion?
- How does belonging to a Buddhist family or community influence
life? What groups do pupils belong to, and what are their roles?
Talk about the Buddhist Vihara (temple), and if possible, look at
photographs, books or video about the Vihara. Teach pupils that
there will be an image of the Buddha at the Vihara which is not
worshipped but communicates tranquility and compassion, and
sets an example to Buddhists, who often meditate in the shrine
room.
Discuss with pupils what teaching or example is worthy of
following, and what ideals they try to follow themselves. Where
have these come from? In what ways is it easy, and in what ways
is it hard to live a good life?
Explain that the Buddhist community is made up of ordained
monks, nuns and priests and also of lay people, all of whom try to
follow the example led by the Buddha of how to live their lives, and
to follow the Buddha’s teaching.
Discuss who and what pupils turn to when they want help and
refuge. Do they turn to different people for different kinds of help?
In what way?
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The Buddhist Community (Sangha)
Teach pupils about the Three jewels, and that Buddhists turn to the
Three Treasures for help and refuge:
The Buddha
The Buddha’s teaching (the Dhamma)
The Buddhist community (the Sangha)
Buddhist Stories
Tell pupils stories from the life of the Buddha (known as Jataka
tales) or stories he taught which illustrate his teaching. Pupils
explore the moral message to the stories, or the Buddhist values
they exemplify.
Pupils work in small groups of 3-4 to choose their own value or
moral message they would like to get across to others, and create
a story which illustrates the message, which they can dramatise for the rest of the class. The class guesses and discusses what they
think the moral behind the drama is.
Pupils study the Noble Eightfold Path, which the Buddha taught as
the way out of suffering. It consists of:
Right understanding
Right thought
Right speech
Right action
Right livelihood
Right effort
Right mindfulness
Right concentration
Pupils choose two of the eight teachings they most agree with, and
write about why they think they would be effective ways out of
suffering, giving practical examples to illustrate their opinions.
The use of an eight spoked wheel could help to illustrate the Noble
Eightfold Path.
and why?
What do Buddhists believe
are the Four Noble Truths?
What do you think about
the Four Noble Truths?
What is the Noble Eightfold
Path and why do you think
it helps Buddhists out of
suffering?
Which elements of the
Noble Eightfold Path do
you most agree or
disagree with, and why?
What values do Buddhists
have?
What stories did the
Buddha tell or are told
about his life to illustrate
moral messages or
Buddhist values?
What do you think are
important values or morals
to teach others?
What did the Buddha
teach his followers?
What do you think about
the Buddha’s teaching?
Where do you turn to for
help and refuge?
What group or community
do you belong to, and how
does it support or help
you?
Why do you think
meditating in the Vihara
helps Buddhists?
Commitment
Fairness
Respect
Self understanding
Enquiry
Attitudes to be developed
Investigation
Application
Reflection
Expression
Empathy
Interpretation
Discernment
Synthesis
Evaluation
Skills to be taught
newspaper interview
with a Buddhist, in
which sensitive
questions are posed
and appropriate
answers provided from
a fictitious Buddhist.
The interview is about
‘What my faith means
to me’ and includes
aspects of Buddhist
understanding and
lifestyle which have
been covered in this
unit of work. (AT2, level
4).
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B2
Develop positive attitudes
of respect towards other
people who hold views
and beliefs that are
different from their own.
B1:3
Reflecting on their own
beliefs, values,
perceptions and
experiences in the light of
their study of religion.
B1:1
Developing awareness of
some of the fundamental
questions of life raised by
human experiences, and
of how religious teachings
can relate to them.
Learning From Religions &
Responding to Human
Experience
A2
Acquire and develop
knowledge and
understanding of some of
the influences of life
experiences, beliefs,
values and faith traditions
upon individuals,
communities, societies and
cultures.
Maps.
Pictures, photographs of
different types of transport.
Photographs of the children at
different ages.
Story books illustrating
selected stories of Saints,
Missionaries, pilgrimages,
church leaders and Bible
stories about journeys.
Artefacts or pictures and
photographs of items needed
for a journey.
Information on different
charities.
Pictures of Saints, statues.
Bible.
Suggested Resources
Religious Beliefs & Lifestyle
Celebration
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Journeys of Missionaries
Discuss the meaning of the word missionary:- Story of Gladys Aylward, discuss why she made her journey to
China and what motivated her to make the journey
- Journeys made by Mother Teresa from her home in Yugoslavia,
to being a nun in Ireland, to teaching in India and working with
the poor in Calcutta. The work of the Missionaries of Charity.
Journeys of Saints
St Christopher – the Patron Saint of Travellers
St Francis of Asissi
Journeys of Patron Saints eg St Patrick, St David
Journeys of St. Paul from New Testament
Conversion of Saul – journeys of Paul, reasons why Paul
travelled so far to tell people about Jesus (his mission), plot
Paul’s journeys on a map, discuss the reasons why he wrote
so many letters (stories selected from The Acts of the Apostles
chapters 13-22).
Consider some key texts from St Paul’s writing, to see what
might be learned from them, eg I Corinthians 13, Galatians 5
verse 22, Romans 8 verses 35-39.
Easter journeys
Jesus’ Journey to Jerusalem (leading up to Palm Sunday),
route to the cross (Luke chapters 19 and 23)
Depending on the term in which this unit is delivered:Christmas journeys
Journey of Mary and Joseph to Bethlehem, journey of the magi
/ wise men via Herod, the escape to Egypt of Mary, Joseph
and Jesus (Matthew chapters 1+ 2).
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Brainstorm ideas about the meaning of the word journey,
suggest purposes for journeys.
Discuss journeys children have made, reasons for making
them, mode of transport and associated feelings.
Planning a journey:essentials ie. map, food, provision for
shelter etc.
Comparison of a New Testament journey eg. Mary’s journey to
Bethlehem, Jesus going to Jerusalem as a boy with a similar
journey made in the 21st century.
2
Key Concepts
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Content
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Christianity
Religions
K
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Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
Suggested time: 8 -15 hours -1 term. Refer to Key Stage 1 Unit 1.
Unit 7 - Theme: Christian Journeys
What is a journey?
What has been the best
journey they have made
and why?
How have journeys
changed over the years?
What could have
happened on the journeys
in Jesus’ story, to a)
Bethlehem, b) Egypt, c)
Jerusalem?
Where would you find
examples of Paul’s letters?
Why did Paul write letters?
Why were Paul’s letters so
important to the people
who received them?
Where did the Saint you
have chosen journey to?
What was the purpose of
their journey?
What is a mission? Have
you ever had a mission?
Does everyone have a
mission in life?
How did Gladys Aylward’s
faith inspire her?
Do you think Mother
Teresa felt her work was
worth it? Why? What
inspired her?
Have you ever helped a
charity? And why?
What charities has our
school supported over the
past few years? How did
our support help other
people?
What is a pilgrimage and
why do Christians make
them?
If you were to make a
Key questions
This work can be
assessed through
tasks such as these:
Pupils choose a story
of a journey made by a
Christian and retell it
identifying why the
person made the
journey and what
motivated him/her to
undertake the mission.
They could make a ‘life
map’ for the person
chosen. (AT1, level 2).
Pupils explain the aims
of one particular
charity and understand
how their support
makes a difference to
the lives of the
recipients of their work.
Pupils give reasons
why there are some
people in the world
who rely on the
support of charities
and volunteers. (AT2,
level 2).
Pupils write an
explanation of what
Paul wrote in his letters
about how Christians
should behave towards
others. Pupils can
explain where the
teaching comes from
and provide examples
of the types of
behaviour Christians
would display as a
result of reading Paul’s
letters (then and now).
Assessment
Opportunities
SCHEME OF WORK
Consider their own life
as a journey and what
skills and qualities are
needed to take them on
their journey in the
future.
Appreciate why many
Christian missions take
people away from their
homes.
Consider their own
feelings about making
journeys and
understand the beliefs
and values of others
who have made
journeys.
Pupils will be enabled to:
The Journey of Life
Look back on children’s life and their journey from birth to
present day. Compile a record of this journey ie. chart,
photographs, pictures. Identify the things they have valued and
that were worth aiming for. Journey through life in the future.
Discuss what skills and qualities they will need to help them
travel through adolescence to adulthood. Discuss children’s
hopes and aspirations for the future. What ‘maps’ guide us in
life? What are the wrong turnings, and what are the right
paths? How do we know?
What can pupils learn from the Christian journeys they have
been studying?
Journeys of Modern Day Missionaries
- Work of Christian charities eg. Christian Aid’s work to
strengthen the poor that all may share in the feast of life, to
tackle issues of poverty and inequality.
- Investigate Christian charities supported by local church.
- Personal mission of Mary Jones – story of Mary Jones and her
bible. The work of the Bible Society.
- Talk with someone whose Christian mission has taken them
away from home.
Christian Pilgrimages
- Pilgrim Fathers, the Society of Friends
- Pilgrimages to the Holy Land to see the sacred sights.
- Routes of pilgrimages to sacred sights around the world.
- Pilgrimages made by Christians to Lourdes in France and/or
Walsingham in Norfolk, Iona in Scotland.
Journeys of Church Leaders
- Investigate journeys made through life of local church leader ie.
place of birth, training, first appointment, other positions
they’ve had to present date.
- Prominent Christian leaders’ journeys through life eg The Pope,
Archbishop Desmond Tutu.
pilgrimage where would it
be to and why?
How is your life like a
journey?
If you were to pack a bag
to help you on your
journey through life what
would you put in it ie. skills
and qualities as well as
material objects?
What can you learn from
the Christian journeys you
have studied?
Commitment
Fairness
Respect
Self understanding
Enquiry
Attitudes to be developed
Investigation
Reflection
Expression
Empathy
Analysis
Evaluation
Skills to be taught
(AT1, level 3).
Pupils create an
information leaflet
about a hypothetical
charity they are
forming showing that
they have identified the
recipients and their
needs and the cause of
the need and how they
will undertake the
giving of aid. Consider
how their charity is
different from or similar
to a chosen Christian
charity. (AT2, level 3).
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Suggested Resources
The sacred
Key Concepts
Christianity & at least one other
Religions
B1:3
Reflecting on their own
beliefs, values,
perceptions and
experiences in the light of
their study of religion.
A collection of natural objects.
Possible visit to a place of
natural beauty.
Materials about the beauty of
the animal world.
Learning From Religions & Photographs, posters, videos
of natural wonders.
Responding to Human
Suitable versions of Christian
Experience
creation stories.
Story of the Garden of Eden.
B1:1
Pictures and information about
Developing awareness of
extinct and endangered plants
some of the fundamental
and wildlife.
questions of life raised by
Information leaflets /
human experiences, and
promotion materials from a
of how religious teachings
range of environmental
can relate to them.
organisations.
Pictures, poems and music
B1:2
depicting the awe and wonder
Responding to such
of the natural world.
questions with reference to
The Countryside Code.
the teachings and
Books, pictures, videos of
practices of religions and
religious festivals celebrating
to their own understanding
the natural world.
and experience.
A2
Acquire and develop
knowledge and
understanding of some of
the influences of life
experiences, beliefs,
values and faith traditions
upon individuals,
communities, societies and
cultures.
Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
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Start with natural objects from the local environment or a visit
to a local natural environment – discuss what is beautiful and
how it came to be there.
Talk about why some things are beautiful to some people.
Give reasons why not all people find the same things
attractive.
Give opportunities for the children to explore the wider world
outside of their immediate experience eg. natural wonders,
volcanoes, deep sea, space, polar regions, rain forests,
favourite animals, birds and plants etc.
Explore how various groups of people throughout history have
explained how the world came to be in existence. Examine and
consider religious creation stories and the functions they might
serve.
Read the Biblical creation stories in Genesis 1 and 2 noting the
order in which things were created and God’s response to his
creation.
If the children were able to create a perfect world, what would
they leave in and what would they take out?
Tell the Biblical story of the Garden of Eden, Adam and Eve’s
responsibilities to the world and their disobedience of God’s
rule (Genesis 3).
Explore ways in which we can actively care for our world,
starting with our own school grounds, moving on to the local
environment and the wider world.
Tell stories of animals and plants that are now extinct eg. dodo,
passenger pigeon.
Discuss the present situation with endangered species – plants
and animals.
Write a letter to next generation about an animal or plant which
could become extinct in the future.
Learn about the work of environmental organisations eg.
Greenpeace, Friends of the Earth, Animal Rights
organisations, Worldwide Fund for Nature, RSPCA, RSPB,
Forestry Commission etc.
Discuss the concept that God is all around us and we can
sense God in nature. Who believes this? Who does not?
Consider ways in which artists, poets, musicians throughout
history have responded to the natural world through their
particular artistic talents.
Encourage children to show their own responses to an aspect
of the natural world through art, music, poetry etc.
Content
Suggested time: 8 -15 hours - _ - 1 term. Refer to Key Stage 1 Unit 6 & 9 & Foundation Stage Units 7 & 9)
Unit 8 - Theme: Beautiful World, Wonderful God
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Why do you think your
chosen object is beautiful?
Being in a beautiful
environment – how does it
make you feel?
What is the most beautiful
thing you have ever seen?
How did it make you feel?
Why do you think there are
so many different stories
about how the world was
created?
Why do you think Jews
and Christians believe God
created the world in the
order he did?
What might the story of
Adam & Eve tell us about
looking after the world?
Are there times when we
do things we shouldn’t to
our beautiful world?
Why should we look after
our world?
How can we care for our
environment?
Why is the Harvest festival
an important occasion for
Christians?
What have you learned
aboiut festivals like Sukkot
(Jewish) or Holi (Hindu)?
Why is there a need for
environmental
organisations?
Is it right that
environmental
organisations put pressure
on people to change their
ways?
Are people ever justified in
breaking the law for a
Key questions
Pupils retell the story
of Adam & Eve
explaining what the
story teaches about
God and his intentions
for mankind. (AT1,
level 2).
Observe pupils
responses (in
discussion) to the aims
of an environmental
organisation eg.
Greenpeace, RSPB
and also to the
teachings of a religion
about care of the
world. (AT2, level 2).
Pupils write about the
reasons why Christians
hold a Harvest festival
and what this entails.
They compare this with
a festival from another
religion celebrating the
natural world. Pupils
should demonstrate an
awareness of the
importance to people
of faith of giving thanks
to God. (AT1, level 4).
Pupils interview a
partner (in role of an
environmental
campaigner) for a TV
or radio programme on
the subject of their
mission. Sensitive
questioning should
draw out reasons for
their beliefs and
discover whether this is
a result of a religious
Assessment
Opportunities
SCHEME OF WORK
Know and understand
what the Bible teaches
about the relationship
between God and
mankind and how
mankind destroyed their
privileged position in
God’s world.
Consider their own
beliefs about creation
and understand the
Christian beliefs about
the creation of the
world.
Understand the
responsibilities they
have in caring for our
world.
Begin to appreciate the
beauty of the natural
world and make their
own responses to it.
Pupils will be enabled to:
B2
Develop positive attitudes
of respect towards other
people who hold views
and beliefs that are
different from their own.
Consider the Country Code, create their own rules to look after
their own environment.
- Introduce some religious festivals focusing on giving thanks for
the natural world. These might include:
Christian – Harvest Festival
Jewish – Tu B’Shevat (celebration of trees) & Sukkot (thanksgiving
for the harvest)
Hindu – Holi (Festival of love & harvest)
- Consider the ways in which different religions teach their
followers to care for the world eg. Hindu duty (Dharma),
Buddhism (Five Moral Precepts), Sikhism (Guru Nanak’s
teachings), Christian – look at the words of hymns and read
biblical texts, Romans 1 v 20, Psalm 8 and Psalm 147.
- Discuss what the world would be like without any:- colour,
light, trees, flowers, water, birds etc (choose one).
- Children can bring their own natural object in to discuss why it
is essential to preserve.
- Write a comment on the natural world as it is now – the
importance of protecting and caring for it and in the home –
put this response away in a safe place to be opened and read
in the future when they are grown up, or display them as
‘’leaves on a tree of the future.
- Consider what can be learnt from the study. How do we
express thanks for natural beauty? Does a beautiful world
suggest a wonderful God? What are the responsibilities of the
human race for the beautiful world? What are our own
responsibilities?
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cause they believe in?
Does a beautiful world
suggest a wonderful God?
What are the
responsibilities of the
human race for the
beautiful world? What are
our responsibilities?
Respect
Self understanding
Fairness
Enquiry
Attitudes to be developed
Reflection
Expression
Empathy
Interpretation
Discernment
Analysis
Skills to be taught
belief. (AT2, level 4).
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B2
Develop positive attitudes of
respect towards other
people who hold views and
beliefs that are different
from their own.
B1:2
Responding to core
questions with reference to
the teachings and practices
of religions, and to their own
understanding and
experience.
Learning From Religions &
Responding to Human
Experience
A1
Acquire and develop
knowledge and
understanding of Christianity
and the other principal
religions represented in
Great Britain and their
associated beliefs,
experiences and practices.
Christianity
Islam
Learning About
Religions & Exploring
Human Experience
Collection of
everyday signs
and symbols.
Symbols of
dove, olive
branch and
rainbow.
Objects which
evoke memories
and stories.
Pictures of
Christian/Islamic
signs, symbols
and patterns.
Floor plans of
churches,
cathedrals and
mosques.
Photographs of
churches,
chapels,
cathedrals and
mosques.
Visit to local
Christian
buildings and /
or Lincoln
Cathedral and /
or visit to an
Suggested
Resources
Religious beliefs &
lifestyle
The sacred
Celebration
Key Concepts
Religions
Intended teaching
& learning outcomes
Look at signs around the school and local area. Discuss their meaning. Why are they
important?
- Look at symbols used on food packages, sport and on clothes. Discuss their meanings.
- Explain the difference between a sign and a symbol. The pupils can create their own
symbols to represent everyday objects.
- Look at the symbols of a dove, a rainbow and an olive branch. Explore the meanings
and the uses of these symbols today. Find their origins in the story of Noah’s Ark
(important in three major religions – Christianity, Judaism and Islam).
- Ask the children to think about objects they own which evoke special meanings to them.
- Discuss how these objects are now symbols representing a story or memory.
- Introduce the children to the following religious metaphors from the Bible – ‘God is my
rock’ Psalm 18 v 2. ‘Jesus is the light of the world’ John 8:12. ‘The Lord Is My Shepherd’
Psalm 23. Discuss words that pupils connect with these three images (ie. rock, light,
shepherd). Choose those which may explain why a religious believer might use such
metaphors.
- Discuss the need to have a special place of their own.
- Children to investigate special places for others in their lives. Teacher to share with
children their own special place. Where is their special place? Why is it special? What
does ‘sacred’ mean?
- Collage, art entitled ‘My Special Place’.
- Discuss religious special places using pictures and videos. Bring in artefacts which may
be found in a religious special place eg. Christian church – Bible, cross, candles – Islamic
mosque – Qur’an and stand, symbols and patterns.
- Introduce the word ‘sacred’ and discuss areas in a Christian or Islamic place of worship
which would be sacred to members of the faith.
- Examine and unpack the meanings of signs and symbols in places of worship. How are
they to be respected?
- Show pictures of several Christian symbols eg. a cross, dove, fish, angels, candles, halo.
Discuss their meaning.
- On a visit to their local parish church and/or the Cathedral look for symbols already
discussed in class. (It would be desirable to make a visit to a local community church
followed by a visit to a cathedral).
- Look for other symbols in the church/cathedral and discuss what they might mean paying
particular attention to the following:
Font – its use in baptism symbolising the entry into the Christian faith.
Stained glass windows – how do they represent stories from the Old and New Testament and
lives of saints? Consider use of light and colour. These were originally put into church
windows to symbolise stories for those who could not read.
Altar – look at any symbols that may be displayed on the altar eg. cross, chalice.
Statues – discuss the stories that pupils know about the person/object the stories represent
eg Virgin Mary (Birth of Jesus), Saint Peter (Keys to Heaven, denial of Jesus).
What are the functions and symbolism of the lectern, pulpit, choir stalls, Cathedra (Bishop’s
seat), tombstones, gargoyles, carvings, spires, tower.
NB. If using Lincoln Cathedral pay particular attention to the screen and the symbols used
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Content
Suggested time 8 – 15 hours - _ - 1 term. Refer to Key Stage 1 Units 1, 3, 7 & 9 & QCA Units 3A, 5B, 6B & 6E)
Unit 9 - Theme: Symbols in Religion: worship at the Cathedral and / or the Mosque
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Pupils can identify some
religious symbols and
metaphors and begin to
suggest their meanings.
(AT1, level 2).
Pupils write about why
Christians take part in
the Eucharist service
and what the symbols in
the act represent
explaining the actions
involved and empathise
with how taking the
Eucharist can make a
difference to a
Christian’s life.
Pupils go on to identify a
major component in an
act of worship
undertaken by members
of another religious faith.
(AT1, level 4).
Observe pupils
responses to being in a
sacred place
(church/cathedral/
mosque) and their
understanding of the
importance of symbolic
artefacts to followers of
that particular faith.
(AT2, level 2).
Pupils can talk about
what symbols, objects,
places are sacred to
Christians/Muslims and
relate these to their own
experiences of the
importance of symbols,
objects and places
which are special to
them. Pupils understand
the value of respect for
diversity. (AT2, level 4).
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Why are symbols
important?
How is a sign different
from a symbol?
What are the three
symbols used to depict the
story of Noah’s Ark? What
do they mean?
Why did John refer to
Jesus as the light of the
world?
Why did the first Christians
wear the sign of the fish?
Name three symbols (seen
in the church/cathedral/
mosque)
What do they mean?
What does the word
‘sacred’ mean?
Why is it important to have
a quiet place – in church,
at home, at school, in a
mosque?
Why do Muslims always
face in the same direction
for prayer?
What value do we give to
stillness, quiet, reflection
and thoughtfulness?
How do pupils show
respect or love for who or
what is most important to
them?
Assessment
Opportunities
Key questions
SCHEME OF WORK
Gain an understanding
of the importance of
symbols and their use in
everyday life, as an aid
to evoke memories of
events or stories.
Identify some religious
symbols and some
symbolic actions in a
religious context and
explain that metaphors,
symbols, actions and
objects convey religious
meaning.
Show how religious
beliefs can be expressed
through art and
architecture.
Name some parts of a
religious building and
religious objects and say
why they have value for
members of religious
communities.
Pupils will be enabled to:
Islamic mosque.
Christian /
Islamic
photographs and
artefacts found
in religious
buildings.
Islamic prayer
mat.
Videos of
worship in
Christian church
/ Islamic
mosque.
Lincolnshire
schools’ Lincoln
Cathedral file
Learning from the symbols of worship.
- Make opportunities for children to reflect on what is sacred to them in the light of their
learning from Christians and Muslims.
- What makes a place sacred?
- What value do we give to stillness, quiet, reflection and thoughtfulness?
- How do pupils show respect or love for who or what is most important to them?
Islamic Mosque
If possible, arrange a class visit to an Islamic Mosque.
- Look at pictures, images and videos of mosques, both inside and outside. Ask the
children to be detectives looking at the pictures to identify features of the building which
give clues about how it might be used eg. shape, common features. Are there any signs
or symbols? Are there any clues about how the building has anything in common with
other buildings they have seen?
- Introduce the children to the fact that a mosque is a sacred place for Muslims, where they
can meet together to pray to God and study the Qur’an.
- The main features of the mosque include: a washing area to enable Muslims to wash
themselves carefully as a way of preparing for prayer and showing respect for God.
A tower or minaret – this is to call Muslims to the mosque for prayer.
A main room, the prayer hall – for prayer – usually with a screened-off area for women (men
and women do not pray together). A Mihrab, or niche, to show the direction of Makkah.
- Inform the children that Muslims do not use images or pictures of living things because
the Qur’an (sacred writings) forbids this. Muslims use beautiful patterns instead,
sometimes based on geometric shapes, sometimes on plant shapes and sometimes
using the shapes of Arabic writing as symbols instead of images and pictures.
- Discuss the meaning of prayer. Children should be aware that Muslims must pray 5 times
a day (Salah – one of the 5 pillars of Islam). Muslims always pray facing the holy city,
Makkah. In the mosque look for the symbol in the main prayer room which shows the
direction of Makkah to show Muslims the direction to face for prayer.
- Discuss some reasons for taking off shoes in a special or sacred place.
- Discuss reason why Muslims use prayer mats to pray on and how some prayer mats will
have a compass attached to enable Muslims to find the direction for Makkah. Look at the
patterns and symbols used on a prayer mat.
- Discuss the symbolism used by Muslims of the moon and star (Islam guides and lights
the way through life, symbolised by the moon and star).
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within it and the nave (which can be likened to an upturned ship). Look at the shape and
plan of the Cathedral, compare this with the shape of the cross.
Make a list of the symbols seen in the church/cathedral. Are some symbols used more
often than others? What meanings come from the symbols?
Observe how many different ways the cross is represented in the building.
Look at the different parts of the church/cathedral and learn about the worship activities
that take place in each area. Consider which areas are best suited to stillness, quietness,
reflection, prayer or praise as part of Christian worship.
Pupils to learn about the key components of a Christian Communion (Eucharist) service
and the fundamental beliefs behind this symbolic act. Pupils can find out where in the
church/cathedral this takes place and what objects are used as part of the communion
act.
It would be useful if the pupils attended an act of worship at the church/cathedral after
their study of it paying particular attention to the use of the different areas and symbols.
Alternatively, they might meet a Christian visitor, and ask questions about what they have
been learning.
Respect
Self understanding
Attitudes to be developed
Investigation
Reflection
Expression
Empathy
Interpretation
Synthesis
Skills to be taught:
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Suggested Resources
Celebration
Key Concepts
Christianity
Hinduism
Religions
Books to show pupils,
illustrating special times of
others, eg. rites of passage,
festivals etc.
Hindu stories of Rama and
A2
Sita and the story of Lakshmi
Acquire and develop
and the pearls and the poor
knowledge and
washerwoman.
understanding of some of
Artefacts and photographs
the influences of life
belonging to pupils which are
experiences, beliefs,
associated with special events
values and faith traditions
in their own lives.
upon individuals,
communities, societies and Murtis or pictures of Rama,
Sita, Lakshman, Hanuman,
cultures.
Ravana and Lakshmi.
Learning From Religions & Divali cards, diva lamps and/or
clay or plasticine and a
Responding to Human
nightlight or ghee and cotton
Experience
wool.
Newspapers for pupils to look
B1:2
through for examples of good
Responding to core
triumphing over evil (or vice
questions with reference to
versa).
the teachings and
Copies of the Bible.
practices of religions, and
to their own understanding Stories and pictures about
Christmas involving angels
and experience.
and the star of Bethlehem.
Used Christmas cards to sort;
B1:3
a mix of religious, secular and
Reflecting on their own
‘traditional’.
beliefs, values,
Artefacts associated with
perceptions and
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices.
Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
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Pupils write about their own experiences of special times,
occasions, ceremonies and important events. Discuss what
makes these special times stand out. Explore what pupils
believe about these occasions and what makes them special.
Lower KS2 pupils write about what the occasion meant to
them; upper KS2 pupils write a newspaper report describing
the occasion and its meaning and symbolism. Display.
Introduce murtis or pictures of characters in the Ramayana
(Hindu poem telling the story of Rama, Sita and Ravana).
Explore the symbolism of the figures. Hear the story of Rama
and Sita, emphasis on the triumph of good over evil. Learn
how the festival of Divali celebrates the triumph of good over
evil. Younger pupils choose a character in the story and write
about and illustrate a series of snapshot occasions in the story.
Older pupils choose a ‘good’ and an ‘evil’ character in the story
and write about their perspective on the events.
Show pupils a murti of Lakshmi. Discuss the story of Lakshmi
and the poor washerwoman and the string of pearls and
making fresh starts at the beginning of the year. Discuss the
feelings associated with losing and being lost, finding and
being found. Older pupils write a poem about how they think
they might have felt if they were (a) the queen losing then
finding her necklace or (b) Lakshmi not being able to find any
light, then finding the poor washerwoman’s home.
Discuss the belief that good triumphs over evil. Younger pupils
make diva lamps and/or Divali cards, considering appropriate
messages to include. Older pupils work in pairs to produce a
short speech proposing or opposing the motion ‘this house
believes good triumphs over evil’. Follow up the lesson with
younger pupils displaying their divas and cards and older
pupils introducing a debate about whether or not good
triumphs over evil. List and discuss ‘goodies and baddies’ in
children’s film and story. Talk about pupils’ own experiences
and knowledge of national and international news items and
vote on the motion.
The story of the visit of Gabriel to Mary, the trip to Bethlehem,
the birth and the visits by shepherds and magi. Explore who
Christians believe Jesus is, the significance of his birth on
earth, the meaning of the gifts given by the magi. Younger
pupils in groups act a scene from the Christmas story, write
about the experience and feelings they have of the character
they played in the drama. Older pupils learn about the
Content
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What has been a special
time in your life and why?
Where would you find the
story of Rama and Sita?
How did the story of Rama
and Sita end? Was it a
good or bad ending?
Have you ever lost
anything precious, if so
how did this make you
feel?
Can you think of any other
stories you have heard in
which good triumphs over
evil? Make a long class
list.
Why do Hindu’s light diva
lamps at Divali time?
How do you think a Hindu
child feels at Divali time?
Where would you find the
stories of the birth of
Jesus?
How does light play an
important part in the story
of the Nativity?
At Christmas which
celebrations are directly
related to the Nativity
story?
What does the word
celebration mean?
What can we learn from
the two festivals we have
studied for ourselves?
What are the most
important events in the
year for pupils? Why? How
are they celebrated?
Key questions
This work can be
assessed through
tasks such as these:
Ask pupils to retell the
story of Rama and
Sita, identifying Hindu
belief about Rama and
Ravana, and explaining
what the meaning
behind the story is
(that it shows the
triumph of good over
evil). (AT1, level 2).
Observe pupils
responses (in
discussion) of others
experiences of special
times, occasions or
events in their lives.
(AT2, level 2).
Pupils write a
paragraph explaining
what some Hindus do
to celebrate Divali and
how it expresses Hindu
beliefs about God, and
also write a paragraph
explaining what some
Christians do to
celebrate Christmas
and how it expresses
Christian beliefs about
God. (AT1, level 5).
Upper KS2 pupils write
a report of the debate
they had on ‘this house
believes good triumphs
over evil’, outlining
briefly the two
opposing arguments
and the result of the
debate, expressing
Assessment
Opportunities
NB This unit offers an example of approaches to RE for mixed age classes.
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Suggested time 8 – 15 hours - _ - 1 term. Refer to Key Stage 1 Units 1,2, 6 & 7
Unit 10 - Theme: Christmas & Divali: What can we learn from the celebrations?
SCHEME OF WORK
Consider what the most
important events are in
their own lives, and
what they mean to
pupils themselves.
Consider what they
have learnt for
themselves from the
Hindu and Christian
stories, reflecting on
themes such as good
and evil, light and
darkness.
Know and understand
the significance of these
two festivals for
believers, what the
beliefs are behind the
stories and the customs
of celebration.
Explain the stories
behind the Hindu
celebration of Divali and
the Christian celebration
of Christmas, and the
significance and
meaning of some of the
events in the stories.
Pupils will be enabled to:
B2
Develop positive attitudes
of respect towards other
people who hold views
and beliefs that are
different from their own.
experiences in the light of
their study of religion.
celebrating Christmas, eg
Advent calenders, crib sets.
Examples of Christian
Christmas words and songs.
-
-
-
-
Matthew and Luke stories, look up the passages in the Bible
and list in columns what each respective author included in
their version of the first Christmas.
Explore the experience in the Christmas story of supernatural
happenings such as the involvement of angels and the
appearance of lights – visits to Mary, Joseph, Elizabeth and
the shepherds and the star of Bethlehem. Read pupils a short
guided visualisation text telling the story of the star of
Bethlehem or one of the appearances of an angel. Discuss
light as a symbol for Jesus and the use and significance of
candles in Christian celebrations of Christmas. Remind pupils
that they learned about the significance of light at Divali for
Hindus. Discuss pupils thoughts on the angels, and what they
think Christians believe about the significance of light and the
role of angels as messengers. Younger pupils use paint and
collage to illustrate the importance of light at Christmas or
angels in the Christmas story. Older pupils produce a poster
using collage and writing to illustrate light as a symbol for
Jesus, or produce a poster illustrating feelings associated with
light and with darkness.
Working in mixed-age pairs, pupils brainstorm a list of the ways
in which Christians celebrate Christmas. Feedback ideas, then
pupils make two lists separating distinctively Christian
celebration (eg. making nativity cribs), from celebration which
has no particular religious place (eg. Christmas food/parties).
Younger pupils then sort Christmas cards into religious and
non-religious. Are some ‘traditional’ cards harder to
categorise? In pairs, older pupils write about what they think
the beliefs behind some of the customs are. Both groups
present their work to the class and discuss as a whole the
beliefs behind other customs.
Consider the question: Is Christmas for everyone, or just for
the Christians?
Recap work covered in this unit of work, checking memories
for knowledge and understanding. Ask all pupils to choose a
special time and/or place from what they have learnt about
during this unit of work on ‘Celebration’. Write about and
illustrate the time and/or place explaining what makes it stand
out, and what its special significance is for the believer,
outlining what beliefs, experiences, feelings and emotions are
associated with the celebration.
Fairness
Enquiry
Attitudes to be developed
Reflection
Expression
Empathy
Interpretation
Discernment
Evaluation
Skills to be taught
their own opinion on
the subject. (AT2, level
5).
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Teachers might use: As well as a
range of published resources,
teachers may like to use:
Suggested Resources
The Sacred
Religious Beliefs & Lifestyle
Key Concepts
BBC Broadcasts and videos:
Watch (faith stories on
A2
Judaism and Islam), Pathways
Acquire and develop
of Belief (2 programmes on
knowledge and
Judaism with programmes on
understanding of some of
the influences of life
Islam and Hinduism from
experiences, beliefs,
Summer 2001)
values and faith traditions
Folens publish some useful
upon individuals,
picture packs on particular
communities, societies and
religions.
cultures.
Leicestershire LEA have a CD
Rom picture pack of faith
Learning From Religions &
communities in Leicester.
Responding to Human
The Bradford Inter Faith
Education Centre (01274
Experience
731674) has many useful
publications about its local
B1:2
faith communities.
Responding to core
questions with reference to Resources which enable
children to gain a better
the teachings and
practices of religions, and
understanding of their own
to their own understanding
local religious communities eg.
and experience.
Parish profiles, church
newsletters, magazines, notice
B2
boards.
Develop positive attitudes
A visitor from the faith
of respect towards other
community prepared to
people who hold views
answer questions devised by
A1
Acquire and develop
knowledge and
understanding of
Christianity and the other
principal religions
represented in Great
Britain and their
associated beliefs,
experiences and practices.
2
In a county like Lincolnshire, many pupils have little experience of multicultural and multi faith Britain.
This unit is built upon a study of the local Lincolnshire
neighbourhood, compared and contrasted with a multicultural
neighbourhood, in which a religious community can be studied.
Teaching might include:
- Activities which help pupils to understand more about the
religious communities in their own locality, eg. learning about
Methodist, Baptist, and Roman Catholic chapels and churches,
asking questions of a visitor from a Christian church, making a
guide book or picture pack for their village/town which includes the Christian buildings and communities.
- A study of a contrasting neighbourhood in which a religious
community flourishes eg. Hindus, Muslims or Jews in Leicester,
Bradford or Leeds. Parallel activities to those which helped
them understand their own community, and the history and
place of religion within it..
- Making an on line connection with a school from the
community they are studying and contrasting and comparing
life in their community with another community, by swapping
writing about the local area.
- Drawing up in small groups lists of twenty contrasts between a ‘typical’ child from their own school and a child from a school
where most pupils belong to the religion being studied.
- Make some lists of advantages and disadvantages for both
communities: asking (for example) is it easy to be
religious/Christian/Muslim in Lincoln/Leeds? What is hard
about it?
- Discuss and develop “Wish lists’ for the future of the two
communities studied, or for a multi religious nation. This could
be written up in groups as a ‘recipe for harmony’.
- An art and design talk, to design symbols, illustrations,
postcards or T-shirts for sale in the two religious communities
they have studied and write about why they are appropriate.
- Discussion activities which help children to notice the complex
and detailed ways in which religion impacts upon the lives of
believers. Stories and artefacts are worth exploring for their
illustrative potential in this area.
- Learning from diversity. What could Lincolnshire schools learn
from religious communities in Bradford, Nottingham or
Leicester about their religions, and about how to live
Content
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Christianity
Either Hinduism, Islam or Judaism
Religions
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Learning About
Religions & Exploring
Human Experience
Intended teaching
& learning outcomes
Suggested time 8 – 15 hours - _ - 1 term. Refer to Key Stage 1 Units 7 & 8.
Unit 11 - Theme: Theme: Religion in the Neighbourhood
What can we notice about
the differences and
similarities between
people’s beliefs and ways
of life?
What different groups do
people belong to in the
UK?
What differences to our
ways of life does religion
make?
How does studying a
community different from
ours help us to learn about
our own community?
How do people show
respect or love for what is
sacred to them?
What are the good things
about living in a society of
different cultures and
religions?
What kinds of behaviour
make for the good life for
all people?
Key questions
Fairness
Respect
Attitudes to be developed
Empathy
Discernment
Skills to be taught
Teachers might asses this
work by setting tasks
such as:
Design and draw, in
groups, a picture pack
which shows in eight
carefully chosen
pictures what
community life is like
for members of the two
religions studied. (AT3,
level 2).
Use the listing task to
express an
understanding of what
belonging to a religion
involves in a
community, and note
clearly what is
characteristic of each
of two religions. (AT5,
level 4).
Assessment
Opportunities
SCHEME OF WORK
Develop positive
attitudes of respect
towards other people
who hold views and
beliefs that are different
from their own.
Develop their
understanding of two
religions represented in
Great Britain, and their
influence upon
individuals, communities
and society.
Pupils will be enabled to:
and beliefs that are
different from their own.
the pupils.
Note:
Links with Geography: this unit of RE can be very effectively linked
with KS2 geography programmes of study.
harmoniously in communities where people believe different
things?
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Key Stage Three Examples
Scheme of Work Materials for the Lincolnshire RE Agreed Syllabus
The following five units of work for key stage three offer teachers planned suggestions to support
and guide implementation of the 2000 RE syllabus.
The units are titled:
1. What is sacred in Christianity? (Y7 or 8)
2. What is sacred in Sikhism? (Y7 or 8)
3. Community: Where do we belong? (Y8 or 9)
4. How can you express spiritual or religious concepts through the arts? (Y8 or 9)
5. What uses do humans make of nature and animals? (Y8 or 9)
Key Stage 3
These five units do not, of course, cover the whole of the key stage, but they do provide
illustrative materials of the ways in which schools might approach the delivery of RE at this key
stage, responding to the wishes of secondary teachers in consultation. Teachers’ attention is also
drawn to the Scheme of Work for RE published by the Qualifications and Curriculum Authority in
Spring 2000, and sent free to all schools. Additional materials for schools from DfES / QCA may
also become available during the life of this syllabus. QCA’s schemes of work contains much that
may help teachers in Lincolnshire to deliver this Agreed Syllabus.
A blank outline of the planning grid is included in this section for school use.
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Attitudes
Commitment
Fairness
Enquiry
Skills
Investigating
Analysing
Reflecting
Discerning
Synthesising
Expressing
The Sacred
Concepts
Comparing and contrasting Christmas and incarnation
narratives from two or three of the Gospels (Matthew, Luke or
Setting a group task to
John). What do the writers believe about the meanings of the
prepare a report: choose
story?
three artefacts which show
Teaching about Christian understandings of the way the life of
some things that are
Jesus illustrates the meaning of love. Asking: What would a life
sacred to Christians. For
of perfect love be like? Was Jesus like that? Pupils might write
each artefact, explain:
stories about a life of love.
what does it symbolise?
Comparing and contrasting accounts from two gospels of the
What does it say about the
story of Good Friday and the first Easter day. What do the
sacred in Christianity?
writers believe about the meanings of the story?
What is its importance to
Examining what contemporary Christians say about the ‘risen
Christians today? (AT 1,
Jesus’ stories. What is sacred here?
Learn about religion, level
Investigating how the texts of the stories behind Christmas and
4: pupils connect beliefs
Easter have inspired artists, musicians and / or film makers to
and teachings of
express their insight into the stories: How would pupils film or
Christianity with other
illustrate such stories?
features, such as
Investigating some ways in which Christians symbolise and
celebration or meaning
understand God in Jesus (incarnation, trinity).
expressed symbolically.
Analysing why Christians believe human life, love, forgiveness
They use terms
and self sacrifice are sacred, and how these values are
accurately)
exemplified in Jesus’ life.
Reflecting upon what is sacred to Christians about Jesus.
Asking pupils to design an
Developing pupils’ own self understanding through exploring
expression of what they
questions such as: who do I follow? Whose disciple am I? What
hold sacred, and write a
would I be willing to live for? To die for? What is sacred to me?
short piece of liturgy,
Evaluating Christian accounts of what is sacred in the light of
prayer, poetry or other text
their own understanding and experiences.
to explain it. (AT2, learn
from religion, level 4: pupils
refer to the sacred in
Christianity when asking
and answering questions
about that which they hold
sacred)
Explain what Christians hold to be
holy or sacred.
Understand some of the ways
Christian believe that Jesus was
unique.
Begin to reflect for themselves on
what they value most, or hold sacred.
Analyse some Christian accounts of
the sacred, and develop their own
ideas about these.
Explore and express a response to
some artistic and creative approaches
to the Sacred in Christianity.
Christianity
Teaching might assess this
work by:
Assessment
Opportunities
Teaching might include:
Teaching and learning activities A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Pupils will be enabled to:
Aims and intended learning
outcomes
Religions
Religions,
concepts, skills
and attitudes
The key questions about
the sacred for key stage
three from the syllabus.
Sorting and ranking
activities using anonymous
pupil statements about
what matters most to
them.
Bible text from the
Gospels which expresses
Christian belief about
Jesus.
Film, art, music, video or
text which is used in
Christian worship.
Artefacts from the
Christian religion which
express the sanctity or
uniqueness of Jesus.
As well as a range of text
books, video and ICT
resources, teachers might
use:
Suggested resources
for learning
Notes: Work on this topic might involve 12-16 lessons. This will be used by many schools as a ‘core unit’, and will set the groundwork for much other work on Christian religion and on the concept of
the Sacred. Teachers may find it useful to draw on units from the QCA Scheme of work about incarnation and resurrection in teaching this unit.
Outline Planning Sheet - Title: What is Sacred in Christianity? Key Stage 3 Year(s) 7 or 8
SCHEME OF WORK
Attitudes
Commitment
Fairness
Enquiry
Investigating
Analysing
Reflecting
Empathising
Synthesising
Expressing
Skills
Concepts
The Sacred
Investigating some stories of commitment and revelation in the
Sikh tradition, eg stories from the life of Guru Nanak and Guru Setting a group task to
Gobind Singh. What were they committed to? What did they
prepare a report: choose
believe?
three artefacts which show
Analysing the Mool Mantar’s exploration of the idea of God:
some things that are
One, truth, creator, without form, without enemies, beyond time,
sacred to Christians. For
not incarnated, self existent.
each artefact, explain:
Responding to Sikh ideas about the divine: do pupils
what does it symbolise?
understand the concept of God held by Sikhs? What questions
What does it say about the
does this raise for them?
sacred in Christianity?
Developing understanding of the link between belief and the
What is its importance to
worship of the Gurdwara. What is sacred here? Why does
Christians today? (AT 1,
langar (the common meal or kitchen) play such an important
Learn about religion, level
role?
4: pupils connect beliefs
Examining the values of the Gurus: equality of race, creed,
and teachings of
gender: What would Guru Nanak’s message to our society be?
Christianity with other
Who teaches wisdom in our society? What makes a Guru
features, such as
worthy of following?
celebration or meaning
Reflecting on the ideas of sewa (service to humanity) and Nam
expressed symbolically.
Simran (meditation on the scriptures). What support or
They use terms
challenge do these practices provide to Sikhs? What supports
accurately)
and challenges me?
Examining empathetically what British Sikhs today say about
Asking pupils to design an
their faith and tradition, its value, influence and what it holds
expression of what they
sacred.
hold sacred, and write a
Developing pupils’ own self understanding through exploring
short piece of liturgy,
questions such as: who do I follow? Who would my Guru be?
prayer, poetry or other text
What service to humanity matters to me? What kinds of
to explain it. (AT2, learn
equality do I build up? What is sacred to me? (skills of
from religion, level 4: pupils
synthesis)
refer to the sacred in
Christianity when asking
and answering questions
about that which they hold
sacred)
Explain what Sikhs hold to be holy or
sacred.
Understand some of the ways Sikhs
express their belief in God, eg in
worship at the Gurdwara.
Respond for themselves to some
teachings of the Sikh Gurus.
Begin to reflect for themselves on
what they value most, or hold sacred.
Analyse some Sikh accounts of the
sacred, and develop their own ideas
about these. Explore and express a
response to some Sikh values.
Sikhism
Teaching might assess this
work by:
Assessment
Opportunities
Teaching might include:
Teaching and learning activities A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Pupils will be enabled to:
Aims and intended learning
outcomes
Religions
Religions,
concepts, skills
and attitudes
Notes: Work on this topic might involve 8-12 lessons
Outline Planning Sheet - Title: What is Sacred in Sikhism? - Key Stage 3, Year 7 or 8
Authentic resources from
the Sikh community in
Britain, eg the Sikh
Missionary Society, 10
Featherstone Road,
Southall, Middx, UB2 5AA.
Websites which give
access to contemporary
Sikh ideas and reflections.
CDRom: Living Sikhism
from I-seek.
The Mool Mantar, Sikh
statement of belief in God.
Resources which show
what a Gurdwara is like
inside. Tape or CD music
from Sikh sources.
Artefacts: Pictures of the
Ten Gurus and key events
from their lives.
As well as a range of text
books, video and general
resources about Sikhism,
teachers might use:
Suggested resources
for learning
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Attitudes
Commitment
Fairness
Enquiry
Investigating
Analysing
Reflecting
Empathising
Synthesising
Expressing
Skills
Concepts
The Sacred
Investigating some stories of commitment and revelation in the
Sikh tradition, eg stories from the life of Guru Nanak and Guru Setting pupils to write an
encyclopedia entry, or
Gobind Singh. What were they committed to? What did they
internet home page for
believe?
Guru Nanak, answering
Analysing the Mool Mantar’s exploration of the idea of God:
the question: What is
One, truth, creator, without form, without enemies, beyond time,
sacred to Sikhs? (AT1,
not incarnated, self existent.
level 4: pupils describe key
Responding to Sikh ideas about the divine: do pupils
beliefs of Sikhs, and
understand the concept of God held by Sikhs? What questions
understand how Sikh
does this raise for them?
beliefs and ideas are
Developing understanding of the link between belief and the
expressed, using Sikh
worship of the Gurdwara. What is sacred here? Why does
terms accurately.)
langar (the common meal or kitchen) play such an important
role?
Setting pupils to consider a
Examining the values of the Gurus: equality of race, creed,
summary of Guru Nanak’s
gender: What would Guru Nanak’s message to our society be?
teaching, and develop in
Who teaches wisdom in our society? What makes a Guru
the light of it some
worthy of following?
‘sentences for a better
Reflecting on the ideas of sewa (service to humanity) and Nam
world’ of their own,
Simran (meditation on the scriptures). What support or
explaining how their ideas
challenge do these practices provide to Sikhs? What supports
would change family,
and challenges me?
school, locality, nation or
Examining empathetically what British Sikhs today say about
world for the better. (AT 2,
their faith and tradition, its value, influence and what it holds
level 4: pupils respond to
sacred.
the lives of key Sikh
Developing pupils’ own self understanding through exploring
figures, referring to Sikh
questions such as: who do I follow? Who would my Guru be?
teaching about what is
What service to humanity matters to me? What kinds of
sacred and understanding
equality do I build up? What is sacred to me? (skills of
the value of respect for
synthesis)
diversity)
Explain what Sikhs hold to be holy or
sacred.
Understand some of the ways Sikhs
express their belief in God, eg in
worship at the Gurdwara.
Respond for themselves to some
teachings of the Sikh Gurus.
Begin to reflect for themselves on
what they value most, or hold sacred.
Analyse some Sikh accounts of the
sacred, and develop their own ideas
about these. Explore and express a
response to some Sikh values.
Sikhism
Teaching might assess this
work by:
Assessment
Opportunities
Teaching might include:
Teaching and learning activities A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Pupils will be enabled to:
Aims and intended learning
outcomes
Religions
Religions,
concepts, skills
and attitudes
Notes: Work on this topic might involve 8-12 lessons
Outline Planning Sheet - Title: What is Sacred in Sikhism? - Key Stage 3, Year 7 or 8
Authentic resources from
the Sikh community in
Britain, eg the Sikh
Missionary Society, 10
Featherstone Road,
Southall, Middx, UB2 5AA.
Websites which give
access to contemporary
Sikh ideas and reflections.
CDRom: Living Sikhism
from I-seek.
The Mool Mantar, Sikh
statement of belief in God.
Resources which show
what a Gurdwara is like
inside. Tape or CD music
from Sikh sources.
Artefacts: Pictures of the
Ten Gurus and key events
from their lives.
As well as a range of text
books, video and general
resources about Sikhism,
teachers might use:
Suggested resources
for learning
SCHEME OF WORK
Attitudes
Enquiry
Empathy
Respect
Skills
Investigating
Interpreting
Applying
Evaluating
Analysing
Concepts
Authority
Religious belief
and lifestyle
Develop their knowledge and
understanding of what it means to
belong to the Sikh and the Muslim
religions.
Islam
Sikhism
Teaching might include:
Teaching and learning activities A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Teaching might assess this
work by:
Assessment
Opportunities
Comparing and contrasting the views and experiences of
belonging of Sikhs, Muslims and members of the teaching
Setting students to devise
group. This study could explore questions about
a questionnaire that
interdependence, identity, co-operation and community.
explores attitudes to
Taking note of the nature and experience of racial, religious
religious and cultural
and gender prejudice, and of the call from Islam and Sikhism to
diversity, to run a survey
Be increasingly aware of and sensitive
treat all humans with justice.
and analyse the results.
to the diversity of religious culture.
Teaching about stories from historic and contemporary Sikhs
(AT1, level 6: pupils use
and Muslims that point to the values of the community.
their knowledge and
Explore aspects of their own identity,
understanding to explain
communities and sense of belonging, Enquiring into the religious complexion of Lincolnshire, the East
what it means to belong to
Midlands, England and the UK: How would it compare to live in
in the light of their learning from
a faith community, corretly
Lincoln, Leicester, Belfast, Bradford or Birmingham? This study
religions.
employing religious terms.)
could use internet links to schools in other parts of the country.
Examining how some Muslims and Sikhs experience prejudice
Appreciate some of the rich potential
and discrimination. Considering ways of reducing prejudice, for Giving students a choice
of social and cultural development in
between a number of
example by legislation, education, dialogue and encounter.
a plural community, country and
reflective writing tasks that
Developing a ‘charter for a plural society’.
world.
show empathy with
Evaluating what the school does to promote inter - cultural and
believers from the Sikh
inter – religious understanding: what steps are effective? What
and Islamic traditions, for
more could be done? What attitudes are common? What
example: What do you
challenges would Guru Nanak or the Prophet Muhammad
think would be the most
(pbuh) issue to our school?
difficult or challenging
Enabling students to reflect on their own attitudes and values
parts of being a teenage
with regard to respect for those who live and believe differently
Sikh in a school like ours?
to themselves. Applying their learning from religion.
(150 words). (AT2, level 5:
Pupils make informed
responses to Sikh’s
identity, values and
commitments, exploring
sensitively ideas about
what is sacred).
Pupils will be enabled to:
Aims and intended learning
outcomes
Religions
Religions,
concepts, skills
and attitudes
Notes: Work on this topic might involve 8-10 lessons
Outline Planning Sheet - Title: Community: Where do we belong? (Sikhism, Islam) - Key Stage 3 Year 8 / 9
Some examples of Sikh
and Muslim responses to
racism.
A range of textbooks on
Sikhism and Islam.
Or from ‘Reflect’, the
Islamic magazine for
thinking young Muslims,
publishers: Muslim
Educational Trust, 130
Stroud Green Road,
London N4 3RZ.
Authentic ‘insider’
materials from, for
example, the Sikh
Missionary Society, 10
Featherstone Road,
Southall, Middlesex, UB2
5AA.
Visits, visitors or internet
contacts with Muslims and
Sikhs.
As well as a range of text
books, video and ICT
resources, teachers might
use:
Suggested resources
for learning
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Explain how some examples of Sikh
and Christian art relate to religious
stories, questions, beliefs and
symbols;
Develop their knowledge of how Sikhs
and Christians express their
understandings of the Sacred in
visual and musical forms;
Consider what they might learn from
Sikhs and Christians in relation to
their own expression of meaning,
belief and value
Christianity
Sikhism
Attitudes:
Respect
Enquiry
Skills:
Investigating
Reflecting
Expressing
Discerning
Interpreting
Concepts:
Celebration
The Sacred
Pupils will be enabled to:
Aims and intended learning
outcomes
Religions
Religions,
concepts, skills
and attitudes
Teaching might assess this
work by:
Assessment
Opportunities
Research to find examples of how Sikhs and Christians use the
arts in their faith, worship, celebration and expression of belief, Give pupils one or two
for example in painting, sculpture, fabric and textiles, music,
examples of artwork from
liturgy, poetry and other forms.
the religions studied, and
Exploring what some Sikh and Christian artists have to say
ask them to write ‘gallery
about their work.
notes’ of 150 words to
Simulating the judging of a competition to select works of art
explain the spiritual
for use in a place of worship, and considering the spiritual
aspects of the work (AT1,
criteria which might be applied to them.
level 5: pupils explain how
Considering key examples of architecture as an expression of
communities use different
the spiritual, Sikh examples could include the Golden Temple at
ways to express their
Amritsar, or a British Gurdwara. Christian examples could
religion and understanding
include Lincoln Cathedral, a local church building or an
of the sacred)
example from somewhere else in the world.
Comparing examples of Sikh and Christian art with the textual
Ask pupils to choose a
sources which lie behind them, analysing how a religious story
concept that means a lot
is communicated in a painting.
to them (eg love,
Listening to a range of music for worship from Sikh or Christian
goodness, God, hope) and
sources, and analysing various ways in which ideas about God
devise a work of art to
or the Sacred are expressed;
express their idea in depth
Considering questions about why it is hard to put ultimate ideas
(AT2, level 5: pupils
into words: Can we talk accurately about God? Can we express
respond to some ultimate
our deepest emotions? What helps us to do this?
questions of meaning,
Doing some creative work of their own, to express their visions,
exploring sensitively their
values or ideas about God or the Sacred in art, music, story,
idea of the sacred)
poetry or some other medium.
Applying their learning from religions to their own beliefs,
values and / or spiritual reflection with discernment, through
discussion or written work: What could I communicate about
the spiritual dimensions of life?
Teaching might include:
Teaching and learning activities A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Notes: This unit of work will be enhanced by co-operation with expressive arts teaching.
Access to resources of the
design, music, dance,
drama or art departments,
to develop pupils’ own
expressive abilities using
RE concepts and ideas.
m responses to racism.
Christian art and artefacts
Tape or CD music from
Christian sources, eg
Taize, Iona or Soul
Survivor.
Art of the Sikh Kingdoms
Artefacts: Pictures of the
Ten Gurus and key events
from their lives. Resources
which show what a
Gurdwara is like inside.
Tape or CD music from
Sikh sources.
As well as a range of text
books, video and ICT
resources, teachers might
use:
Suggested resources
for learning
Outline Planning Sheet - Title: How can you express spiritual or religious concepts through the arts? (Christianity, Sikhism) - Key Stage 3, Year 8 or 9
SCHEME OF WORK
Attitudes
Enquiry
Fairness
Respect
Skills
Investigating
Analysing
Synthesising
Evaluating
Concepts
Religious belief
and lifestyle
Researching and examining the different ways we use animals
Setting ß Testing
(for food, clothing, sport, work, pleasure, medical or cosmetic
knowledge and
research, as pets etc).
understanding of what has
Asking how we see the animal and natural world: as in our
been taught. (AT1 Level 5:
care, or under our control? As having rights, or as there for our
pupils explain how beliefs
benefit? As ‘under’ us, ‘under’ God or what?
and teachings make a
Considering the questions of origins and purposes that
difference to individuals
underlie different views of the natural world, including Buddhist
and communities)
and Christian views.
Setting a task in which
Examining what Christians and Buddhists do, say and teach
pupils apply the teaching
with regard to the natural world in scriptures, sacred writings
of a particular religion to a
and in the contemporary world.
new ethical dilemma or
Reading the sacred texts of Buddhists and Christians, and
problem, eg how would a
examining how they are interpreted with regard to the human
Buddhist or a Christian
use of animals.
react if their job required
Surveying and analysing opinions about questions to do with
involvement with animal
animal killing, cruelty, animal use for sport or pleasure,
testing of medicines?
Why? What guidance is
vegetarian and vegan diets.
there in sacred text,
Analysing what views of nature come from science, from
tradition or story? (AT 1
religions, or from other sources such as Humanism.
and 2 level 7: pupils relate
Considering their own attitudes to nature and the animal world,
religious authorities and
and noting what moral consistency might require.
beliefs to their context and
Expressing their ideas about the topic through ‘inverted
evaluate commitments
cartoons’, in which animals are seen treating humans in the
using appropriate
ways we commonly treat them.
evidence.)
Developing Buddhist, Christian and personal codes of guidance
Using the ‘cartoons’ activity
for the ethical human use of animals.
or the ‘code of guidance’
Evaluating the role of religion in animal welfare, eg the
task to develop pupils’
Christians origins of RSPCA, the Buddhist commitment to
expression of personal
harmlessness.
responses to the issues
considered. (AT2, level 6:
pupils relate religious
perspectives on moral
issues to their own views
with sensitivity)
Investigate a variety of ideas,
including religious ideas about the
human use of animals.
Develop their understanding of how
religious beliefs about animals and
nature in Buddhism and Christianity
influence the lifestyles of believers.
Consider their own beliefs and
attitudes to the human use of animals,
in the light of learning from Buddhism
and Christianity
Explore some moral and religious
questions about the human use of
animals, evaluating issues for
themselves.
Buddhism
Christianity
Teaching might assess this
work by:
Assessment
Opportunities
Teaching might include:
Teaching and learning activities A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Pupils will be enabled to:
Aims and intended learning
outcomes
Religions
Religions,
concepts, skills
and attitudes
Notes: Work on this topic might involve 12-14 lessons
Books which particularly
address the issues, eg RE
in Practice: Whose World?
(CEM, 2000)
Materials from some of the
religious groups
concerned with this area:
Christian Ecology Link,
The Clear Vision Trust
(Buddhist, FWBO). The
Assisi Declarations.
Materials from some of the
agencies working in this
field (RSPCA, IFAW, the
Countryside Alliance)
As well as a range of text
books, video and ICT
resources, teachers might
use:
Suggested resources
for learning
Outline Planning Sheet - Title: What uses do humans make of nature and animals? (Buddhism, Christianity) - Key Stage 3 Year 8 or 9
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Attitudes
Skills
Concepts
Religions
Religions,
concepts, skills
and attitudes
Pupils will be enabled to:
Aims and intended learning
outcomes
Notes: Work on this topic might involve 8-12 lessons
Blank for school use.
Teaching might include:
Teaching and learning activities A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Title:
K
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Outline Planning Sheet
Teaching might assess this
work by:
Assessment
Opportunities
Key Stage / Year(s)
Teachers might use:
Suggested resources
for learning
SCHEME OF WORK
Key Stage 4
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Explore the charitable work of
religions
Concepts
Religious belief
and lifestyle
The sacred.
Attitudes
Fairness
Commitment
Skills
Investigation
Application
Analysis
Reflection
Evaluation
Brainstorming key questions about wealth, poverty, global inequality
and related topics, and considering how such questions could be
answered.
Research activities to do with poverty and wealth: who is rich? Why?
Who is poor? Why? Why do 387 people control half the world’s wealth?
Why is Switzerland so rich, and Somalia so poor?
Research activities to do with religious responses to the key questions:
what do Christian and Muslim texts say about money and inequality?
What do charities such as Christian Aid and CAFOD or Islamic Relief
and Muslim Aid do to alleviate, address or challenge poverty and
inequality? What is effective? What relationships are there between
religion, charity, inequality and economics?
Developing understanding of key concepts: Zakat, almsgiving, tithing,
charity, inter dependence, responsibility, absolute and relative poverty,
global inequality, justice, jubilee.
Examining the life and experience of some people who are committed
to reducing inequality, including Christian and Muslim believers.
Analysing the teaching of Jesus about money and wealth, and
considering its application today.
Analysing the teaching of the Qur’an and the example of the Prophet
about money and wealth, and considering its application today.
Role playing a charity ‘advertising and marketing’ campaign, including
posters, a 30 second video advert, and the selection, planning and use
of information about global inequality: who gives to charity and why?
Examining the use of National Lottery ‘good causes’ money: does the
lottery reduce inequality?
Discussing the application of religious teaching to economic issues of
wealth and poverty: if people followed the teaching of Christianity, or
Islam, what kind of society would develop?
Designing a flow chart to show what factors contribute to a particular
situation of poverty and inequality.
Developing a personal response to the issues studied: What are my
responsibilities in a world where 30 000 children have been dying each
day from the preventable diseases of poverty? What can I learn from
Islam and Christianity about this?
Examine questions about wealth,
poverty, justice and fairness on local,
national and global scales in the light
of religious teaching and practice.
Christianity, Islam
Consider their own commitments:
What are our responsibilities to each
other?
Analyse causes of some
contemporary problems.
Teaching might include:
Teaching and learning activities. A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Pupils will be enabled to:
Aims and intended learning
outcomes
Religions
Religions,
concepts, skills
and attitudes
Notes: Work on this topic might involve 8-12 lessons
Using one of the teaching
activities, such as the
‘advertising and marketing’
campaign, or the flow
chart design, to assess
evidence of what students
have achieved.
Setting an investigative
task, such as the analysis
of the impact of one of the
charities studied.
Setting an essay question
on an aspect of the
religious and moral issues
studied, and marking it to
GCSE criteria.
Teaching might assess this
work by:
Assessment
Opportunities
What does Islam say?
Ibrahim Hewitt, Muslim
Educational Trust, 1998
What the Churches Say,
ed. Johnson, CEM, 1995
Looking Inwards, Looking
Outwards, ed Mackley,
CEM, 1997
RE in Practice: What
Matters? CEM, 1999.
A Wealth of Faiths,
O’Brien, Palmer and
Prime, WWF, 1992.
Publications from the
‘World Faith Development
Dialogue’.
Study of organisations
such as Christian Aid,
Cafod, Tear Fund, Islamic
Relief, Muslim Aid, the
Red Crescent. Such
organisations often
maintain good up to date
web sites.
As well as a range of
textbooks, video and ICT
resources, teachers might
use:
Suggested resources
for learning
Outline Planning Sheet - Title: Why are the world’s resources so unequally distributed? (Christianity, Islam) - Key Stage 4, Year 10 or 11
SCHEME OF WORK
Attitudes
Enquiry
Self Understanding
Respect
Skills
Investigating
Reflecting
Discerning
Analysing
Evaluating
Concepts
Authority
The Sacred
Christianity
Islam
Religions
Religions,
concepts, skills
and attitudes
Brainstorming and categorising of different uses of words such
as ‘know,’ ‘proof,’ ‘evidence,’ ‘certainty’, ‘conviction’, ‘belief’.
Looking for appropriate
Group discussion of key questions: How do we know? How do
levels of response to oral
and written work, for
we form our beliefs? What is the difference? What are the big
example from the ‘research
influences on beliefs in our society? Do we really know we are
and analyse’ task or an
not dreaming?
exploration of religion and
Group consideration of stimulating case studies and examples
science. (Students
of how people who are Christian, Muslim or Atheist have
analyse and account for
formed their beliefs and convictions about the spiritual.
different views of religious
Survey and data collection work on some key questions of
beliefs using appropriate
belief identified by the students. This could be among other
evidence and examples,
pupils, or among adults. The collection of such data may
AT1 Level 8)
provide opportunities for the use of ICT skills in RE. Data can
be compared with published survey information.
The chance to consider how some scientists, Christian, Muslim Setting structured
questions from GCSE RE /
and non-religious, address questions such as those concerned
RS examination papers.
with origins and purposes in life.
Research and analysis: Why do Muslims believe Allah’s word is
Using the task ‘developing
given in the Holy Qur’an? Why do Christians believe in the
my own creed’ to provide
resurrection of Jesus from the empty tomb? What are the key
evidence of learning from
beliefs of Muslims and Christians? What evidence do Muslims
religion. (Students give an
and Christians offer to support their beliefs? What arguments
informed and well argued
surround these beliefs?
account of their own views
Developing my own creed: activities to enable reflective and
and commitments in the
discerning application of learning about Muslims and Christians
light of different religious
to their own belief systems, and their own sense of knowing
idea encountered, showing
and conviction.
sensitivity towards diverse
viewpoints, AT2 level 8)
Examine and recognise some
different ways of ‘knowing’ (eg
scientific, from experience, through
insight, relying on authority).
Explore the idea that knowledge is not
always academic or intellectual.
Understand that human knowledge
develops through argument, study,
discussion, evidence gathering, and
examine the role of belief, the idea of
proof and the development of
convictions.
Explore religious concepts such as
revelation, spiritual experience and
conviction.
Teaching might assess this
work by:
Assessment
Opportunities
Teaching might include:
Teaching and learning activities. A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Pupils will be enabled to:
Aims and intended learning
outcomes
Notes: Work on this topic might involve 10-12 lessons
Outline Planning Sheet - Title: How can Humans Know the Truth? - Key Stage/Year(s) Y10 or 11
A writing frame for dealing
with students’ own
responses to questions of
belief.
Various creeds and
statements of belief from
Islam, Christianity and
non-religious sources.
Resources from the British
Humanist Association, 47
Theobald’s Road, London
WC1X.
The Question is… (Video:
4 programmes from CEM)
RE in Practice: Is it True?
CEM, 2000.
Looking for Proof of God,
Robert Kirkwood, Hodder.
Thinking about God
(Harrison and Kippax)
Religion in Focus:
Christianity 1997, Religion
in Focus: Islam 1999,
Orchard, Wright, Clinton,
Lynch and Weston (Pub.
John Murray)
As well as a range of text
books, video and ICT
resources, teachers might
use:
Suggested resources
for learning
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Gathering and presenting information about Christian and
Muslim beliefs, ideas, practices and experiences of death,
funerals and grief.
Encouraging students to ask and explore ultimate questions
about life and death, and the answers, meanings and purposes
Christians and Muslims offer to these questions.
Considering the importance we might attach to remembering
the dead. What would students want to be said of them in their
memory?
Looking at and discussing music, art and texts in which
Christians and Muslims express their ideas of heaven and hell,
and their hopes of the afterlife, analysing some of the symbol,
metaphor, emotion and belief expressed.
Considering some of the ways people remember the dead, for
example through memorials, graveyards, mementos,
anniversaries, planting trees and flowers; reflecting on the
value and meanings of such practice.
Developing understanding of Christian and Muslim belief
through a study of prayers, texts and liturgies used when
someone has died. Suggesting how non-religious people might
use texts and rituals to express sorrow, find consolation or
bring families and communities together for support in times of
grief.
Exploring some arguments, experiences and evidences for and
against the ideas that humans have a soul, or that there is a
heavenly realm, or that evil is punished in the next life.
Asking students to think about the psychological processes of
grieving, dealing with loss, disbelief, anger, regret and
acceptance. Examining the role of faith in accepting death.
Discussing the ways death is sometimes hidden or forgotten, or
ignored by our society and comparing this with other cultures
and customs
Exploring the question: what happens when we die? Exploring
answers, including my own answers.
Explain what Christians and Muslims
believe about death and life after
death.
Understand how these beliefs are
rooted in traditions and sources of
authority.
Explain links between beliefs about
death and the ways Muslims and
Christians live their lives.
Describe how beliefs about death are
reflected in practice of funerals and
support for the bereaved.
Reflect upon the ways they think
about loss, grief, bereavement, death
and afterlife in the light of their
learning from religion.
Christianity
Islam
Attitudes
Enquiry
Self-understanding
Respect
Skills
Investigating
Expressing
Empathising
Reflecting
Discerning
Concepts
The Sacred
Authority
Teaching might include:
Teaching and learning activities. A balance between
learning about religions and exploring human
experience [AT1] and learning from religions and
responding to human experience [AT2] must be kept.
Pupils will be enabled to:
Aims and intended learning
outcomes
Religions
Religions,
concepts, skills
and attitudes
Providing an (optional?)
opportunity for students to
express their own thoughts
and experience about this
topic through dance,
music, poetry or other
creative arts.
Asking students to take the
role of a faith community
leader writing a
sympathetic letter of
condolence to a
community member.
Setting the task: write a
commentary on a funeral
liturgy, showing how beliefs
about life after death are
expressed through words
and music.
Asking students to write
answers to examination /
GCSE questions on the
subject of life after death in
Islam and Christianity.
Teaching might assess this
work by:
Assessment
Opportunities
There are some
interesting websites on the
topics of death and
afterlife (see Resources
section
Art work
Music
Hymns
Poetry
Readings
Liturgies
Text
Video
CDs
Funeral Customs
As well as a range of
textbooks, ICT and video
resources, teaching could
make use of:
Suggested resources
for learning
Notes: Work on this topic might involve 10-12 lessons. This topic may be emotive and challenging for some students, and particularly sensitive teaching will be needed to deal with those in any class who may have recent or traumatic
experience of bereavement. There is considerable professional support for the view that avoiding or hiding the topic of death from young people is more likely to be damaging than facing up to the questions painful experience can raise.
Outline Planning Sheet - Title: What is death? - Key Stage 4,Year 10 or 11
SCHEME OF WORK
Attitudes
Enquiry
Fairness
Skills
ICT skills
Investigating
Interpreting
Discerning
Concepts
Authority
Ultimate Questions
Christianity
Islam
Buddhism
Religions
Religions,
concepts, skills
and attitudes
Use ICT to explore
some wide ranging
uses of the internet
and other
technologies by
religious
communities,
developing ideas,
sharing information
and broadening
their awareness of
the religious
dimensions of life.
Review the role
and place of
religion in the new
ICTs.
Examine some
religious
perspectives on
technological
progress and the
‘information
revolution’
Reflect critically on
the impact of ICT
on their own and
others lives,
considering the
ethical and moral
issues that arise.
Pupils will be
enabled to:
Aims and
intended learning
outcomes
Teaching might assess
this work by:
Assessment
Opportunities
a) How does religion use the new technologies?
Application of skills in ICT to a study of Christian, Muslim, and / or Buddhist uses of
Setting the ‘homepage
the world wide web and the internet, asking what opportunities and problems religious
design’ task as an
communities find through the new technologies, eg is virtual community inferior to real
assessment, with
community? Is the medium indistinguishable from the message? What happens to
reference to
religious authority and authenticity when anyone can post anything on the world wide
Christianity, Islam or
web?
Buddhism.
Enquiry into the reasons why some religious people are very positive about new
Setting the task
communications technologies, and others find them dangerous, with a focus on
involving comparing
ethical questions.
two religious web sites
Analysis of some religious web sites, eg a ‘virtual church’, discussion groups,
using clear criteria and
cameras on places of pilgrimage. Students in groups might consider biases,
suggesting
interpretations and good and bad features of particular sites (considering ideas,
developments.
interest, profundity, not just layout, visual appeal or ease of use), and report back.
Setting the task of
Researching, designing and developing home pages and web sites for some of the
drawing up a
religions, communities or organisations (e.g. charities) studied in RE. Eg: What would
comparative list of the
The Buddha, or Jesus Christ, or the Prophet Muhammad (PBUH) put on their home
positive and negative
pages, if they had one?
ways an aspect of ICT
influences a social
setting. This would test
b) How should we respond to ethical questions raised by technology?
evaluative skills.
Investigation of ethical issues which are posed sharply by information and
Asking students to
communications technologies. Key questions could include: Why is racism a problem
write answers to
on the internet? Does new technology encourage mere mortals to ‘play God’? What
examination / GCSE
does that mean? Should internet pornography be controlled by law? Why hasn’t the
style questions on the
ICT revolution benefited the poor as much as the rich? Does the freedom of the
subject of ethics,
internet belong only or mostly to the rich? Why?
media and ICT.
Investigation of the positive impact of ICT on communities the world of work,
Asking students to
communications, the free availability of information and possibilities of dialogue and
write a proposal for
global understanding.
reducing inequality of
Discussing and debating some of the ethical questions identified.
access to ICT: ‘why the
Considering the limits of ‘virtual reality’: what is missing from human life if we relate
poor should get the
only or mostly through a machine?
first go on the
Considering the ways in which ICT could widen or narrow the inequality between rich
computer’.
and poor.
Evaluating some of the social and moral impacts of ICT on human communities.
Teaching might include:
Teaching and learning activities. A balance between learning about
religions and exploring human experience [AT1] and learning from
religions and responding to human experience [AT2] must be kept.
Some key RE websites
(there is a list in the
resources section of the
syllabus).
The ICT curriculum orders
for Curriculum 2000
‘God on the net’ by Vernon
Blackmore, 1999, Marshall
Pickering.
The Centre for Computing
and Social Responsibility,
De Montfort University
(www.cse.dmu.ac.uk/ccsr)
BECTA publications on
ICT and ethics.
Resources from inside
faith communities which
offer social and ethical
views of the ‘information
revolution’.
The ‘New Internationalist’
magazine
Resourcing this area of
work is difficult. Teachers
are encouraged to share
any resources that help
them. The ‘Resources’
section of the Agreed
Syllabus gives some
starting points for RE and
ICT.
Teachers might use:
As well as a range of ICT
and RE textbooks,
teachers could use:
Suggested resources
for learning
Notes: Work on this topic falls into two sections. Each might involve 6-8 lessons. The unit makes links with the Curriculum 2000 ICT programme of study for key stage four. The unit is unusual, being placed on the frontier between RE and
the ICT curriculum, but it provides one way for the RE curriculum to relate to work related contexts, and provides a place to tackle one of the difficult issues on the ICT curriculum. The questions in the title are for students, but their learning
from religion will involve a study of how Christians, Muslims and / or Buddhists use, analyse and criticise some new technologies.
Outline Planning Sheet - Title: Religion, ethics and the new technologies:
a) How does religion use new technologies?
b) How should we respond to ethical questions raised by technology? - Key Stage 4, Year 10/11
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Attitudes
Skills
Concepts
Religions
Religions,
concepts, skills
and attitudes
(these refer to
the major
areas of focus
in the unit)
Pupils will be enabled to:
Aims and intended learning
outcomes (these broad aims draw
on the 2 ATs and the Key
Questions in the Syllabus, making
them specific to this age group
and content)
Teaching might include:
Teaching and learning activities (these suggestions
support planning: teachers will rightly shape a unit of
work themselves. A balance between learning about
religions and exploring human experience [AT1] and
learning from religions and responding to human
experience [AT2] must be kept in all units).
Outline Planning Sheet - Blank for school use. - Title:
Notes: Work on this topic might involve 8-12 lessons
Teaching might assess this
work by:
reference to the 8 level
scale of attainment in the
syllabus, and GCSE
descriptions of attainment,
suggesting appropriate
ways of setting classroom
assessment tasks and
monitoring pupils’
achievements)
Assessment
Opportunities (making
Key Stage / Year(s)
Teachers might use:
Suggested resources
for learning (this
column might include
suggestions for
artefacts, video,
books, visits etc, but
we recognise that
schools will
sometimes rely on
published resources)
SCHEME OF WORK
Key Stage Five Examples (Sixth Form RE)
Scheme of Work Outline Planning Sheets
The following four units of work for key stage five / 16-19 offer teachers planned support and
guidance for implementing the new RE syllabus.
The units are titled:
1. Is it good that there is evil?
2. Is the universe an accident? Are we an accident?
3. Who makes the rules?
4. Should I care? Global poverty and the individual
Key Stage 5
These units do not, of course, cover the whole of the key stage, but they do provide illustrative
materials of the ways in which schools might approach the delivery of RE at this key stage.
Where students follow a recognised nationally accredited course, such as the AS or A2 or GCSE
in RS, then this will enable them to meet the requirements of the syllabus.
All of the units can refer to the core questions of the syllabus about beliefs and lifestyles,
celebrations, the sacred and authority.
A format that refers to the 16-19 enrichment curriculum, including reference to key skills, has
been used for these units.
82
Possible teaching activities and opportunities for
students
1. Opportunities to explore (eg) Christian and Jewish thinking
about the nature of evil;
2. Chances from novels, biography or film to encounter and
consider examples of religious responses to evil;
3. Chances to engage with the philosophical arguments
surrounding the problem of evil.
4. Opportunities to develop their own views and opinions about
the nature and origin of evil. How can we decide what are the
worst things in the world?
5. What is evil? Exploration of the nature of evil, looking at
religious, psychological, social and other accounts of the
nature of evil, examples and arguments which focus on the
question: Are humans evil?
6. Explorations of the ways two different religions respond
intellectually to evil, for example Christian theodicy, or ways
the Jewish scriptures wrestle with the questions, eg in Job or
Ecclesiastes.
7. Explorations of some practical responses to evil from different
religions, eg Primo Levi’s or Elie Wiesel’s responses to the
holocaust, the fight against apartheid by Desmond Tutu, Frank
Chicane or Farid Esack.
8. Examining how dramatists deal with evil, through the use of
role play and dramatic activity.
9. Opportunities for students to respond with their own ideas and
vision of evil and good, perhaps artistic, poetic, philosophical
or in some other form.
What is the ‘problem
of evil’ for theists (e.g.
Christians, Jews)?
Could there be a
powerful, loving God?
What explanations of
the origin, nature and
meaning of evil do
religions offer?
How can the nonreligious engage with
questions about evil?
Is evil illusory?
Who is to blame for
evil in the world?
Does a universe with
human freedom
require the possibility
of evil?
Students might tackle a
responsive task in groups. One
example might be to research
some examples from religious
and other resources of the
imagery of evil, and analyse what
they show about the views of
those who produced them.
Students could present findings
to younger pupils, eg in Year
Nine. This unit offers students
many opportunities for spiritual,
moral and cultural development,
and for engaging with their own
ideas about evil.
Students will be able to discuss
critically such questions as:
If God is all powerful, and allloving, why is there evil in the
world?
Why do religious believers
continue in their faith despite
the reality of evil?
Is God to blame for evil?
What philosophical
arguments do believers offer
in response to the problem of
evil?
What are your own views
about the nature of evil?
Learning outcomes
5
Area of Study &
Key Questions
S
T
A
G
E
With regard to key skills,
teaching might develop
students abilities in working
with others and
communication.
The unit links naturally with
curriculum studies in, for
example, philosophy,
psychology, literature and
drama.
Points to note:
(including key skills)
Imagining Evil, Brian
Horne, DLT 1996
The Puzzle of Evil, Peter
Vardy, Fount 1992.
Curriculum bites 1 and 2
BBC 2003, 2005
RE in Practice: Why do
we Suffer? Ed. Mackley
and Johnson, CEM, 2000.
Looking Inwards, Looking
Outwards, J. Mackley,
CEM 1997
Holocaust Poetry, ed.
Schiff, Fount, 1995.
If This is a Man, Primo
Levi, Vintage, 1996.
Philosophy of Religion,
Advanced Teaching Pack,
P. Cole, Arnold.
A Beginner’s Guide to
Ideas, Reaper and Smith,
Lion
Beginning Philosophy, P.
Mullen, Hodder
Matters of Life and Death:
Suffering, C. Wright and
S. Haines, Lion.
The Trouble with God, R.
Kendrick, Walter.
Films: Escape from
Sobibor, Schindler’s List,
eXistenZ, the Matrix,
Munich.
Qur’an, Liberation and
Pluralism by Farid Esack,
One World, 1996
Ideas and Perspectives:
Sixth form study pack,
Hodder, 1995.
Resource
suggestions:
Scheme of Work Planning Sheet
KEY STAGE FIVE Years 12 -13
K
E
Y
Suggested religions or belief systems to focus upon: Christianity, Judaism, students’ own beliefs
Note: A unit like this could be the subject of a general studies course, and enrichment course or a day conference.
Title: Is it good that there’s evil?
SCHEME OF WORK
Possible teaching activities and opportunities for
students
1. Opportunities to examine the ultimate questions arising from
our developing understanding of our place in the universe,
including scientific, religious and philosophical
understandings;
2. Opportunities to relate learning in RE to scientific studies in
for example evolutionary biology or astrophysics;
3. Chances to consider their own responses and understandings
of questions about origins and meaning.
4. Using video, examine the arguments between scientists about
human and world origins;
5. Consider through reading and discussion some religious
responses to advancing scientific human knowledge about
questions of origins;
6. Examine a specific question within the ‘science and religion’
debate in depth, for example: Why has ‘creation science’ been
more influential in the USA than in the UK? What is John
Polkinghorne’s definition of a unified Christian and scientific
perspective on our origins? What problems arise for atheists in
dealing with the idea of cause and the beginning of the
universe?
7. Plan and participate in a debate (between two teachers?) on
an issue in science, philosophy and religion.
8. Write an evaluative summary of the course, which articulates
a personal perspective on the issues covered.
Area of Study &
Key Questions
What do scientists
have to say about the
origins of the universe
(astrophysics) and of
humanity
(evolutionary
biology)?
How do scientists
reflect their own
views, Christian,
atheistic, or from
another faith, in their
explanations?
Does the universe
have a cause,
purpose, meaning or
destiny – or is it a vast
accident?
Did God create, or are
we pure, blind
chance?
What is the history of
the frontier between
religion and science?
Is this an open
frontier, or a closed
border?
Students might tackle a
responsive task in groups. One
example might be: review
collaboratively a number of
internet sites which deal with
questions about origins. Plan in
small groups their own site which
would be useful to 14-16 year
olds interested in questions of
origins.
Students will be able to discuss
critically such questions as:
What can scientific
disciplines, including biology
and astrophysics tell us about
cosmology?
What theories of human
nature are implied by
different scientific and
religious world views?
Is the universe accidental or
planned?
What is the origin of life on
our planet?
Learning outcomes
Suggested religions or belief systems to focus upon: Christianity, Islam, scientific paradigms of reality, student’s own beliefs.
Note: A unit like this could be the subject of a general studies course, and enrichment course or a day conference.
Title: Is the universe an accident? Are we an Accident?
With regard to key skills,
teaching might develop
students’ abilities in critical
thinking and problem solving.
Good teaching will avoid
simplistic opposition between
religion and science.
The focus should examine
how scientists’ world views
(including religious views)
may influence, and be
influenced by their scientific
work.
This unit would enable the
enrichment of AS and A2
examination courses in, for
example, physics or biology.
Points to note:
(including key skills)
The Question Is... CEM
video pack by Prof.
Russell Stannard, 1996
Curriculum bites 1 and 2
BBC 2003, 2005.
A Guide to Science and
Belief, Michael Poole, 2nd
edition, Lion, 1994.
God Talk: Science Talk, A.
Brown, S. Hookway and
M. Poole, Lion, 1997
Ideas and Perspectives:
sixth form study pack,
Hodder, 1995.
God and Science, A. R.
Peacocke, SCM, 1996.
How to Understand God,
Dominique Morin, SCM.
Religion and Science:
Advanced Teaching Pack,
Mel Thompson, Hodder.
God, the Big Bang and
Stephen Hawking, David
Wilkinson, Monarch.
Beginner’s Guide to
Ideas, Reaper and Smith,
Lion.
Thinking about Religion,
P. Mullen, Arnold.
Is God a Virus? John
Bowker, SPCK, 1995.
Science and the Soul,
Angela Tilby, SPCK,
1992.
Quarks, Chaos and
Christianity, John
Polkinghorne, SPCK
1994.
The Way the World Is,
John Polkinghorne,
Triangle, 1993.
Resource
suggestions:
Scheme of Work Planning Sheet
KEY STAGE FIVE Years 12 -13
SCHEME OF WORK
K
E
Y
S
T
A
G
E
5
83
84
Possible teaching activities and opportunities for
students
1. Opportunities to examine the moral teachings of Sikhs and
Christians, analysing the influence of sacred writing, tradition,
reason and practice on contemporary ethics.
2. Opportunities to develop clearer ideas about how people
develop their own ethics and values in religious, social,
political and personal contexts.
3. Chances to think for themselves about hypocrisy, ideals and
practicalities, ethical failure and forgiveness.
4. Review sections of textbooks about Sikh and Christian ethics,
taking note of diversity within the faiths, deducing from them
underlying values or principles.
5. Discussing the ethical implications of theism and atheism.
What do Humanists say about ‘the rules’?
6. Examining a range of moral problems, asking how a Christian,
a Sikh or the students themselves would go about tackling the
challenges.
7. Comparing ethical principles from religious traditions (eg
Christian, Sikh), ethical traditions (eg Egotistical, Humanist,
Kantian, Utilitarian, Situationist, Relativist) and their own
perspectives.
8. Focusing on some contemporary issues (eg environmental
ethics, sexual ethics, the human use of animals, biotechnology
and ethics, global capitalism and ethics) and applying insights
from different schools of thought to problems and questions
arising.
9. Considering the idea that the human community in the ‘global
village’ needs a new ethic to share: the work of the UK
government on shared values, the work of Hans Kung and
others on a ‘global ethic’.
How can we decide
what is good?
What is meant by
relative morality, and
by absolute morality?
What is conscience?
What do various
theories of ethics
have to say about
what is good?
What are my own
ethics? Where have
they come from? How
do they promote
human well being?
Are humans free to
make ethical choices?
What constrains us?
Students might tackle a
responsive task in groups. One
example might be simulating a
‘values forum’ to try and thrash
out some agreement about
shared values for a whole
community (see RE Today, 15.1,
Autumn 1997).
Students will be able to discuss
critically such questions as:
If everyone followed Guru
Nanak’s teaching, or Jesus’
teaching, what sort of school,
family, city, country or world
would we get?
Why do people so often fall
short of their ethical ideals?
Is everyone a hypocrite?
What would a global ethic be
like? Why should anyone sign
up for it?
What are my own ethical
foundations? Where have I
got them from? Do I live up
to them?
Learning outcomes
5
Area of Study &
Key Questions
S
T
A
G
E
With regard to key skills,
teaching might develop
students’ abilities in working
with others, critical thinking
and communication.
The unit links naturally with
curriculum studies in, for
example, sociology, literature,
psychology and philosophy.
This unit offers students
many opportunities for moral
development and citizenship
studies.
Points to note:
(including key skills)
The Sikh Missionary
Society publishes a range
of helpful booklets: 10
Featherstone Road,
Southall, Middlesex, UB2
5AA.
Making Moral Decisions,
Holm and Bowker, Pinter,
1994.
Set Your Heart on
Goodness, Hunt, Crotty
and Crotty, Collins Dove,
1991.
The Puzzle of Ethics,
Peter Vardy, Fount.
RE in Practice: Is it Fair?
Ed. Mackley and
Johnson, CEM, 1999.
The Moral Maze, David
Cook, SPCK, 1983.
The Spiritual Heritage of
the Human Race, S.
Bushrui, One World,
1997.
Ultimate Visions,
Reflections on the
Religions we Choose, M.
Forward, One World,
1996.
Ideas and Perspectives:
sixth form study pack,
Hodder, 1995.
Faith Values and
Religious Education,
Alison Seaman (ed) Shap
Working Party, 1999.
Looking Inwards, Looking
Outwards, Mackley (ed)
CEM, 1997.
Dilemmas and Decisions,
L. Blaylock, (ed), CEM,
1998.
Resource
suggestions:
Scheme of Work Planning Sheet
KEY STAGE FIVE Years 12 -13
K
E
Y
Suggested religions or belief systems to focus upon: Christianity, Sikhism, student’s own beliefs
Note: A unit like this could be the subject of a general studies course, and enrichment course or a day conference.
Title: Who makes the rules?
SCHEME OF WORK
Possible teaching activities and opportunities for
students
1. Opportunities to learn about the lives of those in some of the
world’s poorest countries, eg Sudan, Haiti, Bangladesh or
East Timor;
2. Opportunities to consider and respond to questions about
development, justice and political economy in the light of
principles from ethics and religions;
3. The chance to relate their learning to their own situations in
contemporary Britain, asking the questions: What can we do?
Is charity enough?
4. Students in groups use geographical, business studies or
economics research skills and sources to build up a picture of
a country with a very low GNP per capita, with an emphasis
on life for the people, and plan a presentation to the rest of the
group.
5. Students examine the work of Christians, Buddhists or
Muslims to alleviate, challenge or end poverty through the
study of different approaches such as charity, and fair trading.
This might include a business study of an organisation like
Traidcraft (Gateshead), which aims to trade fairly, or a product
such as Cafedirect, or ‘Divine’ chocolate, which challenges
exploitation of commodity producers.
6. Students discuss examples and causes of global inequality,
and likely futures, with particular reference to growing global
interdependence and our own participation. They devise flow
charts on the causes of poverty.
7. Students reflect on the interaction between the personal,
social, political and global. This session could use poetry as a
stimulus for student’s own poetry, and examine the role of
values from religions such as compassion, love for neighbour,
awareness.
Area of Study &
Key Questions
Why do 30 000
children die daily from
the preventable
diseases of poverty?
Who is responsible for
global inequality?
How could inequality
be reduced?
What do the religious
traditions studied have
to say about poverty,
wealth and equality?
What is the role of
charitable and
compassionate
activity in response to
poverty and global
inequality?
Is there to be an end
to poverty and
inequality? What of
the future?
Students might tackle a
responsive task in groups. One
example might be: Students plan
and deliver a role play game to a
class of younger (12-13 year
old?) pupils. Examples include
The Trading Game, The Paper
Bag Game, Trading Trainers
(Available from Christian Aid).
Why do 387 people own half
of the world’s wealth?
What would a world where
money was fairly used be
like?
What do the religions studied
have to say about the use of
money, both individually and
in society?
For the 21st century, what
hope is there that inequality
and poverty will be reduced
or eliminated?
Can religious study inform or
influence business studies
and economics?
Students will be able to discuss
critically such questions as:
Learning outcomes
Suggested religions or belief systems for study: Buddhism, Islam, Christianity, students’ own beliefs.
Note: A unit like this could be the subject of a general studies course, and enrichment course or a day conference.
Title: Should I Care? Global poverty and the individual
With regard to key skills,
teaching might develop
students’ abilities in working
with others, problem solving,
communication and
numeracy.
The unit links naturally with
curriculum studies in, for
example, Economics and
Business Studies, travel,
tourism, geography, politics,
history or other social
science subjects.
This unit offers students
many opportunities for moral
and social development.
Points to note:
(including key skills)
Organisations:
The Karuna Trust
(Buddhist)
Christian Aid, CAFOD,
Tear Fund (Christian)
Islamic Relief, Muslim
Aid, Red Crescent
(Islamic)
New Internationalist
magazine
Freedom: Human Rights
Education Pack. Amnesty
with Hodder, 1999.
Buddhism: A Short
Introduction, Klostermaier,
One World, 1999.
Who Runs the World?
Madely, Sullivan and
Woodroffe, Christian Aid,
1994
It’s not fair, Christian Aid,
1994.
A Wealth of Faiths,
O’Brien, Palmer and
Prime, Christian Aid /
New Economics, 1992.
Poverty and Wealth,
Taking Issue, BBC TV
broadcast (with booklet
from CEM).
Forgiveness (Programme
1, RE Collection), BBC
broadcast.
Teach Yourself Ethics, Mel
Thompson, Hodder.
Sex, drugs and dinner,
Alexei Sayle, hire from
CAFOD video.
Capital and the Kingdom,
T. Gorringe, SPCK, 1994.
The Moral Maze, David
Cook, SPCK, 1983.
Make Poverty History
Campaign materials.
Resource
suggestions:
Scheme of Work Planning Sheet
KEY STAGE FIVE Years 12 -13
SCHEME OF WORK
K
E
Y
S
T
A
G
E
5
85
SECTION C: NON-STATUTORY GUIDANCE
Page
Appendix 1: Ofsted and SMSC
1
Appendix 2: Inspection of church schools
16
Appendix 3: Different types of church schools
19
Appendix 4: Developing enquiry in RE
21
Appendix 5: Guidance on assessment
22
Appendix 6: RE and ICT
34
Appendix 7: RE in Special Schools
42
Appendix 8: RE and multi-cultural development
45
Appendix 9: A Practice Code for RE teachers
45
Appendix 10: Glossary of religious terms
46
Appendix 11: Do’s and Don’ts
64
Appendix 1: Ofsted and SMSC
Section 5 inspections
Extracts from subsidiary guidance issued to inspectors January 2012
The following extracts are taken from official public guidance issued to all inspectors to
support Section 5 inspection under the new Framework. The extracts include reference to:
•
Evaluating the curriculum which includes the statement: ‘Where a school does not
provide the National Curriculum and RE, inspectors will need to fully explore the
school’s reasons’;
The curriculum and pupils’ spiritual, moral, social and cultural development – which
includes reference to RE;
The place and definition of spiritual, moral, social and cultural development within the
inspection process.
•
•
The quality of leadership and management of the school
Evaluating the curriculum
•
•
•
•
•
When considering whether the curriculum has sufficient breadth and balance and
the extent to which it meets the needs, aptitudes and interests of pupils, inspectors
should note the following;
A curriculum with breadth and balance in maintained schools is likely to consist of
the National Curriculum subjects, religious education (RE) and a variety of other
courses and programmes, including extra-curricular and enhancement activities put
on by the school and its partners. Where a school does not provide the National
Curriculum and RE, inspectors will need to fully explore the school’s reasons.
Inspectors are not expected to seek details of individual subject programmes of
study;
Many secondary schools will be providing courses, or planning to provide courses,
so that pupils can gain the English Baccalaureate (EBacc). Inspectors should note
that provision of the EBacc is not compulsory;
Initial evidence will be found in school prospectuses, curriculum plans and, where
relevant, in options booklets. Inspectors will want to discuss the breadth, balance
and where relevant, choice and personalisation, of the curriculum with pupils and
staff;
Inspectors will want to discuss with pupils their knowledge of courses and
qualifications and the various progression routes available to them.
However, the increasing diversity and autonomy of schools and the decisions they make
about the curriculum may present some contradictions. Inspectors will need to make a
professional judgement about the appropriateness of the curriculum with respect to the
specific circumstances of the school.
1
The curriculum and pupils’ spiritual, moral, social and cultural development
Inspectors should gather evidence of the impact of the curriculum on developing aspects of
the pupils’ spiritual, moral, social and cultural (SMSC) development. This may be through:
•
•
•
lesson observations where subjects promote aspects of SMSC provision; RE, art
and music are obvious examples but discussion with pupils and staff will provide an
important insight as to how SMSC is planned as part of the curriculum in other
subjects;
observation of other activities that indicate the extent to which there is a coherent
approach to promoting SMSC set out by the school and implemented through
activities such as tutorials, citizenship programmes and discussions with pupils
about their work;
evaluation of opportunities created by the school for pupils to take part in a range of
artistic, cultural, sporting, dramatic, musical, mathematical, scientific, technological
and, where appropriate, international events and activities that promote aspects of
pupils’ SMSC development.
Overall effectiveness
An important aspect of the overall effectiveness judgement is a consideration of how well the
school contributes to the promotion of the pupils’ spiritual, moral, social and cultural
development.
Spiritual, moral, social and cultural development
All schools should be promoting pupils’ spiritual, moral, social and cultural (SMSC)
development and suitably preparing pupils for life. However, there is no need to present a
detailed analysis in the report of the school’s promotion of each of the four components of
pupils’ SMSC development.
Inspectors should consider the climate and ethos of the school and what effect this has on
enabling pupils to grow and flourish, become confident individuals, and appreciate their own
worth and that of others. In considering how well the school promotes pupils’ SMSC,
inspectors should take into account the impact of the range of opportunities provided for
young people to develop their self esteem and confidence, which might occur both within the
classroom, in terms of: teaching that encourages participation, creativity, reflection and
independence; assessment and feedback that values pupils’ work and/or effort; and
activities that develop teamwork, leadership skills and self-reliance.
Defining spiritual, moral, social and cultural development
Pupils’ spiritual development is shown by their:
• beliefs, religious or otherwise, which inform their perspective on life and their
interest in and respect for different people’s feelings and values;
• sense of enjoyment and fascination in learning about themselves, others and the
world around them, including the intangible;
• use of imagination and creativity in their learning;
• willingness to reflect on their experiences.
2
Pupils’ moral development is shown by their:
ability to recognise the difference between right and wrong and their readiness to
apply this understanding in their own lives;
• understanding of the consequences of their actions;
• interest in investigating, and offering reasoned views about, moral and ethical issues.
•
Pupils’ social development is shown by their:
• use of a range of social skills in different contexts, including working and socialising
with pupils from different religious, ethnic and socio-economic backgrounds
• willingness to participate in a variety of social settings, cooperating well with others
and being able to resolve conflicts effectively
• interest in, and understanding of, the way communities and societies function at a
variety of levels.
Pupils’ cultural development is shown by their:
•
•
•
understanding and appreciation of the wide range of cultural influences that have
shaped their own heritage
willingness to participate in, and respond to, for example, artistic, musical, sporting,
mathematical, technological, scientific and cultural opportunities
interest in exploring, understanding of, and respect for cultural diversity and the
extent to which they understand, accept, respect and celebrate diversity, as shown
by their attitudes towards different religious, ethnic and socio-economic groups in
the local, national and global communities.
Implications for Lincolnshire schools
It is to be commended that Ofsted had placed SMSC at the centre of the inspection
framework but it remains to be seen how inspectors will interpret this. The phrase, ‘However,
there is no need to present a detailed analysis in the report of the school’s promotion of each
of the four components of pupils’ SMSC development’ (see above) may be double edged.
Based on past analysis of reports it seems likely that spirituality may not be brought under
scrutiny. On the other hand it might mean that Lincolnshire schools are not criticised as
much as in the past for their lack of cultural development.
The main difference to note is that in this framework SMSC is judged in terms of the quality
of the provision made by the schools to secure pupils’ development, rather than just an
outcome.
There will be no separate grading for community cohesion but schools must remain mindful
of their obligations with regard to equality legislation.
RE subject inspections
It is expected that these will continue and cover the following areas: achievement; quality of
teaching; quality of the curriculum, effectiveness of leadership and management; areas for
improvement.
3
Promoting and evaluating pupils’ spiritual, moral, social and
cultural development: a toolkit
Spiritual Development
Pupils' spiritual development involves the growth of their sense of self, their unique potential,
their understanding of their strengths and weaknesses, and their will to achieve. As their
curiosity about themselves and their place in the world increases, they try to answer for
themselves some of life's fundamental questions. They develop the knowledge, skills,
understanding, qualities and attitudes they need to foster their own inner lives and nonmaterial wellbeing.
Characteristics
How?
Shown by:
 beliefs, religious or
otherwise, which inform
their perspective on life
and their interest in and
respect for different
people’s feelings and
values
 sense of enjoyment and
fascination in learning
about themselves, others
and the world around
them, including the
intangible
 use of imagination and
creativity in their learning
 willingness to reflect on
their experiences
4
Evidence to Ofsted
Audit
 giving pupils the
opportunity to
explore values and
beliefs, including
religious beliefs,
and the way in
which they affect
peoples’ lives
How?
In my subject……
 where pupils
already have
religious beliefs,
supporting and
developing these
beliefs in ways
which are personal
and relevant to
them
 encouraging pupils
to explore and
develop what
animates
themselves and
others
• encouraging pupils
to reflect and learn
from reflection
• giving pupils the
opportunity to
understand human
feelings and
emotions, the way
they affect people
and how an
understanding of
them can be helpful
• developing a
climate or ethos
within which all
pupils can grow and
flourish, respect
others and be
respected
In my school community…
5
• accommodating
difference and
respecting the
integrity of
individuals
• promoting teaching
styles which:
o value pupils’
questions and
give them
space for their
own thoughts,
ideas and
concerns
o enable pupils
to make
connections
between
aspects of their
learning
• encourage pupils to
relate their learning
to a wider frame of
reference – for
example: asking
‘why?’, ‘how?’ and
‘where?’ as well as
‘what?’
monitoring, in
simple, pragmatic
ways, the success
of what is provided.
6
Moral Development
Definition:
Pupils' moral development involves pupils acquiring an understanding of the difference between
right and wrong and of moral conflict, a concern for others and the will to do what is right. They
are able and willing to reflect on the consequences of their actions and learn how to forgive
themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes
they need in order to make responsible moral decisions and act on them.
Characteristics
How?
Shown by:
 the ability to
recognise the
difference between
right and wrong
and their readiness
to apply this
understanding in
their own lives
 understanding of
the consequences
of their actions

interest in
investigating, and
offering reasoned
views about, moral
and ethical issues.
Evidence to Ofsted
Audit
 providing a clear
moral code as a
basis for behaviour
which is promoted
consistently
through all aspects
of the school
How?
In my subject……
 promoting
measures to
7
prevent
discrimination on
the basis of race,
religion, gender,
sexual orientation,
age and other
criteria
 giving pupils
opportunities
across the
curriculum to
explore and
develop moral
concepts and
values – for
example: personal
rights and
responsibilities,
truth, justice,
equality of
opportunity, right
and wrong
 developing an
open and safe
learning
environment in
which pupils can
express their views
and practice moral
decision-making
 rewarding
expressions of
moral insights and
good behaviour
 making an issue of
breaches of
agreed moral
codes where they
arise – for
example: in the
press, on
television and the
internet as well as
in school
In my school community…
 modelling, through
the quality of
relationships and
interactions, the
principles which
they wish to
8
promote – for
example: fairness,
integrity, respect
for people, pupils’
welfare, respect for
minority interests,
resolution of
conflict, keeping
promises and
contracts
 recognising and
respecting the
codes and morals
of the different
cultures
represented in the
school and wider
community
 encouraging pupils
to take
responsibility for
their actions - for
example: respect
for property, care
of the
environment, and
developing codes
of behaviour
 providing models
of moral virtue
through literature,
humanities,
sciences, arts,
assemblies and
acts of worship
 re-inforcing the
school’s values
through images,
posters, classroom
displays,
screensavers,
exhibitions,
monitoring, in
simple, pragmatic
ways, the success
of what is
provided.
9
Social Development
Definition:
Pupils' social development involves pupils acquiring an understanding of the responsibilities and
rights of being members of families and communities (local, national and global), and an ability to
relate to others and to work with others for the common good. They display a sense of belonging
and an increasing willingness to participate. They develop the knowledge, skills, understanding,
qualities and attitudes they need to make an active contribution to the democratic process in each
of their communities.
Characteristics
How?
 use of a range of
social skills in
different contexts,
including working
and socialising
with pupils from
different religious,
ethnic and socioeconomic
backgrounds
 willingness to
participate in a
variety of social
settings,
cooperating well
with others and
being able to
resolve conflicts
effectively
 interest in, and
understanding of
the way
communities and
societies function
at a variety of
levels.
10
Evidence to Ofsted
Audit

identifying key
values and
principles on which
school and
community life is
based

fostering a sense of
community, with
common, inclusive
values which
ensure that
everyone,
irrespective of
ethnic origin,
nationality, gender,
ability, sexual
orientation and
religion can flourish

encouraging pupils
to work cooperatively

encouraging pupils
to recognise and
respect social
differences and
similarities
providing positive
corporate
experiences – for
example: through
assemblies, team
activities, residential
experiences, school
productions


helping pupils
develop personal
qualities which are
valued in a civilised
society - for
example:
thoughtfulness,
honesty, respect for
difference, moral
principles,
independence,
inter-dependence,
self-respect
How?
In my subject……
In my school community…
11

helping pupils to
challenge, when
necessary and in
appropriate ways,
the values of a
group or wider
community

helping pupils
resolve tensions
between their own
aspirations and
those of the group
or wider society

providing a
conceptual and
linguistic framework
within which to
understand and
debate social
issues

providing
opportunities for
engaging in the
democratic process
and participating in
community life

providing
opportunities for
pupils to exercise
leadership and
responsibility

providing positive
and effective links
with the world of
work and the wider
community

monitoring, in
simple, pragmatic
ways, the success
of what is provided.
12
Cultural Development
Definition:
Pupils' cultural development involves pupils acquiring an understanding of cultural traditions and
ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for
their own culture and that of others, an interest in others' ways of doing things and curiosity about
differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to
understand, appreciate and contribute to culture.
Characteristics

understanding and
appreciation of the
wide range of
cultural influences
that have shaped
their own heritage

willingness to
participate in, and
respond to, for
example, artistic,
musical, sporting,
mathematical,
technological,
scientific and
cultural
opportunities

interest in
exploring,
understanding of,
and respect for
cultural diversity
and the extent to
which they
understand,
accept, respect and
celebrate diversity,
as shown by their
attitudes towards
different religious,
ethnic and socioeconomic groups in
the local, national
and global
communities.
How?
13
Evidence to Ofsted
Audit

providing
opportunities for
pupils to explore
their own cultural
assumptions and
values

presenting
authentic accounts
of the attitudes,
values and
traditions of diverse
cultures

addressing
discrimination on
the grounds of
race, religion,
gender, sexual
orientation, age and
other criteria and
promoting racial
and other forms of
equality

extending pupils’
knowledge and use
of cultural imagery
and language

recognising and
nurturing particular
gifts and talents

providing
opportunities for
pupils to participate
in literature, drama,
music, art, crafts
and other cultural
events and
encouraging pupils
to reflect on their
significance
How?
In my subject…
In my school community…
14

developing
partnerships with
outside agencies
and individuals to
extend pupils’
cultural awareness
- for example:
theatre, museum,
concert and gallery
visits, resident
artists, foreign
exchanges

re-enforcing the
school’s cultural
values through
displays, posters,
exhibitions, etc

auditing the quality
and nature of
opportunities for
pupils to extend
their cultural
development
across the
curriculum

monitoring, in
simple, pragmatic
ways, the success
of what is provided.
15
Appendix 2: Section 48 inspections (inspections of church
schools)
All schools are inspected by Ofsted using the Inspection Schedule, under Section 5 of the
Education Act 2005 that is in force at the time. Following an Ofsted inspection church
schools are usually inspected under Section 48 of the same Education Act. The
arrangements for this inspection to take place are made through the Diocese in conjunction
with the school. An inspector for the school is agreed between the Diocese and the
headteacher. A date for the inspection is then agreed and a discussion takes place about
the documentation required, time frame, etc. The inspection would normally last for a day,
occasionally this may be taken over two half days.
In Church of England and joint Church of England and Methodist schools the inspection
schedule is the same. Four key
questions are judged and graded:
1. How well does the school, through its distinctive Christian character, meet the needs
of all its learners?
2. What is the impact of collective worship on the school community?
3. How effective are the leadership and management of the school, in the context of a
church school?
4. How effective is the religious education?
The first three are graded in all C of E schools and the fourth question relating to Religious
Education is only graded in an Aided School. (See Appendix 3: Different types of church
schools).This is required because in these schools governors have the responsibility for
determining the Religious Education curriculum. They can opt to follow their LA’s locally
agreed syllabus, a syllabus from another LA or Diocese or produce one for themselves.
The National Society, which oversees the inspection process in Church of England schools,
provides schools with a Self Evaluation Toolkit which is intended to support schools in the
inspection process. This toolkit gives prompt questions within each of the four key areas and
then about some more specific aspects of school. An example for Key Question 3 is below.
HOW EFFECTIVE IS THE RELIGIOUS EDUCATION?
Within the context of a distinctively Christian character:
3a How high are the standards and how well do all learners achieve in RE?
Assessment data to measure individual progress
3b How effective are learning and teaching in RE?
Learners’ knowledge and understanding of Christianity and other faiths
Development of skills (personal learning and thinking skills)
Range of creative learning styles
Syllabus
Medium term planning
Scheme of work
AFL (assessment for learning)
Monitoring
16
3c To what extent do learners of all faiths and of none demonstrate a positive attitude
towards RE?
Pupil voice
Use of feedback
Pupils withdrawn
Parental views
3d How well does RE contribute to the spiritual and moral development of all
learners?
Opportunities in the scheme of work to explore their own beliefs and the beliefs of others.
Experiential learning including use of visitors and visits
3e To what extent does RE promote the distinctive Christian character of the school?
Learners’ knowledge and understanding of distinctive denominational beliefs, practices and
traditions
RE used to lead and inform wider curriculum planning, integrated themes and cross
curricular links
School recognised locally as a leading school for RE
3f To what extent does RE promote community cohesion through an understanding
of and respect for diverse communities?
Learning about and from:
• Christianity as a multi- cultural faith
• other faiths
Inclusion of faiths represented in the school
Understanding of the Christian and other faith traditions of the area
Faiths represented in UK
Global representation of Christian faith
Climate of openness to discuss and express faith issues without ridicule
Faith communities’ support
3g How effectively is the importance of RE demonstrated in the life of the school?
Comparison of standards in RE with core subjects
Location in the curriculum
Time allocation
Staffing
Resources
Monitoring of RE
INSET
RE on development plans
The inspection report provides information on the school, the context of the school and then
judges the ‘The distinctiveness and effectiveness of xxxx school as a Church of England
school is YY’. A list of ‘established strengths’ is included as well as areas which are a ‘Focus
for Development’. Each key question has a written comment exemplifying some of the
important elements observed during the inspection.
Roman Catholic Schools have their own Inspection schedule and an inspection report for a
Catholic School will cover the following areas:
A.
B.
C.
Description of the school
Overall effectiveness
How effective and efficient is the provision of Catholic education in meeting the
needs of learners and why?
The capacity of the school to make further improvements and why.
17
What steps need to be taken to improve the provision further?
The Catholic life of the school
1. Leadership and Management
How effective are Leadership and Management in developing the Catholic life of the
school?
2. Collective Worship
How good is the quality of Collective Worship?
3. Community Cohesion
How effectively the school promotes community cohesion:
 inwardly (within the school);
 within the local faith community (parish and education communities); and the wider
social, cultural and educational communities.
4. Religious Education
Achievement and Standards
How well do learners achieve?
Quality of Provision for Religious Education
How effective are teaching and learning?
How well does the Religious Education curriculum meet the needs and interests of
learners?
5. Leadership and Management
How effective are Leadership and Management in raising achievement and
supporting all learners in Religious Education?
The inspection process and report for a school with a denominational character is intended
first and foremost to focus on those aspects of the school which would be considered to be
of great importance to the life of the school.
18
Appendix 3: Different types of church schools
Voluntary Aided
Schools
Buildings
Staff
(a)
Teaching
Staff
(b) Support
Worship
Owned by
trustees: The trust
deed determines
basis on which the
school is run.
Capital projects
are the
responsibility of
the governors
(supported by
grant from the
Department for
Education and
Skills up to 90% of
approval
expenditure).
Playing fields are
provided by the
LA.
Employed by the
governors, paid by
the LA.
Governors may
seek evidence of
Christian
commitment from
applications for
teaching posts.
Employed either
by governors or
contractors. If
employed by
governors they
are paid by LA.
Reflects the
Anglican tradition
and can include
worship in the
parish church.
Voluntary
Controlled
Schools
Owned by trustees.
The trust deed
determines how the
school shall be run
where the law does
not make this clear.
All replacement,
Capital and repairs
building costs fall
on the LA.
Foundation
Schools
Academies
Owned by trustees.
The trust deed
determines the basis
on which the school
shall run where the
law is silent. (Playing
fields owned by
governors.) All
building works
funded from LA.
Owned by the
original school
trustees. All
building works are
funded by the DfE.
Appointed by the
governors,
employed and paid
by the LA.
Employed by the
governors, paid by
the LA.
Employed by the
Trust/Governors,
paid by the
Trust/School.
Governors will be
able to select
teachers within the
LA policy.
Governors may
seek evidence of
Christian
commitment from
applications for
teaching posts.
Governors are
bound by LA
appointing policies.
Governors will be
able to satisfy
themselves that a
candidate for the
post of head
teacher is suitable
to support and
develop the ethos
of a Voluntary
Controlled school.
Employed either by
LA or contractors.
LA employees
usually appointed
by governors.
Reflects the
Anglican tradition
and can include
worship in the
parish church.
19
Governors are
bound by LA
appointing policies.
Governors will be
able to satisfy
themselves that a
candidate for the
post of head teacher
is suitable to support
and develop the
ethos of a
Foundation school.
Employed either by
governors or
contractors. If
employed by
governors they are
paid by LA.
Reflects the
Anglican tradition
and can include
worship in the parish
church.
Employed by the
Trust/School, paid
by the school/trust.
Reflects the
Anglican tradition
and can include
worship in the
parish church.
Voluntary Aided
Schools
RE
Funding
Admissions
Inspection
Governors
determine a
syllabus that
reflects the
Anglican
traditions. They
may make use of
the diocesan
syllabus where
this exists. The
Diocese of Lincoln
recommends that
VA schools use
the Locally Agreed
Syllabus in each
of its three Local
Authorities.
LA LMS formula.
Governors’ costs
(10%) for building
work from locally
raised funds,
PCCs, local trusts.
Governors
determine the
policy and make
the decisions.
They must consult
the LA each year.
OFSTED
inspectors look at
most issues.
SIAS inspectors
inspect RE,
worship, school
ethos and
leadership and
management.
Voluntary
Controlled
Schools
The school must
follow the LA
syllabus unless the
parents request a
denominational
one. The
foundation
governors have
rights in the
appointment of staff
(called reserved
teachers) to teach
denominational
Religious
Education.
Foundation
Schools
Academies
The school must
follow the LA
syllabus unless the
parents request a
denominational one.
The foundation
governors have
rights in the
appointment of staff
(called reserved
teachers) to teach
denominational
Religious Education.
Governors
determine a
syllabus that
reflects the
Anglican
traditions. They
may make use of
the diocesan
syllabus where
this exists.
LA LMS formula.
LA LMS formula
Through the
funding agreement
with the
DfE/Secretary of
State
The LA is
responsible for
admissions, but
must consult the
governing body
each year.
Governors
determine the policy
and make the
decisions. They
must consult the LA
each year.
OFSTED
inspectors look at
general issues and
RE.
SIAS inspectors
inspect worship,
school ethos and
leadership and
management.
OFSTED inspectors
look at general
issues and RE.
SIAS inspectors
inspect worship,
school ethos and
leadership and
management.
Trust/Governors
determine the
policy and make
the decisions.
They must consult
as determined by
the appropriate
legislation.
OFSTED
inspectors look at
most issues.
SIAS inspectors
inspect RE,
worship, school
ethos and
leadership and
management.
20
Appendix 4: Developing Enquiry in RE
RE deals with religious and moral beliefs and values that underpin the ways in which
individuals solve problems and make decisions. Examples include sexual relationships,
bringing up children, striving for ideals, the appropriate use of money and dealing with
bereavement. Pupils are equipped to deal with these kind of issues when they understand
how to think for themselves and reach understanding through reason, dialogue and enquiry.
The development of these skills can make a significant contribution to ‘learning from’
religion.
Enquiry - in RE this includes:
•
developing a sense of curiosity and a desire to seek after the truth through questioning
and reasoning;
•
developing a personal interest in ultimate questions, including questions about reality
and mystery;
•
developing an ability to live with ambiguities and paradox;
•
engaging in the desire to search for the meaning of life;
•
being prepared to reconsider and re-evaluate existing views as a result of dialogue and
enquiry;
•
being prepared to acknowledge bias and prejudice in oneself;
•
willingness to value insight and imagination as ways of perceiving reality.
Extracts from ‘Transforming religious education: Religious education in schools
2006 ̶ 09 [Ofsted]
126. The most effective lessons were based on a clear model of how pupils learn that
matched the nature of the subject. This was most evident in the schools that adopted a
clearly defined enquiry-based approach to the subject. This had a number of benefits.
• It provided a clear but flexible framework for structuring and sequencing activities that
focused on the process of learning as well as on content;
• It promoted challenge because it involved pupils in planning activities and enabled
them to develop higher-level skills such as investigation, interpretation and analysis;
• It promoted confidence among teachers without a specialist background in the subject
because they were working with a structure and process of learning which they could
understand and apply;
• Assessment focused not just on what pupils knew but also on the progress they were
making in becoming effective explorers of the world of religion and belief.
From Recommendations, p.7:
Local authorities, in partnership with their Standing Advisory Councils on Religious
Education and Agreed Syllabus Conferences, should….’ensure that agreed syllabuses and
related advice offer guidance about the systematic use of enquiry skills in RE to enable
schools to plan the subject in a more coherent and rigorous way..’
More information about enquiry and reasoning in learning can be found on the SAPERE
website – www.sapere.org.uk
21
APPENDIX 5: Guidance on assessment
Assessment is an essential part of the teaching and learning process. It is all about helping
pupils. A good assessment framework raises expectations and awareness of the potentially
high standards that pupils can achieve. It helps to sharpen the focus on what is being taught
and why. It enables the identification of strengths and weaknesses in pupils’ achievement
and informs planning for the next steps in their learning. It provides the means to chart
progress, and makes pupils and their parents clear about particular achievements and
targets for improvement. Teachers should avoid putting in place any assessment structure
that is unwieldy, unmanageable or more focused on data than improvement.
The following types of assessment serve different purposes:
Ongoing assessment
The process of making regular judgements about what has been achieved, so that pupils
can be informed of their progress and encouraged to take the next step – this is where the
‘Can Do’ statements can be very useful, used alongside the levels. ( See p. 36)
End of unit/end of key stage assessments
These take place at the end of a course or unit and sum up the achievement of a pupil to
that point. This is where levels should definitely be used. These and the ongoing
assessments should be pulled together to reach a judgement at the end of the key stage.
Note: For some units of work it may be appropriate to have only one main assessment task.
Teachers need to consider what is manageable and how often different types of assessment
will take place. Regular evaluation of planning and assessment is vital – are pupils enabled
to achieve what they should? This involves making judgements about the extent to which
learning experiences ensure pupils to achieve the objectives. So in fact level descriptors or
learning outcomes may be turned round to become the starting point for planning a lesson.
Identifying opportunities for assessment
• Any classroom activity can be seen as an assessment opportunity, though not
necessarily for all pupils at the same time;
• Teachers will use a range of assessment strategies to ensure that the next steps of
learning are pitched appropriately for each pupil;
• Having made the decision about how often assessments will take place teachers will
need to think about activities that will do the job.
Planning assessment opportunities
Assessment should be an integral part of planning and teaching, not something bolted on at
the end. It should reflect pupils’ achievements as they engage in their activities. If planned
carefully, most activities lend themselves readily to assessment of the relevant objectives,
whilst others may need some modification in order to provide sufficient evidence to make a
judgement or to challenge pupils to achieve higher levels of attainment.
Possible assessment strategies
Most teachers will have a repertoire of assessment strategies from which to select ones that
are appropriate. These might include:
•
Listening to pupils: in either formal or informal settings, teachers can listen to pupils’
questions, responses or presentations, all of which provide information about their
depth of understanding, attitudes and ability to relate learning from one context to
another;
22
•
•
•
•
•
•
•
•
Questioning: by teachers and pupils. By asking pertinent questions to elicit pupils’
conceptual understanding, teachers can gain insight in order to make sound
judgements;
Involving pupils in assessment of their own learning: At the start of a unit of work,
pupils can be encouraged to reflect on prior learning and use this as a baseline for
charting their progress and achievement through the unit of work. Towards the end of
the unit of work, pupils can reflect on their achievement and judge their progress in
relation to their starting point. By doing this before the end of the unit the teacher still
has opportunity to address any misconceptions that a pupil may have;
Occasional tests to check learning: but teachers should be very clear about what is
being tested and for what purpose;
Grading pupils’ work on tasks set: using criteria from the levels;
Using individual record cards: to record learning and experiences;
Taking photographs recordings, etc. of performance: in line with school policy;
A single piece of work will not cover all the expectations set out in a level description.
It will probably provide partial evidence of attainment in one or two aspects of a level
description. If it is looked at alongside other pieces of work covering a range of
contexts teachers will be able to make a judgement about which level best fits a
pupil's overall performance. It would be good practice to keep examples of work at
different ability levels. If clear learning objectives are shared with the pupils these can
form the focus for marking. The teacher’s comments can praise success and indicate
ways to improve;
It should be noted that any assessment arrangements for RE must be consistent with
whole school policy. If this proves difficult advice should be sought from RE websites
or the RE Adviser for Lincolnshire.
Recording work can sometimes be an issue in RE, especially where lessons are based
around discussion or enquiry. However, in order to make the progress expected of them at
each key stage pupils need to be completing written work on a regular basis. This should
include work set at higher levels to challenge the more able.
23
The following grids are examples of how pupils might record their knowledge and
understanding where the lesson has been enquiry based/at the end of a unit of work.
Before the unit/lesson this is what I
knew about….
At the end of the unit/lesson I have
learnt……
I now wonder....
Name:
Date:
In RE today we talked about….
At the beginning I thought……
At the end I thought…
24
Today in RE we talked about……
My opinion is/my opinion changed because…..
•
•
This type of reflection and self assessment can contribute to a useful record of pupils’
progress and achievement and is particularly useful in providing evidence for
Attainment Target 2. The involvement of pupils is an essential part not only of good
assessment practice but also of reaching a deeper understanding of RE. Also, at the
end of the school year, the teacher can select the statements that provide the most
useful evidence of achievement and progress for reporting to parents;
Assessing attainment at the end of a key stage.
The 8 level scale is skills based, does not prescribe content for RE and maintains a balance
between ‘learning about’ and ‘learning from’ religion. These two attainment targets are
closely related therefore assessment needs to take place in relation to both.
In deciding on a pupil’s level of attainment at the end of a key stage, teachers should judge
which description best fits the pupil’s performance. When doing so, each description should
be considered alongside descriptions for adjacent levels.
It is important to note that not all aspects of religious education can be assessed. For
example, pupils may express personal views and ideas that, although integral to teaching
and learning, would not be appropriate for formal assessment.
Some useful exemplification of levels and further guidance on assessment can be found on
http://betterre.reonline.org.uk/assessment/index.php
I Can…
A tool for using the 8 level scale of expectations in RE in Lincolnshire
[Developed from the 2006 Syllabus and the DfE Guidance / QCDA National
Framework]
Introduction:
The 8 level scale of Expectations of Standards in RE used in this Lincolnshire Agreed
Syllabus (based on the QCA / DFES National Framework for RE) can be used to generate ‘I
can’ statements for pupils. Below are some examples covering levels 1-8, which teachers
across the key stages may find useful in making the scale effective, planning progression
and setting good standards in RE.
25
They are only examples, and teachers will see how they might be adapted to different
curriculum content, or age groups and to different religions. Obviously, no programme of
study could cover all these examples. Teachers should seek to generate their own ‘I can…’
statements. The language here is designed to be more ‘child friendly’ than the scale itself,
which is a professional tool for teachers. But teachers may yet wish to simplify it further for
display on the classroom wall, or in conversation with classes about ‘what we’re looking for
in RE’.
The use of ‘I can…’ statements
The first set in each box relate to AT1, learning about religion (in plain text). The second set
relate to AT 2, learning from religion (in italics). It is not possible to be comprehensive in
giving ‘I Can…’ statements for all aspects of the RE syllabus, because they reflect closely
what an individual teacher does in a lesson or scheme of work. Building the bridge from the
8 level scale to the classroom is part of the teacher’s task. The statements and examples are
particularly useful in providing evidence for Attainment Target 2. Although they are partial
they are included to refer closely to the themes, experiences, knowledge, skills and
understanding in each of key stages 1-3 which the syllabus prescribes. They are an
illustration of good practice. It cannot be overemphasised that these are just examples,
intended to show how the generalised, dense language of the 8 level scale actually might
work when translated into specific content and tasks. Here we build specifics onto the
general foundation of the scale.
Good ‘I can…’ statements use the skill words at the heart of the scale, sharpen them
against the content the pupils have studied, and use simple, clear language to say
exactly what is required for the level to be achieved.
Name, Talk About
AT1
Use some religious words…recall (stories)…recognise… (symbols)
I can…










name a church or a synagogue from a picture;
remember and tell someone three things that happened in the Mary and Joseph story at
Christmas;
say what happened to the Baby Moses after he was left in the bulrushes;
put six pictures from the Divali story in the right order;
from 6 artefacts or pictures, pick three that are associated with Christians, or three that
are used in a Synagogue;
recognise a 7 branched candlestick: identify where this would be seen and what it means
to Jews;
recall the Jewish story of God making the world, recognising it is an important story for
some people;
recognise a rainbow is a good sign in the Noah story;
name two festivals that Christians like to celebrate;
use the word ‘mosque’ and talk about where Muslims go to pray.
26
Level 1
AT2
Talk about…
I can talk about….











some interesting and puzzling questions to do with God and creation;
my favourite person in the story of Christmas, Divali or Hannukah;
what I think is good about sharing things fairly;
what I think about sharing things fairly and unfairly;
thanking and being thanked, praising and being praised;
what matters most to me and things that matter most in a, synagogue or a church;
how it feels to create / make something myself, and how it would feel if someone spoiled
what I had made;
belonging: who do I belong to? How does it show?
what are the big days of the year for me;
how symbols of light make me feel;
my own and someone else’s celebrations.
Retell, identify Religious materials, ask questions, respond
sensitively
AT1:
Use religious words…show awareness (of similarities)…identify (how religion is
expressed)…suggest meanings…(symbols, stories)…begin to recognise (importance)
I can…
 use words like festival, celebration and remembrance to talk about special days;
 listen to the Jewish story of creation and put 7 pictures of the creation story into the right
order (sequencing);
 match up some Christian beliefs to some Christian symbols and artefacts;
 retell a story of Jesus, and suggest what it might mean to a Christian;
 use a saying of Jesus as a title and theme to a story made up by me, which is about
children of my own age (e.g. ‘Love Your Neighbour’ or ‘Do Not Worry’);
 suggest two things that matter to a Christian or Muslim;
 identify a Christian belief and / or a Jewish belief;
 say what makes the Torah scrolls and the gospels special, and to whom;
 give a reason why Jewish people like to go to the synagogue;
 identify a hero/heroine from the Bible and suggest the meaning of a story about him/her;
 suggest a reason why Jesus told parables;
 suggest what the story of Hanukkah means for a Jewish person today;
 identify some meanings in the prayer positions Muslims use daily.
Level 2
AT 2
Respond sensitively…ask questions…recognise… (own values, others values)
I can…
 respond sensitively to stories about people from the Jewish and Christian religions,
noticing what matters to them.
 talk about saying sorry and forgiving people: why does it matter?
 respond to stories about people who were kind, generous or brave from sacred texts with
my own ideas.
 make up some good questions to ask ‘the person who knows everything’ / God.
 suggest three questions about God that are interesting and hard to answer.
 suggest some things that are precious, though money can’t buy them
 recognise and talk about how we use all our senses to celebrate a big day
27

talk about how a piece of music can express a feeling like joy or excitement, and how
singing together (including in worship) makes people feel.
Describe, make links to my experience
AT1
Describe…make links…begin to identify the impact… recognise similarities and
differences…use a developing religious vocabulary…
I can…
 describe three things Christians believe in, and how these beliefs affect celebrations.
 describe the importance of two main Muslim beliefs, and say how they are shown in
pilgrimage to Makkah.
 describe different ways Hindus celebrate or worship at home or in the Mandir.
 suggest what difference worship makes to life (for Hindus, Muslims or Christians).
 describe some symbols of belonging that Hindus, Muslims or Christians use when they
worship.
 identify the impact of a Bible story on a Christian behaviour.
 make a link between a piece of Christian music and a Bible text that inspired it.
 recognise and describe similarities between Divali and Easter.
 describe and recognise similarities and differences between worship in a mandir and a
synagogue.
 make a link between two Muslim artefacts (e.g. Qur’an stand and Prayer mat) and the
fast during Ramadan.
 make a link between Hindu vegetarianism and the idea that divine life is in every living
creature.
 answer the question ‘what is the purpose of a sacred place?’
 refer to examples from 2 religions studied, using general words like ‘worship’ ‘community’
and ‘belong’.
Level 3
AT2
Reflect on experiences… identify influences…ask religious questions…make
links…compare responses…
I can…
 ask questions about why worshippers choose to attend a mosque, mandir or church.
 ask questions and suggest answers about how the Bible influences Christians, and what
influences me.
 reflect on a Hindu value like harmlessness /vegetarian diet: how would school change if
everyone lived by these values?
 suggest some things people do to find peace, stillness and rest (including practices of
worship), and some things I do.
 suggest answers Christians and Muslims might give to questions about their practice of
giving (e.g. Christian Aid or The children’s Society) and Zakat (giving alms to the poor).
prepare a reflection on the ways Hajj matters in Islam and Resurrection matter in
Christianity, making a link to what matters to me.
 make a link between religious leaders who I have studied and the kind of person I like to
‘follow’. Compare my answer with someone else’s answer.
 make a link between the reasons we might care for animals and religious teaching.
28
Showing understanding, apply ideas
AT1
Describe similarities and differences…make links between… describe the impact of
religion…use religious vocabulary to show understanding…
I can…
 show that I understand what is sacred to Muslims, Christians or Buddhists
 show that I understand how the parable of the Good Samaritan can have an impact on
Christians today.
 show that I understand 3 reasons why a pilgrimage is different from a holiday.
 describe, using religious vocabulary, what pilgrims hope for on their way to Makkah /
Iona.
 describe similarities and differences between Muslims, Christians and Hindus.
 describe and link beliefs with behaviour, e.g. belief in God as creator linked to ‘green’
practice.
 describe how Muslim worship shows devotion to Allah.
 make links between the work of Christian Aid and three things Jesus said about poverty.
 make links between Sikh stories of the Gurus with some of the ideas of the Mool Mantar
(Guru Nanak’s first hymn).
Level 4
AT2
Suggest answers to questions…describe what inspires / influences…refer to
religions…apply ideas to their own lives…
show my understanding…
I can….
 apply the idea of inspiration to music and text: what do I find inspiring?
 devise questions about what makes a leader worth following,e.g. what a Sikh might say
about Guru Nanak’s leadership.
 suggest how Muslims, Christians or non-religious people might answer the question,
‘What is sacred for you?’
 suggest examples of applying beliefs to lifestyle.
 refer to the authority of the Bible or Qur’an to describe how Martin Luther King, Nelson
Mandela or other leaders were inspired by their beliefs to work for racial equality.
 refer to Sikh teaching about Langar and Sewa in describing a vision of an inspiring
community.
 describe my own beliefs about God, life after death or human values following my study
of two religions.
 refer to the teachings of the 2 religions to show that I understand how art expresses
spiritual ideas.
 describe something I find spiritual, sacred or inspiring in a poem, a painting or a design.
 apply some sayings of Jesus or the Buddha to my own beliefs and lifestyle, giving my
reaction to the religious teaching.
29
Explain the impact of religion, express my own and others’ views
AT1
Explain the impact…describe why…suggest reasons…
recognise
diversity…use a widening religious vocabulary….
I can…
 explain how Christians and Sikhs share similar ideas about God and the sacred, also
recognising differences.
 explain some differences the Five Pillars make to Muslim individual lifestyle, and in the
community of the Ummah.
 explain the impact on lifestyle, of the belief that God made humans equal.
 explain the impact of the ways Christian Aid and Islamic Relief put religious teaching into
action in relation to poverty.
 suggest reasons for the authority of the Guru Granth Sahib, the Bible or the Qur’an.
 use religious language about prayer and meditation to suggest reasons why Buddhists
and Christians spend time in silence and stillness.
 recognise something unique in four religions, using appropriate terminology.
 recognise two things that make a Quaker, a Roman Catholic, a Baptist and an Anglican
distinctive within Christianity. Explain a common authority and belief for them all.
Level 5
AT2
Pose and suggest answers to questions…express views…
relate questions and answers to my own life…explain influences…
I can…..
 express my views on what some religious leaders say about peace and conflict, relating
the ideas to my own lifestyle and how it applies to me.
 explain what Muslims and Christians see as the purposes of life and express my own
views or beliefs about identity.
 express my own views about spiritual experiences, e.g. relating my views to the Sikh
story of Guru Nanak’s direct experience of God.
 relate the idea that God may be experienced in the worship to my own ideas about
music, stillness and communal reflection and celebration.
 explain two influences that cause people to tell lies, and two influences that encourage
truthfulness.
 respond to a question about the destiny of the soul after death, referring to teaching and
authorities from two religions.
 express my views about what is sacred about religious beliefs and my views about living
without sacred authorities, e.g. for Humanists.
30
Explain and interpret, express insights of my own
AT1
Interpret…explain (impacts, reasons for diversity)…
I can…..
 give an account of what is difficult or challenging about being a young Christian or Hindu
in Britain today.
 interpret the impact of belonging to a religion with reference to rituals, celebrations,
beliefs and commitments in Christian and Sikh practice.
 distinguish between two different Christian views about why people suffer, giving an
informed account of Christian perspectives.
 interpret the ways Jews, Muslims and Christians describe the divine / the sacred, God or
Allah in words and in art (e.g. creeds, scripture, the decoration of synagogues, mosques
and churches, music).
 give reasons why diversity in religion and culture can enrich a community.
 interpret what two scientists (e.g. an atheist and a Christian) believe about how the
universe began and how human life evolved; account for their disagreement.
 give persuasive arguments to support views about nirvana, heaven and paradise,
referring to Buddhist, Christian and Islamic teachings.
Level 6
AT2
Express insights (using reasoning and examples)…consider the challenges of
religion…
I can…
 express a reasoned insight into ways that young people today might be inspired by
Martin Luther King and Gandhi.
 consider the ideas of Sikhs and Christians about rebirth and eternal life responding to
these ideas with reasoned arguments of my own.
 express my insight into promises made at weddings with reference to the vows of a
Christian wedding and the Lavan used in Sikh marriage.
 express arguments and ideas about whether meditation or prayer are valuable activities,
showing a reasoned understanding of a religious viewpoint.
 comment on two opposite viewpoints about a contemporary moral issue, drawing out
reasoned ideas about the views I hold myself.
 consider the challenges of what an atheist, agnostic or theist might say about God / the
sacred, then express my own insights.
 evaluate two arguments that link belief in God to the origins of the universe and the
natural world, expressing my insight into the strengths and weakness of the arguments.
 connect my arguments about the purposes of a funeral in two religions with my
understanding of the challenges of death and bereavement.
31
Begin to critically respond with personal and critical evaluation
using evidence and examples
AT1
Use a religious and philosophical vocabulary…show coherent understanding…
account for influences (religion, history, culture)…begin to evaluate critically…
I can…
 use varied examples of Buddhist and Christian art works to show a coherent
understanding of stories from the founding of the tradition.
 account for some of the different ways Christians respond to divorce in the light of Jesus’
teaching.
 analyse some ways religious people in the UK today bring up their children, with
reference to secularisation and diversity.
 use figurative and symbolic language (e.g. incarnation, supremacy, above, Lord,
uniqueness, authority, the sacred) to analyse how Christians and Muslims speak of God
/ Allah.
 use the language of religious studies (e.g. transcendence, immanence, sacred, holiness)
to account for differences between Islamic and Christian understanding the Divine.
 analyse two different examples of religious beliefs about God as creator in the light of
contemporary thinkers such as Richard Dawkins, etc.
Level 7
AT2
Articulate personal and critical responses…evaluate using evidence and examples…
I can….
 evaluate some reasons that converts give to explain their conversion, using evidence
and examples and responding with my own ideas.
 use evidence and examples to weigh up theist and atheist ideas about where humans
come from, explaining why I hold my own views.
 articulate criticisms of Christian teaching about sex, sexuality, marriage and divorce,
evaluating the issues personally and critically.
 articulate atheist ideas of morality without God, evaluating the issues personally and
critically.
 use evidence and examples to weigh up the strengths and weaknesses of the view that
following religious teaching, e.g. the Ten Commandments, would improve British society
today.
 articulate a personal and critical response to the statement, ‘Humanism isn’t a religion,
so shouldn’t be studied in RE.’
 use evidence and examples to evaluate how Christians and Muslims make moral
decisions, referring to specific teaching in sacred texts and specific issues about money,
generosity and the value and sanctity of life.
 apply arguments and religious ideas about women’s and men’s roles in society to case
studies of sexism in a religious setting.
 evaluate questions about racism and the challenge of equality within Christianity: In what
ways is it an anti-racist religion?
 evaluate accounts of evil from religion, psychology and philosophy, relating this to horror
movies, suggesting how my own insights about evil relate to each of these sources or
systems of belief.
32
Analyse, contextualise, justify my views
AT1
Use religious and philosophical vocabulary to analyse… analyse and contextualise
interpretations…critically evaluate…
I can…
 analyse and contextualise some ways in which Christians root their environmental action
in scripture and their ideas of God as creator and sustainer of life.
 analyse and contextualise some Muslim viewpoints on law and society in the UK in the
light of the Qur’an’s teaching on Shariah law.
 give a critical and evaluative account of some examples of Sikh community life, referring
to social and religious factors in the development of these communities.
 account for the use of metaphorical language in the way some sacred texts (Mool
Mantar, Apostle’s Creed, 1st Surah of the Holy Qur’an) speak of the divine.
 give an analytical account of why some people pray daily, and others never, in the light
of experiences, evidence and arguments about both answered and unanswered prayer.
 analyse two opposing interpretations of the Bible’s teaching about divorce and
remarriage in the gospels, accounting for the divergent views of the issue found among
Quakers, Methodists and Catholics.
 analyse the idea ‘theodicy is impossible after Auschwitz’ and critically evaluate the idea.
 research independently and account for the continuing popularity of Christmas in a
secular and pluralistic UK, using varied interpretations of evidence.
 distinguish between the ways sociology of religion and Christian theology might respond
to the census figures about religious belief.
 draw balanced evaluative conclusions about selected examples of how religion is
portrayed in film, television and other media.
Level 8
AT2
Justify views of religious and ethical issues…use evidence, argument, reflection or
examples to evaluate in detail… draw balanced conclusions…
I can….
 argue in an informed way the case for my own values about using intoxicants, with
reference to examples from Methodist Christianity and British Islam.
 analyse why six religions that all preach peace are involved in over 100 civil and
international conflicts in the world today.
 use religious concepts to explain arguments for and against the reality of God, drawing
balanced and well substantiated conclusions.
 give well- informed and insightful explanations of why inter-religious understanding can
make peace making between communities easier.
 analyse the idea of a non-religious spirituality for young people in Britain today, in the
light of the prevalent attitude that ‘religion is irrelevant, but spirituality is vibrant’.
 argue my own independent answer to the way I justify my own views about the spiritual
dimension of life.
 argue my own independent answer to the question: ‘can you be committed to a
spirituality without a tradition or a community?’
 conclude in a well informed way how people from two religions might influence my own
ideas about responding to suffering and evil.
 give a well informed insight into Christian and / or Muslim views about the priority of
marriage over any other context for family life and sexual fulfilment, and argue my own
reaction.
 use my analysis of stories of answered and unanswered prayer to draw a balanced
conclusion referring to empirical sources.
33
APPENDIX 6: Using ICT to support Religious Education
Section 1 – Underlying Principles
What is ICT?
ICT, or Information and Communication Technology, is any technology used in the
classroom to find, deliver or manipulate information and then to communicate this
information between interested groups. The pupils of the 21st century who will be entering
classrooms now are used to these technologies in their existing cultural or social spheres
and are sometimes referred to as digital natives 1. In an ‘average’ primary or secondary
school pupil’s home you are likely to find a myriad of ICT devices many of which will be
connected to the internet or World Wide Web 2. So the pupils being taught, as well as being
digitally native, though not always digitally sophisticated, will also be ‘always connected’ 3
Why use ICT in RE lessons?
A quote from a child at an education conference in 2007 was "Whenever I go into class, I
have to power down." The teaching of RE has the potential to be enhanced by the
appropriate use of technology by the teacher and/or the pupils. The key principle that you
should work on is:
• How is the use of this technology enhancing the teaching or learning (or both) in
Religious Education?
Whatever a teacher’s personal or professional pedagogic approach, the use of technology
can and should make learning more dynamic, engaging and effective in developing,
deepening and enhancing the knowledge and skills required by the agreed syllabus or the
RE curriculum. Technology should open up for the pupils access to information which is
exciting, dynamic, relevant and contextualised; ways of manipulating that information to
allow them to express their own understanding and ideas and ways of communicating with
others in order to strengthen, deepen and enrich their knowledge and understanding.
Section 2 – Ten key principles when using technology in RE
Key Principle 1 – Start with the RE aims and objectives
As mentioned above the key question is, “How is using ICT producing better RE than if the
teacher were using other resources or methods?” Teachers should not be limited to the idea
that ICT = the computer suite, or even computers. There are many other ways of using ICT.
A way of thinking about this is to ask, ‘Is the teaching and/or learning that is taking place
enhanced by using ICT?’ Is it:
• Effective (better): e.g. using a video projector for showing slides, images and videos.
Making a video to explore class responses to the holocaust;
• Efficient (quicker): Putting teaching resources onto a series of slides means that these
can be adapted, developed and differentiated as well as placed onto the school
Learning Platform for students to access when they are out of the classroom, using a
sound recorder to gather evidence of achievement;
Prensky, M (2001) – available at http://www.marcprensky.com
The term World Wide Web (WWW) is attributed to Tim Berners Lee and Robert Caiallau (1990) and
refers to the system of hyperlinked documents accessed by the internet – the internet is a global interconnection of computer networks linked by agreed protocols.
3 See Gutnick, A et al (2010) Always Connected: The new digital media habits of young children 1
2
http://www.ictliteracy.info/rf.pdf/jgcc_alwaysconnected.pdf
34
• Transformative (does it in a new way): Using a website to gain access to a resource
that would otherwise be impossible such as the ‘Ask a Rabbi” service, connect via a
VOIP4 system to another school to share experiences of worship and awe.
Case study
A school wanted the local vicar to come in to talk about his own faith and how this affected
the way he led his life. The vicar could only come in once so the school arranged to video
the interview so that is was then available for the other classes.
Students were collecting data on views on euthanasia. One student used the voice recorder
on their mobile phone to make a “vox-pop” of opinions of 10 of their friends.
Key Principle 2 – Be aware of your and your pupils’ ICT skills
Teachers need to be aware of what their pupils can do. If they are creating websites, making
podcasts, running a blog and editing an on-line student newspaper, are they enabled to use
those skills in lessons? Is work being set which allows pupils to make the best of the skills
that they have? When technologies are being used in the classroom do teachers have the
skills to fix minor problems?
What ICT do my pupils already use?
Ask the pupils in your class which of the following ICTs they regularly use in their lives
outside of school: they may have additional ones. DVD (or other format) player, cable TV,
desktop computer, laptop computer, tablet computer, iPod (or equivalent), TV/video on
demand, game player, mobile ‘phone’, Smartphone. Also ask how much “screen time” they
spend in a day (school day and weekend).
Key Principle 3 – Don’t make it about teaching with …
Research indicates that teachers using iWBs 5 spend more time teaching didactically then
those with ordinary whiteboards. The technologies need to be in the hands of the pupils
(digital video, digital cameras) so that they can use sound, image and moving images as well
as text.
Case Study
A junior school took their 9 year old pupils on a ‘spirituality walk’ around the local area. The
pupils used a combined video, stills and voice recorder to collect data on things which they
considered reflected a spiritual or religious dimension – they then edited this and posted it on
the class blog.
Key Principle 4 – Motivation should be a reason but not the reason
Motivation is very important in teaching but the use of technology should been seen as
intrinsic to the teaching and learning and the reward should be in the work not in the use of
the technology. Avoid using technology as a reward mechanism or a behaviour management
tool.
4
5
Voice over Internet Protocols – there are a number of free systems that allow you to connect via audio
or video to a remote computer e.g. www.skype.com
Interactive WhiteBoards or Smartboards
35
Key Principle 5 – Technology should be used to access and create resources that are
enhanced by the medium
These may include diversity, personal viewpoints, authentic voice and multi-media. There
are some amazing resources out there in cyberspace, including the Children Talking
database [http://www.natre.org.uk/db] and You Tube [http://www.youtube.co.uk] both provide
the opportunity to explore the diversity of religious ideas and beliefs in the world. However, it
is acknowledged that some schools (and LAs) block YouTube from pupils.
“Webographies” on topics can be built up to support teaching and learning and can be
shared via different schools’ VLE 6, websites or blogs. Pupils should be using resources to
create digital artifacts which offer more than non-digital ones can [see the “Six things I
should be doing” section for more details and idea on this.
Case Study
A teacher wanted data on how young people viewed death and after death. She used the
Children Talking database [http://www.natre.org.uk/db] to gather views from young people
from a number of religions and different situations. This was data that the students would not
have had access to another way. The students then added to the dataset by putting their
own thoughts and views forward.
A teacher was exploring the tale of the Good Samaritan with her class. She looked on
YouTube© and found many different interpretations of the tale. She used a couple of these
with her class before asking them to make their own using PhotoStory3 – free storyboard
software or Animoto a Web 2.0 tool.
Key Principle 6 – ICT should encourage learning from as well as learning about
A good way to encourage this is to set up a webquest 7 and explore a whole new world.
Setting a problem and then a series of tasks where the pupils have to search for the answers
in cyberspace is a fantastic way of developing their own thinking and problems solving skills
and fits in well with a more independent learning style.
Case Study
A teacher wanted pupils to explore views on experimentation on animals. Putting "animal
experimentation" into Google gave 3/4 of a million hits! So he set up a webquest using 5 key
sites that he had chosen. The students were given a series of tasks to complete using the
websites as resource.
Key Principle 7 – ICT should encourage discussion, debate and collaboration it
should be participative and interactive
Don’t forget the ‘C’ in ICT - explore the vast array of communication and collaboration tools
that are available. These include blogs, wikis, SMS, twitter, e-mail, Google docs, dropbox,
social networking sites and digital curation sites. Have a look at Nodehill's RE weblog
[http://nodehillre.typepad.com/my_weblog/] as one example of an RE students’ blog.
6
7
Virtual Learning Environment
A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work
with comes from the web – for more see http://webquest.org/
36
Case Study
Students in a school were studying Bar/Bat Mitzvah. They got into e-mail contact with a
school in Israel so that the UK students could talk to real Bar/Bat Mitzvum and ask about
their experiences. This e-mail dialogue between students of a similar age was very effective
way of learning about how religions affect everyday life.
Key Principle 8 – Be aware of the amount of effort it will take
It is impossible and inadvisable to try and do everything at the same time. Using technology
can make teaching and learning more effective, efficient or transform it BUT it does take
time and effort to effect the change. It also has to be remembered that there is no need to reinvent the wheel; places like the TES Resources pages should be checked
[http://www.tes.co.uk/resources] where there might be useful resources. Teachers should
use the 3 ‘A’s on, ‘Adopt, Adapt, Add!’ and look at key sections of their programmes of study
and adapt things one stage at a time.
Case Study
A teacher liked to use quiz activities as plenaries and reinforcements in lessons. She wanted
to make a “Who wants to be a millionaire” type quiz but did not have the skills to do this. She
searched on the TES Resources pages and found a quiz that she could easily, and quickly
adapt.
Key Principle 9 – Use ICT to take part in continuing professional development and
become part of the community of practice
RE Teachers are often the only specialist in their school and it can be difficult to share
practice and find support. The National Association for Teachers of RE
[http://www.natre.org.uk] run both Facebook and Twitter support groups – signing up for
these could be beneficial. The RE Handbook [http://www.re-handbook.org.uk] is a source of
support as are the forums on the TES site [http://www.tes.co.uk/forums]. RE teachers should
become involved in posting onto these sites as well as sharing resources with others – the
community is strengthened by these actions.
Key Principle 10 – Make sure you have a fall-back plan
Whilst things have got MUCH better in the last few years it is still possible that the DVD
player will fail, the batteries will be flat, or the network will be down so there should always
be an emergency ‘when it goes wrong’ plan in place. This will not be needed for the vast
majority of the time but think belt and braces is a good principle!
Section 3 – Six things that teachers should be doing
There is no doubt that technology has revolutionised the way in which we live our lives over
the last 100 years, and as we face oil crises these changes and both their advantages and
disadvantages are brought into sharp relief; but what about our schools? Tony Blair
famously said that if you walked into a classroom in 1998 it would look very similar to
walking into one in 1898. Is this still the case for your classroom? Does the RE teacher have
an electronic whiteboard, or at least a video-projector onto a whiteboard? Is s/he utilising the
incredible resources that the technology can bring to teaching and learning? There are six
areas of practice that are essential in the 21st century RE classroom. Teachers should
consider their practice in relation to the main areas outlined below:
37
1. Use the range of information that is available on-line to enrich and develop
teaching and learning in the classroom.
This might be just access to the wide range of video, image and audio information that is
on-line but also it should be creating one’s own dynamic resources. Presentations can
be much more than text. Teachers should be communicating with the wide range of
expertise and professional support that is available and collaborating with colleagues via
the message boards and forums that are developing.
Case Studies
A teacher is preparing a topic on rites of passage in a number of world religions. As part of
this she looks at key audio and video sources
[http://www.mmiweb.org.uk/publications/avresources.html] in order to find rich multimedia
materials for her teaching resources. She also goes onto the TES forums to look for support
[http://www.tes.co.uk/forums.aspx] and onto the TES resources site to look for things that
they can adapt and use in their own classrooms [http://www.tes.co.uk/teaching-resources/]
When preparing a presentation to use with the class on an introduction to Sikhism for year 8
the teacher explored the use of Prezi [http://www.prezi.com] and the shared this presentation
on YouTube [http://www.youtube.com] to make it available for RE colleagues.
GCSE level students were asked to research the area of stem-cell research – to help them
focus on this the teacher set up an ‘e-box’
[http://www.mmiweb.org.uk/mmisite/eboxes/stemcells/] of support materials.
2. Developing with pupils a critical evaluative approach to on-line resources
The World Wide Web (WWW) is a treasure trove but to get the gold out you often have
to shift a lot of rock. A core skill is that of being able to analyse and evaluate the
resources you can find on-line in order to be able to use these with confidence. It is vital
that you and your pupils approach all resources, but especially on-line resources, with a
critical eye – some key questions to be asking of any resource are:
•
•
•
•
•
Who wrote this?
How do I know?
What is their bias? – All resources have an ‘angle’ or bias
Is it accurate?
Is it coming from a particular faith or religious tradition?
This process of evaluation can be a good lesson in its own right.
Case Study
A year 8 class was studying Martin Luther King and the teacher started by asking the
students to look at the website http://www.martinlutherking.org and to undertake a critical
analysis of the site using a proforma [e.g.
http://www.mmiweb.org.uk/downloads/documents/evalweb.doc]. The students were able to
critically examine the site to determine its racist and race hate origins.
38
3. Allow pupils to present their work in a variety of multi-media formats.
It is no longer acceptable to always expect pupils to present work in ‘written format’ i.e.
pen and paper. Many will have access to a digital stills and video camera, and a voice
recorder [these are part of that device which we still call a mobile ‘phone’ – but teachers
and pupils must be follow whole school policy regarding the use of mobile technology]
and will have access, at home, to computer technology which allows them to prepare
information in a wide variety of ways using a wide variety of software and on-line [Web
2.0 8] tools. Where possible teachers should be flexible enough in the work they set to
allow pupils to produce a storyboard, video clip, audio clip or a mash-up of these into a
multi-media presentation. This work can easily be kept in the pupils’ e-portfolios 9 or on
the VLE and be made available for you, their parents and the wider school to see. You
may be amazed at what pupils for whom writing is a problem come up with when allowed
to make a movie, an advert or a documentary, and remember they will have the technical
tools and probably the technical skills to do this – teachers may have to have a
professional discussion with the school’s Senior Leadership Team about the use of these
tools but RE is good at challenging orthodoxy!
Case Study
Pupils in Year 5 were designing ‘posters’ for festivals that could be celebrating in their town.
They were given some basic facts about these and were asked to develop materials to
promote these festivals. Pupils used tools such as Animoto [http://www.animoto.com],
Glogster [http://www.glogster.com] and Prezi [http://www.prezi.com]
4. Using the school’s learning platform.
Learning is not a nine to five occupation but an “anytime, anywhere, anyplace” thing and
teachers need to put up resources on the schools learning platform that allows this to
happen. At the very least this should be the materials that are being used in the
classroom but also extension materials, links to support video and audio (see below).
Pupils should be allowed to contribute to this resource bank. At best teachers should be
using the blog, wiki or forum facility to extend learning and offer the wider community the
chance to participate in the activities happening in the RE classroom.
Case studies
Pupils in Year 6 were studying religious texts and were asked to make newspaper front
pages exploring particular narratives. The teacher constructed a resource bank of images,
text, video and graphics that were places onto the VLE. This allowed pupils to use this
resource in the construction of their own newspaper pages.
8
9
Web 2.0 tools are web tools, which allow the user to add, adapt and manipulate content and then to
share this content. For more on this and examples of tools see www.mmiweb.org.uk/web20/
An e-portfolio is a collection of electronic evidence [e.g. text, video, animation, presentation etc...]
assembled and managed by the user; it is usually stored on the web.
39
Pupils in Year 9 were exploring the effect that religion had had on their local area. They were
looking at the landscape in conjunction with a mapping exercise in Geography. They used
the “My Maps” function in Google Maps to plot all the religious impact in the locale. They
also used Wikia [http://www.wikia.com/] to make a Wiki entry for these places. All the year 9
classes were able to collaborate on the Wiki to develop and deepen the entries – these
entries included text, images and videos that they students has made during their
explorations. The teacher was able to see who had made contributions to the Wiki. This was
loaded onto the school’s VLE and members of the community were invited to contribute to
the Wiki and Map.
5. Accessing personal viewpoints and authentic members of the religious
communities
This might be via on-line video sharing sites such as YouTube (where the school/LA
allows this) or allowing pupils to interview members of the religious and faith
communities and bring these personal stories into the classroom.
Case Study
Pupils in Year 4 were studying how peoples’ beliefs affect the way they live their lives. The
teacher searched for video clips from suitable sites and after watching these the children
constructed questions that they wanted to ask members of the faiths they were studying
(Buddhism, Judaism and Christianity). The teacher then contacted local members of faith
communities who ‘Skyped” into the classroom and answered questions from the pupils.
6. Using technology to capture the work that your students are doing in the
classroom.
How often does the excellent work that pupils do disappear because it is ethereal? Still
and video cameras could be used to capture presentations or dramatic episodes.
Teachers could use audio capture to get the key ideas of groups at the end of a
discussion, debate or dialogue (the 3 D’s of the RE classroom). So often only written
work is assessed, or work on paper when there is almost certainly much more
happening in the RE classroom.
Case Study
Pupils in Year 7 had formed a community of practice to explore the question, “Is it ever right
to take a life”. The teacher wanted to capture the discussion process so that there was a
record of the contributions of pupils as part of their assessment portfolios as her experience
was that the pupils written work did not reflect the quality of the discussion. She used a small
audio recorder placed on a table in the middle of the room and the pupils were asked to say
their name before they made a contribution. The teacher used Audacity
[http://audacity.sourceforge.net/] to edit the audio recording, which were placed into the
pupil’s e-portfolio (see above) and thus formed part of their record of achievement.
Teachers may feel that they do not have the time, skills or options to develop ICT in RE but
realistically, that is no longer acceptable. Pupils are already thinking and learning in this way
and it is the teacher’s role to build on that.
These new ways of learning are, and will continue, to change the way we think about
learning; information has never been more available. It is how we turn this information into
knowledge and this knowledge into wisdom.
40
Section 4 – Resourcing
There has been a huge change in the ways in which we resource technology in the last 10
years. Discs, CD-ROMs and even video and DVD have either disappeared or are fast
disappearing and most resources are now moving on-line. Warwick Religion Education
Research Unit undertook a major piece of research in 2009/10 on resources in RE 10 and an
audit of resources for teaching about World Religions 11 both of which can be downloaded
from Paul Hopkins’ RE support website at
http://www.mmiweb.org.uk/publications/re_pubs.html.
We can thus divide the technology resources into two broad sections:
Content
This is both the information and the operating software that you want to use in your
classrooms, or want your pupils to have access to. More and more this will be web-based
materials or web-based tools and the only way to keep this even vaguely up-to-date is to
have this on-line. So, for a range of web materials to support teaching and learning in RE go
to the web pages set up to support this document which you can find at:
http://www.hereisthewebsiteforsupportingthelas.html
Hardware / Equipment
As well as the content it is useful to have some hardware to use in the RE classroom. The
modern classroom should have the following – if not, a request for an upgrade should be
made.
•
•
•
•
•
•
A video / computer projector connected to a computer;
A fast Internet connection;
Good quality speakers also connected to the computer;
A screen (possible an interactive whiteboard) onto which to project;
A webcam connected above the board;
A wireless or Bluetooth© mouse and keyboard.
These are the more “static” teaching elements. As well as these you should have access to
the following equipment which you can use (see above for examples) to enrich the teaching
and learning in the classroom:
10
11
•
Small handheld video cameras – ideally recording onto an SD or CompactFlash card;
•
Small handheld digital audio recorders;
•
Small digital still cameras;
•
Voting devices or pads;
•
A visualiser or flexible webcam;
Jackson, B; Hayward, M; Ipgrave, J; Hopkins, P and Fancourt, N (2010) "Materials used to Teach about
World Religions in Schools in England", HMSO, London
Hayward, M and Hopkins, P (2010), "Resources for Teaching about World Religions in English Schools: An
Audit", HMSO, London
41
Appendix 7: RE in Special Schools
[Based on RE at St Christopher’s School, Lincoln]
One of the unique features of Special Schools is the possibility of creating a sense of ‘family’
within the school setting. Special schools are by nature small in comparison with mainstream
schools and some cater for children as young as four up to the age of sixteen, and often post
sixteen. This can potentially lead to a real sense of ‘nurturing’ within the school – with the
younger children having older students as role models to look up to and older pupils
acquiring a sense of responsibility and care towards the younger children.
Special schools should base their RE on the same four concepts as all other schools but
obviously the wide range of needs must be considered when planning the RE curriculum,
e.g. those with SLD (severe learning difficulties) or with specific difficulties such as Autism.
For these children communication needs to be clear and visual and wherever possible
achieved through sensory means. The use of dressing up, clay work, and music can all help
these students to engage.
At St Christopher’s School good RE is set within the context of a whole school approach and
takes place within an atmosphere of mutual respect between staff and students, and also
between staff members themselves and students one with another. It is important that
students feel listened to and accepted by adults and peers alike. The approach to spiritual,
moral, social and cultural development is cross curricular and seen as an important part of
every subject taught. Initiatives such as ‘Post a Positive’ and ‘Value of the month’ reinforces
this affirming ethos. ‘Godly Play’ is a helpful tool in bringing the joy of story and a sense of
‘special-ness’ to younger students. They get great pleasure from joining in with the ‘Hello’
song and ‘Goodbye’ blessing at the end of each session.
Although quiet reflection is possible in an SEN setting it is often hard for the students to
cross the line from ‘reaction’ to ‘reflection’. During a lesson at St Christopher’s where
reflection and quiet meditation was being explored one of the students who struggles to
communicate effectively chose to lie down on a circle of various materials arranged ‘snail
shape’ on the floor. He said ‘This is amazing. Someone pray for me’. Whilst RE does not aim
to be necessarily confessional, it is able to be open and accepting of confessional beliefs
and devotion within a lesson. This school is also in the process of developing a multisensory memorial/spiritual garden (with the students as involved with each stage as far as
possible), which is hoped will offer everyone a place to come and spend time to reflect and
just to ‘be’.
Thinking ‘outside the box’ as far as key stages is concerned means not necessarily just
going to an earlier key stage but ensuring that teaching styles are organic and student
centred. SEN children rarely stand on ceremony and teachers need to be prepared to talk
about any topics as they arise. The time needed to talk about the children’s experiences in
relation to the learning objective in class should not be underestimated. This can prove very
valuable before it is taught explicitly e.g. when talking about ‘commitment’. In a lesson at St
Christopher’s, before introducing the commitment needed by Sikhs to complete ‘Khalsa’ an
MLD student spoke about the fact that he stopped Scout leadership training because he was
put with a new group of boys from other scout groups, ‘Who know loads and loads you
would not believe’, and, ‘who have 8 pages of writing a night at least’ - he felt alienated due
to his particular needs. He found that although he had had a positive experience of Scouts
he felt threatened by the others in the group. He was able to talk about the fact that he had
42
been committed but needed to change his mind. The interest of the students was then
engaged to learn about Sikh commitment and ceremony and how personal choice is part of
commitment.
One of the most engaging modules in the upper school at St Christopher’s is about people
who put their faith into action in the past or present. Andrew White’s work in Baghdad was a
powerful example of living by faith. One girl came up in the middle of the lesson and pointed
her finger at the floor defiantly saying ‘I need to see this man. I need to meet him’. Most
students enjoy games and find ‘game type’ activities are valuable in engaging the older ones
in their learning, e.g. a discussion game which involves watching a video clip from BBC
Class Clips. Students watch a clip and identify attitudes using picture cards. The students
select a card which corresponds to a particular spiritual quality or attitude they have seen in
the video clip. Kinder Surprise plastic eggs are waterproof to a high degree. Each pupil is
given a plastic egg and hides inside a question that they would like the others to answer.
The eggs are hidden outside, teachers shout ‘123 Go!’, students find an egg (not their own!)
and meet at an outside pergoda. The questions are read out one at a time giving everyone
an opportunity to respond. On one occasion a student said ‘I didn’t know you think that’ – a
moment of understanding of someone else’s point of view from a student who struggles to
think about anybody else.
Themed Days form an important part of the RE experience for the students. During a recent
Lower School RE Day on the theme of ‘Festivals’ one classroom became an ‘Easter
Journey’ room. Areas in the room became different parts of the journey. The children were
encouraged to think about what they might feel at each stage of the journey. Palm Sunday
corner become a place for making paper palms and making a lot of excited noise waving
them about. The Good Friday area grew a tree of tear shaped thoughts spoken or written by
the children and hung up for others to read and think about. Some of the comments
included: ‘It makes me feel sad when…..mummy cries…… I don’t understand…….. I haven’t
got friends…….when people don’t understand me…….there is too much noise…….I see my
friends crying…’ A soft playroom was turned into into a ‘dark tomb’ and pupils thought about
how it feels to be in the dark and how things change. The next classroom held the promise
of Easter – the joy and hope of new life – sharing the story of the Resurrection – explaining
the significance of the giving of eggs and enjoying decorating & eating them!
The school is also involved in an annual themed ‘Special Schools RE Day’ held at Lincoln
Cathedral. This is attended by up to 10 different Special Schools from across the County. It
provides an opportunity for students right across the SEN spectrum to not only experience
the awe and wonder of such a beautiful setting but also to attend a variety of workshops
working with specialist teachers and alongside others whose experience of particular need
may be different from their own.
Assessment
In terms of assessment the school supports the idea that pupils’ achievement needs to be
valued through creative forms of recording. As shown by the examples above pupils’
comments and experiences are valued highly and these are noted and recorded. Effective
use is also made of video, photographs and slide show presentations of drama and RE day
activities; also a book project undertaken by older students called ‘My Attitude, My Choice’
where students themselves chose controversial issues to debate and record their thoughts in
‘scrap book’ form. One Year 9 boy worked for a couple of weeks on his page on abortion.
Suddenly he understood what it meant. He concluded that he was anti-abortion and was
able to form a number of very strong arguments to support his point of view. The teacher
commented that she had not seen this student so passionate about a moral issue until
then.The use of ‘scrap booking’ and ‘thought bubbles’ displayed on the classroom walls
affirms the value that is given to student’s own contributions and responses.
43
The use of familiar ways of communicating can be a useful tool when recording. After a
lesson on Miracles one teacher used the idea of setting an imagined conversation between
Jesus, the girl who was raised from the dead and her family and friends like a page on
Facebook. At the end of this activity one student said ‘changing yourself is a miracle you can
be part of.’
However, to quote the Syllabus – ‘Some of the best RE in SEN settings is not, and should
not be recorded for inspection!’
Spiritual, moral, social and cultural development in special schools
By Mary Maguire, St Christopher’s School
Fundamentally, as I fleetingly grasp spirituality before it flies away and I look to catch it, I see
spirituality etc. in everything we do. Even if it is not overt teachings of prayers and
catechisms, we do teach spiritual and moral truths through the whole curriculum and life of
the school. I have heard spirituality described it as the hole in the donut, meaning that it is
impossible to see but it defines the whole. So it cannot be tied down. So the issue
becomeswhere and when to point out the unseen. It may be achieved through such things
as assemblies; learning about concepts such as values, ethics, community, celebration
(including achievement), morality and boundaries, respect. An outcome would include a
pupil being able to explain his idea of the difference between a hope and a wish! Other
examples of provision include:
•
•
•
•
•
Student Council – hearing views from the student body in meetings and online;
Community work - e.g. Christmas party for senior citizens organised by the pupils
who take great pride in planning this. It is a way of allowing them to show themselves
at their best and they do rise to the challenge;
Work experience - involves self-discipline, learning to overcome fears or obstacles
like getting to and from work, being part of a team, making a contribution to society;
Sport/health – some of the pupils try to change their unhealthy learned habits by
coming to sports clubs; having breakfast in school on a Tuesday which they would
not normally have at home; having a choice of healthy meals at school; using
wheelchairs when playing basket ball provides an insight into physical disability;
Projects and staff research: Resilience, Outdoor Learning in RE, Autism Course,
values education, UNICEF.
Outcomes include:
• The response shown by the students in bleak and difficult times. They often cope
surprisingly well, showing courage in situations many people would dread;
• Acceptance and celebration of people who are in some way different in terms of race,
religion, culture, abilities, background. In turn, being provided with the opportunity to
express their own culture, e.g. a Chinese pupil singing in Chinese in assembly and
the positive responses of the pupils to a range of visitors into school;
• Raising money for charity. They are very generous at harvest and charity days.
44
APPENDIX 8: RE and multi-cultural development
If schools are following the agreed syllabus properly pupils should be learning about
Christianity and a range of other faiths. Every effort should be made to bring religion to life,
through the use of artefacts, visitors in and visits out. Nothing can replace first hand
experience and a visit to a place of worship/sacred space will deepen the pupils’ knowledge
and understanding in a way a text book or virtual, on line experience ever can. While some
teachers worry that such visits may be seen as tokenistic, this will not be the case if the visits
are embedded with a curriculum that values difference and diversity. Nor do visits to places
other than churches present any threat as they all form part of the study of belief and
experience and the many ways in which humans find meaning in their lives. However, for
some schools there are significant practical and financial issues around making such visitsfor example, those far away from any major multi - cultural towns or cities. In these cases,
the value of inviting in speakers from faith communities cannot be over-estimated. There are
some excellent websites which offer virtual visits and conversations with people of faith –
www.reonline.org.uk is a good place to start.
For details about places to visit and recommended visitors, see the Lincolnshire SACRE
website: www.community.lincolnshire.gov.uk/SACRE/
APPENDIX 9: A Practice Code for teachers of RE
Every One Matters in the Classroom: A Practice Code for Teachers
of RE
What is it for? This code aims to complement the GTCE’s general code for teachers. When
that code was being drawn up, there was some concern about the implications of
‘demonstrating respect for diversity and promoting equality’ and whether that principle might
ever come into conflict with a teacher’s sense of integrity in relation to his or her own beliefs.
This proposed code for teachers of RE is designed to help reassure teachers of RE
themselves as well as pupils, parents and colleagues that a professional approach to such
issues can and will be observed.
Who wrote it? This document has been drawn up by an Religious Education (REC) Council
working group with representation from NATRE, AREIAC, NASACRE and several
religious/non religious belief traditions. It has been sent out for consultation through
AREIAC, NATRE and the REC and account has been taken of the responses received.
Are RE teachers required to follow it? Unlike the GTCE code, this one is voluntary but it is
hoped that the principles and examples it sets out will be of sufficient worth for them to gain
widespread acceptance amongst teachers of RE. The ideal would be for them to be used by
teachers of any subject who address issues of religion and belief in their own area.
The full Code can be found on the RE Council’s website: www.religiouseducationcouncil.org
45
APPENDIX 10 – Glossary of terms
This glossary of terms is closely based upon the SCAA Glossary of Terms for
Religious Education (1994) which was drawn up in consultation with members of the
faith communities concerned.
Christianity Glossary
Unlike the other five world faiths included in this glossary, most of the terms given below are
in English and will be familiar to many people. The historic languages of the Christian
scriptures are Hebrew, Greek and Latin. The Old Testament was written largely in Hebrew,
with some texts in Aramaic and Greek (Apocrypha). The whole of the Old Testament was
translated into Greek, although many words and passages have their origin in Aramaic. Latin
became increasingly the language of the Western Church from the 5th century AD when the
Bible was translated into Latin.
Absolution: The pronouncement by a priest
of the forgiveness of sins.
AD (Anno Domini): In the Year of our Lord.
The Christian calendar dates from the
estimated date of the birth of Jesus Christ.
Advent: Coming. The period beginning on the
fourth Sunday before Christmas (40 days
before Christmas in the Eastern Orthodox
tradition). A time of spiritual preparation for
Christmas.
Agape: The love of God. New Testament
word used for the common meal of Christians;
a Love Feast.
Altar: Communion Table, Holy Table.Table
used for Eucharist, Mass, Lord's Supper.
Some denominations refer to it as Holy Table
or Communion Table.
Anglican Churches: in full communion with
the See of Canterbury. Their origins and
traditions are linked to the Church of England,
and are part of the Anglican Communion.
Apocalyptic: (i) Revelatory, of God's present
purposes and of the end of the world. (ii) Used
of a literary genre, for example, the Book of
Revelation.
Apocrypha: Books of the Old Testament that
are in the Greek but not the Hebrew Canon.
Some Churches recognise the Apocrypha as
part of the Old Testament Canon.
Apocryphal New Testament: A modern title
for various early Christian books which are
non-canonical.
Apostle: One who was sent out by Jesus
Christ to preach the Gospel.
Ascension: The event, 40 days after the
Resurrection, when Jesus 'ascended into
heaven' (see Luke 24 and Acts 1).
Ash Wednesday: The first day of Lent. In
some Churches, penitents receive the sign of
the cross in ashes on their foreheads.
Atonement: Reconciliation between God and
humanity; restoring a relationship broken by
sin.
Baptism: Rite of initiation involving immersion
in, or sprinkling or pouring of, water.
Baptist: (i) A member of the Baptist Church,
which grew out of the Anabaptist movement
during the 16th century Reformation. (ii) A
Christian who practises Believer's Baptism.
Baptistry: (i) Building or pool used for
baptism, particularly by immersion. (ii) Part of
a church, where baptism takes place.
BC (Before Christ): Period of history before the
estimated birth of Jesus Christ.
Believer's Baptism: The baptism of people
who are old enough to understand the
meaning of the rite.
Benediction: Blessing at the end of worship.
Also, late afternoon or evening service
including the blessing of the congregation with
the consecrated host (usually in a Roman
Catholic context).
Blessed Sacrament: Bread and wine which
have been consecrated and set aside for
future use (usually in the Roman Catholic
Church).
Brethren: Christian, Exclusive or Open
Brethren are Christian
groups
which
emphasise
piety,
high
moral
values,
faithfulness to the bible and plural leadership.
Canon: Scripture. The accepted books of the
Bible. The list varies between denominations.
Catholic: (i) Universal. (ii) Often used as an
abbreviation for Roman Catholic.
Charismatic: A modern movement within the
Church, emphasising spiritual gifts, such as
healing or speaking with tongues.
Chrismation: (i) The Orthodox second
sacrament of initiation by anointing with chrism
(a special oil). Performed at the same time as
baptism. (ii) Anointing with oil, for example,
healing or coronation.
Christ (Messiah): The anointed one. Messiah
is used in the Jewish tradition to refer to the
expected leader sent by God, who will bring
46
Free
Churches:
Non-conformist
denominations, free from state control (used of
20 Churches).
Good Friday: The Friday in Holy Week.
Commemorates the day Jesus died on the
cross.
Gospel (Evangel): (i) Good news (of salvation
in Jesus Christ). (ii) An account of Jesus' life
and work.
Grace: (i) The freely given and unmerited
favour of God's love for humanity. (ii) Blessing.
(iii) Prayer of thanks before or after meals.
salvation to God's people. Jesus' followers
applied this title to him, and its Greek
equivalent, Christ, is the source of the words
Christian and Christianity.
Christmas: Festival commemorating the birth
of Jesus Christ (25 December, in most
Churches).
Church: (i) The whole community of
Christians. (ii) The building in which Christians
worship. (iii) A particular denomination.
Confession: Contrition; penance. (i) One of
seven sacraments observed by some
Churches whose priest confidentially hears a
person's confession. (ii) An admission, by a
Christian, of wrong-doing. (iii) A particular
official statement (or profession) of faith.
Congregationalist: Member of a Christian
body which believes that each local church is
independent and self-governing under the
authority of Christ.
Consubstantiation: Doctrine of the Eucharist
associated with Luther, which holds that after
consecration, the substances of the Body and
Blood of Jesus Christ and of the bread and
wine co-exist in union with each other.
Creed: Summary statement of religious
beliefs, often recited in worship, especially the
Apostles' and Nicene Creeds.
Crucifixion: Roman method of executing
criminals and traitors by fastening them to a
cross until they died of asphyxiation; used in
the case of Jesus Christ and many who
opposed the Romans.
Heaven:
The place, or state, in which souls
will be united with God after death.
Hell: The place, or state, in which souls will be
separated from God after death.
Holy Communion: Central liturgical service
observed by most Churches (see Eucharist,
Mass, Lord's Supper, Liturgy). Recalls the last
meal of Jesus, and celebrates his sacrificial
and saving death.
Holy Spirit: The third person of the Holy
Trinity. Active as divine presence and power in
the world, and in dwelling in believers to make
them like Christ and empower them to do
God's will.
Holy Week: The week before Easter, when
Christians recall the last week of Jesus' life on
Earth.
Icon
or lkon: Painting or mosaic of Jesus
Christ, the Virgin Mary, a saint, or a Church
feast. Used as an aid to devotion, usually in
the Orthodox tradition.
Iconostasis: Screen, covered with icons, used
in Eastern Orthodox churches to separate the
sanctuary from the nave.
Incarnation: The doctrine that God took
human form in Jesus Christ. It is also the belief
that God in Christ is active in the Church and
in the world.
Easter:
Central Christian festival which
celebrates the resurrection of Jesus Christ
from the dead.
Ecumenism: (Oikoumene): Movement within
the Church towards co-operation and eventual
unity.
Episcopacy: System of Church government
by bishops.
Epistle: Letter from the Greek word for letter.
Several such letters or epistles, from Christian
leaders to Christian Churches or individuals,
are included in the New Testament.
Eucharist:
Thanksgiving.
A service
celebrating
the
sacrificial
death
and
resurrection of Jesus Christ, using elements of
bread and wine (see Holy Communion).
Evangelical: Group, or church, placing
particular emphasis on the Gospel and the
scriptures as the sole authority in all matters of
faith and conduct.
Evangelist: A writer of one of the four New
Testament Gospels; a preacher of the gospel.
Jesus Christ:
The central figure of Christian
history and devotion. The second person of
the Trinity.
Justification by Faith: The doctrine that God
forgives ('treats as just') those who repent and
believe in Jesus Christ
Kerygma: The central message about Jesus
proclaimed by the early Christians.
Kyrie (Greek): O Lord. Addressed to Jesus, as
in 'Kyrie eleison' (Lord have mercy).
Lectern: Stand supporting the Bible, often in
the shape of an eagle.
Lectionary: List of scriptural passages for
systematic reading throughout the year.
Lent: Penitential season. The 40 days leading
up to Easter.
Liturgy: (i) Service of worship according to a
prescribed ritual such as Evensong or
Font:
Receptacle to hold water used in
baptism.
47
Eucharist. (ii) Term used in the Orthodox
Church for the Eucharist.
Logos: Word. Pre-existent Word of God
incarnate as Jesus Christ.
Lord: Title used for Jesus to express his
divine lordship over people, time and space.
Lord's Supper: Alternative term for Eucharist in
some
Churches
(predominantly
Nonconformist).
Lutheran: A major Protestant Church that
receives its name from the 16th century
German reformer, Martin Luther.
Parousia: Presence. The Second Coming or
return of Jesus Christ.
Passion: The sufferings of Jesus Christ,
especially in the time leading up to his
crucifixion.
Patriarch: Title for principal Eastern Orthodox
bishops. Also used for early Israelite leaders
such as Abraham, Isaac, Jacob.
Pentecost (Whitsun): The Greek name for the
Jewish Festival of Weeks, or Shavuot, which
comes seven weeks ('fifty days') after
Passover. On the day of this feast, the
followers of Jesus received the gift of the Holy
Spirit.
Pentecostalist: A Christian who belongs to a
Church that emphasises certain gifts which
were granted to the first believers on the Day
of Pentecost (such as the power to heal the
sick and speak in tongues).
Pope: The Bishop of Rome, head of the
Roman Catholic Church.
Presbyterian: A member of a Church that is
governed by elders or 'presbyters'; the national
Church of Scotland.
Protestant: That part of the Church which
became distinct from the Roman Catholic and
Orthodox Churches when their members
professed (or 'protested' - hence Protestant)
the centrality of the Bible and other beliefs.
Members affirm that the Bible, under the
guidance of the Holy Spirit, is the ultimate
authority for Christian teaching.
Pulpit: An elevated platform from which
sermons are preached.
Purgatory: In some traditions, a condition or
state in which good souls receive spiritual
cleansing after death, in preparation for
heaven.
Mass: Term for the Eucharist, used by the
Roman Catholic and other Churches.
Maundy Thursday: The Thursday in Holy
Week. Commemorates the Last Supper.
Methodist: A Christian who belongs to the
Methodist Church which came into existence
through the work of John Wesley in the 18th
century.
Missal:
Book
containing
words
and
ceremonial directions for saying Mass.
Mother of God: The title given to the Virgin
Mary, mainly in the Orthodox and Roman
Catholic Churches, to underline the Trinitarian
belief that Jesus was truly God (in this context,
God refers to God incarnate as seen in Jesus
Christ).
New
Testament: Collection of 27 books
forming the second section of the Canon of
Christian-Scriptures.
Non-conformist: Term used to describe
Protestant Christian bodies which became
separated from the established Church of
England in the 17th century.
Old Testament: That part of the Canon of
Christian Scriptures which the Church shares
with Judaism, comprising 39 books covering
the Hebrew Canon, and in the case of certain
denominations, some books of the Apocrypha.
Ordination: In episcopal Churches, the 'laying
on of hands' on priests and deacons by a
bishop. In non-episcopal Churches, the 'laying
on of hands' on ministers by other
representatives of the Church.
Orthodox: (i) The Eastern Orthodox Church
consisting of national Churches (mainly Greek
or Slav), including the ancient Eastern
Patriarchates. They hold the common
Orthodox faith, and are in communion with the
Patriarchate of Constantinople. (ii) Conforming
to the creeds sanctioned by the ecumenical
councils, for example, Nicaea, Chalcedon.
Quaker:
A member of the Religious Society
of Friends, established through the work of
George Fox in the 17th century.
Reconciliation (Confession): (i) Sacrament of
the (Roman) Catholic Church, consisting of
Contrition, Confession of sins, and Absolution .
(ii) The human process of reconciling
Christians with one another.
Redemption: Derived from the practice of
paying the price of a slave's freedom; and so,
the work of Jesus Christ in setting people free
through his death.
Reformation: A 16th century reform
movement that led to the formation of
Protestant Churches. It emphasised the need
to recover the initial beliefs and practices of
the Church.
Resurrection: (i) The rising from the dead of
Jesus Christ on the third day after the
crucifixion. (ii) The rising from the dead of
Palm
Sunday: The Sunday before Easter,
commemorating the entry of Jesus into
Jerusalem when he was acknowledged by
crowds waving palm branches.
Paraclete (Comforter): Advocate. Term used
for the Holy Spirit.
48
believers at the Last Day. (iii) The new, or
risen, life of Christians.
Roman Catholic: That part of the Church
owing loyalty to the Bishop of Rome, as
distinct from Orthodox and Protestant
Churches.
light. (ii) Term used by some denominations of
their building.
Transubstantiation: Roman Catholic doctrine
concerning the Mass, defined at the Lateran
Council of 1215, and confirmed at the Council
of Trent in 1551. This states that in the
Eucharist, at the words of consecration, the
the substance of the bread and wine becomes
the substance of the Body and Blood of Jesus
Christ, and that he is thus present on the altar.
Trinity: Three persons in one God; doctrine of
the three-fold nature of God – Father, Son and
Holy Spirit.
Sacrament:
An outward sign of an inward
blessing, as in baptism or the Eucharist.
Salvationist: A member of the Salvation Army
founded by William and Catherine Booth in the
19th century.
Sanctification: The process by which a
believer is made holy, to become like Jesus
Christ.
Sin: (i) Act of rebellion or disobedience against
the known will of God. (ii) An assessment of
the human condition as disordered and in
need of transformation.
Synoptic: Having a common viewpoint. It is
applied to the presentation of Jesus' life in the
first three gospels of Matthew, Mark and Luke
in contrast with that given in the Gospel of
John.
Unction:
(Sacrament of the Sick): The
anointing with oil of a sick or dying person.
United Reformed Church: A Church formed
by the union of English Congregationalists with
the Presbyterian Church of England, and
subsequently the Reformed Association of the
Churches of Christ.
Vatican: The residence of the Pope in Rome,
and the administrative centre of the Roman
Catholic Church. The chief building of the
Vatican is St Peter's Basilica, built on the
traditional site of St Peter's tomb.
Virgin Birth: The doctrine of the miraculous
conception of Jesus Christ by the Virgin Mary
through the power of the Holy Spirit and
without the agency of a human father.
Tabernacle: (i) A receptacle for the Blessed
Sacrament, not immediately consumed but set
aside or 'reserved' (mainly in Roman Catholic
and Eastern Orthodox Churches). The
presence of the consecrated elements is
usually signalled by a continuously burning
Buddhism Glossary
As Buddhism spread throughout the East, it came to be expressed in many different
languages. Terms in the Sanskrit and Pali of India are in most common use in the West,
although Japanese and Tibetan terms also occur frequently. Pali is the language of the texts
of the Theravada school, whilst Sanskrit is used for general Mahayana. Zen Buddhism uses
terms expressed in Japanese, and Tibetan Buddhism, Tibetan. There is no preferred form.
For convenience, the Pali term appears first, followed by the Sanskrit, except where
otherwise indicated. Italicised phrases represent a literal translation. Bold type indicates that
this is also a glossary entry.
concentration and calm, but also used in the
training of Vipassana (insight).
Anatta: Anatman: No self; no soul.
Insubstantiality; denial of a real or permanent
self.
Anicca: Anitya: Impermanence; transience.
Instability of all things, including the self.
Arahat, Arahant: Arhat: Enlightened disciple.
The fourth and highest stage of Realisation
recognised by the Theravada tradition. One
whose mind is free from all greed, hatred and
ignorance.
Asoka: Ashoka: Emperor of India in the 3rd
century BCE.
Atta: Atman: Self; soul.
Abhidhamma:
Abhidharma: Further or
higher teaching. The philosophy and
psychology of Buddhism
in abstract,
systematic form.
Abhidhamma Pitaka: Abhidharma Pitaka:
This is the third of the three principal sections
of the canon of basic scripture. It is a
systematic, philosophical and psychological
treatment of the teachings given in the Sutta
Pitaka.
Amitabha Amitayus (Sanskrit): Also, Amida
(Japanese). Buddhas having unlimited light
and life respectively.
Anapanasati: Anapanasmrti: Mindfulness of
the breath. The practice most usually
associated
with
the
development
of
Bhikkhu:
monk.
49
Bhikshu: Fully ordained Buddhist
Bhikkhuni:
Bhikshuni:
Fully
ordained
Buddhist nun.
Bodhi Tree (Pali): The tree (ficus religiosa)
under
which
the
Buddha
realised
Enlightenment. It is known as the Tree of
Wisdom.
Bodhisatta (Pali): A Wisdom Being. One
intent on becoming, or destined to become, a
Buddha. Gotama, before his Enlightenment
as the historical Buddha.
Bodhisattva (Sanskrit): A being destined for
Enlightenment, who postpones final attainment
of Buddhahood in order to help living beings
(see Mahayana).
Brahma Viharas (Pali): The four sublime
states:
loving
kindness,
compassion,
sympathetic joy, and evenness of mind.
Buddha: Buddha: Awakened or Enlightened
One.
Kwan-yin
(Chinese):
Also,
Kannon
(Japanese). Bodhisattva of Compassion,
depicted in female form. Identified with
Bodhisattva Avalokitesvara.
Lama (Tibetan): Teacher, or one who is
revered.
Lotus Sutra (Sanskrit): A scripture of major
importance to various schools within the
Mahayana tradition. It describes the virtues of
the Bodhisattva, and emphasises that all
sentient beings possess Buddha-nature and
can attain Enlightenment (Nirvana).
Magga: Marga: Path, leading to cessation of
suffering. The fourth Noble Truth.
Mahayana : Great Way or Vehicle.Teachings
that spread from India into Tibet, parts of Asia
and the Far East, characterised by the
Bodhisattva ideal and the prominence given
to the development of both compassion and
wisdom.
Mala (Pali): Also, Juzu (Japanese). String of
108 beads used in Buddhist practice (like a
rosary).
Metta: Maitri : Loving kindness.A pure love
which is neither grasping nor possessive.
Metta Sutta (Pali): Buddhist scripture which
describes the nature of loving kindness.
Metteya: Maitreya: One who has the nature of
loving kindness. Name of the future Buddha.
Mudda: Mudra: Ritual gesture, as illustrated
by the hands of Buddha images.
Mudita: Mudita: Sympathetic joy. Welcoming
the good fortune of others.
Dalai Lama (Tibetan): Great Ocean. Spiritual
and temporal leader of the Tibetan people.
Dana: Generosity; giving; gift.
Dhamma: Dharma: Universal law; ultimate
truth. The teachings of the Buddha. A key
Buddhist term.
Dhammapada:
Dharmapada:
Famous
scripture of 423 verses.
Dukkha:
Duhkha:
Suffering;
ill;
unsatisfactoriness; imperfection. The nature of
existence according to the first Noble Truth.
Gompa
(Tibetan): Monastery; place of
meditation.
Gotama: Gautama: Family name of the
Buddha.
Nibbana: Nirvana: Blowing out of the fires of
Jataka
(Pali): Birth story. Accounts of the
previous lives of the Buddha.
Jhana: Dhyana: Also Ch'an (Chinese) and
Zen (Japanese). Advanced meditation.
greed, hatred and ignorance, and the state of
secure perfect peace that follows. A key
Buddhist term.
Nirodha:
Nirodha:
Cessation
(of
suffering).The third Noble Truth.
Kamma:
Karma: Action. Intentional actions
that affect one's circumstances in this and
future lives. The Buddha's insistence that the
effect depends on volition marks the Buddhist
treatment of kamma as different from the
Hindu understanding of karma
Karuna: Compassion.
Kesa (Japanese): The robe of a Buddhist
monk, nun, or priest.
Khandha: Skandha: Heap; aggregate. The
Five Khandhas together make up the 'person'
(form, feeling, perception, mental formation
and consciousness).
Khanti: Kshanti: Patience; forbearance.
Kilesa: Klesa: Mental defilement or fire, such
as greed, hatred or ignorance.
Koan (Japanese): A technical term used in
Zen Buddhism referring to enigmatic or
paradoxical questions used to develop
intuition. Also refers to religious problems
encountered in daily life.
Panna:
Prajna: Wisdom.Understanding the
true nature of things.
Parami: Paramita: A perfection or virtue. One
of the six or ten perfections necessary for the
attainment of Buddhahood.
Parinibbana:
Parinirvana:
Final
and
complete nirvana reached at the passing away
of a Buddha.
Patimokkha: Pratimoksha: The training rules
of a monk or nun - 227 in the case of a
Theravada monk.
Pitaka (Pali): Basket. Collection of scriptures
(see Tipitaka).
Rupa
(Form): Used of an image of the
Buddha; also, the first of the Five Khandhas.
Sakyamuni: Shakyamuni: Sage of the Shakyas
(the tribe of the Buddha). Title of the historical
Buddha.
50
Meditative absorption. A state of
deep meditation.
Samatha: A state of concentrated calmness;
meditation (see Vipassana).
Samsara: Everyday life.The continual round of
birth, sickness, old age and death which can
be transcended by following the Eightfold Path
and Buddhist teaching.
Samudaya: Arising; origin (of suffering).The
second Noble Truth.
Sangha: Community; assembly.Often used for
the order of
bhikkhus and bhikkunis in
Theravadin countries. In the Mahayana
countries, the Sangha includes lay devotees
and priests, eg in Japan.
Sankhara:
Samskara:
Mental/karmic
formation.The fourth of the five Khandhas.
Sanna: Samjna: Perception.Third of the five
Khandhas.
Satori (Japanese): Awakening. A term used in
Zen Buddhism.
Siddattha: Siddhartha: Wish-fulfilled.The
personal name of the historical Buddha.
Sila: Morality
Sutta: Sutra: Text. The word of the Buddha.
Sutta Pitaka: Sutra Pitaka: The second of the
three collections - principally of teachings - that
comprise the canon of basic scripture.
Tiratana: Triratna: The triple refuge.Buddha,
the Dhamma and the Sangha. Another way of
referring to the three jewels.
Tulku (Tibetan): Reincarnated Lama.
Tanha: Trishna: Thirst; craving; desire
(rooted in ignorance). Desire as the cause of
suffering. The second Noble Truth.
Tathagata: Another epithet for the Buddha.
Theravada: Sthaviravada: Way of the elders.
A principal school of Buddhism, established in
Sri Lanka and South East Asia. Also found in
the West.
Thupa/Cetiya: Stupa: Reliquary. (including
pagodas)
Tipitaka: Tripitaka: Three baskets.A threefold
collection
of
texts
(Vinaya,
Sutta,
Abhidhamma).
Wesak: Vesak (Sinhalese): Buddha Day.
Name of a festival and a month. On the full
moon of Wesak (in May or June), the birth,
Enlightenment and passing away of the
Buddha took place, although some schools
celebrate only the birth at this time, eg Zen.
Samadhi:
Upaya
(Pali): Any skilful means, eg
meditation on loving kindness, to overcome
anger.
Upekkha: Upeksa: Equanimity; evenness of
mind.
Vajrayana (Sanskrit): Thunderbolt; Diamond
Way.Teachings promulgated later, mainly in
India and Tibet. Another term for esoteric
Buddhism.
Vedana (Pali): Feeling.The second of the Five
Khandhas.
Vihara (Pali): Dwelling place; monastery.
Vinaya (Pali): The rules of discipline of
monastic life.
Vinaya Pitaka (Pali): The first of the three
collections of the canon of basic scripture,
containing mostly the discipline for monks and
nuns, with many stories and some teachings.
Vinnana: Vijnana: Consciousness.The fifth of
the Five Khandhas.
Vipassana:Vipashyana: Insight into the true
nature of things. A particular form of meditation
(see Samatha).
Viriya: Virya: Energy; exertion.
Zazen (Japanese): Meditation while seated,
as in Zen Buddhism.
Zen Meditation. (Japanese): Derived from the
Sanskrit 'dhyana'. A school of Mahayana
Buddhism that developed in China and Japan.
Hinduism Glossary
The main references are to Sanskrit terminology, although variants are found and used in
other Indian languages. Lakshmi, Laksmi, Vishnu or Visnu type variants are not always
included because of their frequency. Many of these terms will also be found in books on
Buddhism and Sikhism, but with somewhat different meanings.
Proper names and place names are only included in this list if variant forms are commonly
used. The preferred form appears first, followed by any variants.
Ahimsa: Ahinsa: Not killing. Non-violence;
respect for life.
Artha: Economic development. The second
aim of life.
Arti: Arati: Welcoming ceremony in which
auspicious articles such as incense and lamps
are offered to the deity or to saintly people.
Acharya:
Acarya: One who teaches by
example.Usually refers to a prominent or
exemplary spiritual teacher.
Advaita: Adwaita: Non-dual. Refers to the
impersonalistic
philosophy
which
unqualifyingly equates God, the soul and
matter.
51
Aryan: Noble. Refers to those who know the
spiritual values of life. Scholars say it refers to
the original inhabitants of the Sindhu region in
India.
Ashram: Asram: A place set up for spiritual
development.
Ashrama: Asrama: A stage of life (of which
there are four) adopted according to material
considerations, but ultimately as a means to
spiritual realisation.
Atharva Veda: The fourth of the Vedas.
Atman: Atma: Self. Can refer to body, mind or
soul, depending on context. Ultimately, it refers
to the real self, the soul.
Aum: Om: The sacred symbol and sound
representing the ultimate; the most sacred of
Hindu words.
Avatar: Avatara: Avtara: One who descends.
Refers to the descent of a deity, most
commonly Vishnu. Sometimes it is translated
as incarnation which, although inaccurate, may
be the best English word available.
Ayodhya: Birthplace of Rama.
Ten days. Also called Vijay Dashami.
Celebrates the victory of Rama on the tenth
day of the bright half of the lunar month of
Jyeshtha. As is often the case with Hindu
festivals, followers may interpret the festival
differently, for example in connection with
Durga (see Navaratri).
Dharma: Religion or religious duty is the usual
translation into English, but literally it means
the intrinsic quality of the self or that which
sustains one’s existence.
Dhoti: A garment made of natural fibre
(usually cotton or silk), worn by males, which
covers the lower body and legs.
Dhyana: Meditation.
Divali: Diwali: Dipavali: Deepavali: Festival
of lights at the end of one year and beginning
of the new year, according to one Hindu
calendar.
Durga: Female deity. A form of the goddess
Parvati; wife of Shiva.
Dvaita: Dwaita: Dual. Refers to the
personalistic philosophy that differentiates
between God, the soul and matter.
Dwarka:
Dvarka:
Dvaraka:
Dwaraka:
Pilgrimage site on the west coast of India.
Bhagavad Gita: The Song of the Lord.
Spoken by Krishna, this is the most important
scripture for most Hindus. Tradition dates it
back to 3,000 years BCE, though most
scholars attribute it to the first millennium BCE.
Considered an Upanishad.
Bhajan: Bhajana: Devotional hymn or song.
Bhakti: Devotion; love. Devotional form of
Hinduism.
Bhakti-yoga: The path of loving devotion,
aimed at developing pure love of God.
Brahma: A Hindu deity, considered one of the
Trimurti, and in charge of creative power; not
to be confused with Brahman or Brahmin.
Brahmachari: Brahmacari: Brahmacharin:
Brahmacarin: One in the first stage of life, a
celibate student of Vedic knowledge.
Brahmacharya: Brahmacarya: Also two
words – Brahma and chari, cari, charin or
carin: The first ashrama or stage of life.
Brahman: The ultimate reality, or the allpervading reality; that from which everything
emanates, in which it rests and into which it is
ultimately dissolved.
Brahmin: Brahman: Brahmana: The first of
the four varnas, the principal social groupings
from which priests are drawn. Some writers,
rather confusingly, use the spelling ‘brahman’,
and the meaning only becomes clear in the
context of a few sentences (see also Brahman
and Brahma).
Ganesha:
Ganesh: Ganupati: Ganapati: A
Hindu deity portrayed with an elephant’s head
– a sign of strength. The deity who removes
obstacles.
Ganga: The Ganges. Most famous of all
sacred rivers of India.
Gangotri: Source of the river Ganges.
Gotra: Exogamous group within Jati.
Grihastha: Gristhi: Grhastha: The second
stage of Hindu life; one who belongs to that
stage, that is, the householder (grihasti).
Guna: Rope; quality. Specifically refers to the
three qualities of sattva (goodness), rajas
(passion) and tamas (ignorance), which
permeate and control matter.
Guru: Spiritual teacher, preceptor or
enlightener.
Hanuman: The monkey warrior who faithfully
served Rama and Sita. Also called Pavansuta
(son of the wind God).
Havan: Also known as Agnihotra. The basis of
many Hindu rituals used at weddings and on
other ceremonial occasions; the ceremony or
act of worship in which offerings of ghee and
grains are made into fire.
Havan kund: The container, usually square or
pyramid-shaped, in which the havan fire is
burned.
Hitopadesh: Stories with a moral.
Holi: The festival of colours, celebrated in
Spring.
Homa: Term often used interchangeably with
havan.The International Society for Krishna
Darshan
Shastras: Six systems of Hindu
philosophy – Nyaya, Vaisheshika, Sankhya,
Yoga, Vedanta and Meemansa.
Dassehra: Dussehra: Dassera: Dashara:
(Other
variants
are
also
found)
52
Consciousness (ISKCON): A religious group of
the Vaishnava tradition.
identifies itself with temporary matter, for
example, the body. It can also mean power.
Moksha: Moksa: Ultimate liberation from the
process of transmigration, the continuous
cycle of birth and death.
Mundan: The head-shaving ceremony.
Performed in the first or third year of life.
Murti: Moorti: Form. The image or deity used
as a focus of worship. ‘Idol’ should definitely
not be used, and ‘statue’ may also cause
offence.
Janeu: Jenoi: Sacred thread worn by Hindus
who study under a guru.
Janmashtami: Janmashtmi: The birthday of
Krishna, celebrated on the eighth day of the
waning moon in the month of Badra.
Japa: Jap: The quiet or silent repetition of a
mantra as a meditative process.
Jati: Caste is the usual translation, meaning
occupational kinship group.
Jnana: Gyan: Knowledge.
Jnana-yoga: Gyan-yoga: The path of
knowledge, that aims at liberation.
Navaratri:
Navaratra: The Nine Nights
Festival preceding Dassehra, and held in
honour of the goddess Durga.
Nirvana: The cessation of material existence.
Kali: Kaali: Name given to that power of God
Panchatantra: Part of the supplementary
Vedic scriptures, composed of animal stories
with a moral.
Parvati: The consort of Shiva, also known by
other names such as Durga, Devi, etc.
Prahlada: Prahalada: A great devotee of
Vishnu, connected with the festival of Holi.
Pranayam: Pranayama: Regulation of breath
as a means of controlling the mind.
Prashad: Prasad: Prasada: Prashada:
Sacred or sanctified food.
Pravachan: A lecture or talk, usually based on
the scriptures.
Puja: Pooja: Worship. General term referring
to a variety of practices in the home or Mandir.
Purana: Ancient. Part of the Smriti scriptures.
Contains many of the well-known stories of
Hinduism.
which delivers justice – often represented by
the Goddess Kali (a form of Durga).
Kali yuga: The fourth of the ages; the iron age
or the age of quarrelling and hypocrisy.
Kama: The third of the four aims of life –
regulated sense of enjoyment.
Karma: Action. Used of work to refer to the
law of cause and effect.
Karma-yoga: The path of self-realisation
through dedicating the fruits of one’s work to
God.
Kirtan: Songs of praise; corporate devotional
singing, usually accompanied by musical
instruments.
Krishna: Usually considered an avatar of
Vishnu. One of the most popular of all Hindu
deities in contemporary Britain. His teachings
are found in the Bhagavad Gita.
Kshatriya: Khatri: Second of the four varnas
of traditional Hindu society, the ruling or
warrior class.
Raja
Yoga: Raj Yoga: Path of self-control
and meditation to realise God.
Rajas: Passion or creative potency, one of the
three gunas (qualities of material nature).
Rakhi: Raakhi: A bracelet, usually made out
of silk or cotton, tied to give protection and to
strengthen the bond of mutual love.
Raksha Bandhan: The festival when women
tie a decorative bracelet on their brothers’
wrists.
Rama: The incarnation of the Lord, and hero
of the Ramayana (avoid using the variant
‘Ram’ for obvious reasons).
Ramayana: Ramayan: The Hindu epic that
relates the story of Rama and Sita, composed
by the sage Valmiki thousands of years ago.
Ramnavami: Ramnavmi: The birthday
festival of Rama.
Rig Veda: Rg or Rc Veda: The first scripture
of Hinduism, containing spiritual and scientific
knowledge.
Rishi: Rsi: Risi: A spiritually wise person.
More specifically, one of the seven seers who
received the divine wisdom.
Lakshmi: Laksmi: The goddess of fortune.
Mahabharata: The Hindu epic that relates the
story of the five Pandava princes. It includes
the Bhagavad Gita.
Mala: Maala: Circle of stringed beads of wood
or wool used in meditation.
Mandala: Mandal: A circle, area or
community/group.
Mandir: Temple.
Mantra: That which delivers the mind. Refers
to a short sacred text or prayer, often recited
repetitiously.
Manusmriti: The laws of Manu. An ancient
and important text on Dharma, including
personal and social laws.
Marg: Path (see Jnana yoga, Karma yoga and
Bhakti yoga).
Mata: Mother. Often associated with Hindu
goddesses who represent shakti (power).
Mathura: Holy place connected with Krishna.
Maya: Not this. Usually, it refers to illusion,
particularly where the permanent soul
Sadhana: Sadhan: One’s regulated spiritual
practices or discipline.
53
Sadhu: Saddhu: Holy man, ascetic.
Sama Veda: The Veda of chanting; material
mainly from the Rig Veda, arranged for ritual
chanting in worship.
Samsara: Sansara: The world – the place
where transmigration (the soul’s passage
through a series of lives in different species)
occurs.
Samskar: Sanskar: Samskara: Sacraments
designed to initiate a new stage of life. There
is usually a total of sixteen such rites of
passage (though many schools of thought do
not practise them all).
Sanatan Dharma: The eternal or imperishable
religion; also known as Vedic Dharma.
Adherents often prefer this term to Hinduism
since it characterises their belief in the
revealed and universal nature of religion.
Sannyasa: The state of renunciation, the
fourth stage of life.
Sannyasin: Samyasin: Samnyasin: A
renunciate who, having given up worldly affairs
and attachments, has entered the fourth stage
of life, often as a mendicant.
Sanskrit: Sacred language of the Hindu
scriptures.
Saraswati: The power of knowledge, often
represented by the goddess Saraswati, the
goddess of learning.
Sattva: Sattwa: Goodness, or the potency to
sustain and nourish; one of the three gunas.
Seva: Sewa: Service, either to the divine or to
humanity.
Shaivism: Saivism: The religion of Hindus
who are devotees of Shiva.
Shakti: Sakti: Energy or power, especially of
a Hindu feminine deity.
Shiva: Siva: (many variants – even Civa –
have been found) A Hindu god. The name
means kindly or auspicious.
Shivaratri: Sivaratri: The annual festival
celebrated in February/March in honour of
Shiva. Also called Mahashivaratri.
Shraddha: Sraddha: Ceremony in which
sanctified food is offered to the poor and
needy in memory of departed ancestors.
Shri: Sri: Illustrious. Used as a title of respect,
for example Shri Krishna. Also a respectful title
for men. The feminine form is Shrimati (Mrs).
Shruti: Srti, Sruti: That which is heard. AA
term specifically applied to the Four Vedas,
including the Upanishads.
Sita: Seeta: The divine consort of Rama.
Smriti: Srti: That which is remembered.
Scriptures less ancient than the Vedas.
Includes the Ramayana and Mahabharata.
Sutra: Sutta; Short sayings or verses relating
to various rituals, or encapsulating profound
philosophical meaning.
Swami: Svami: Controller. Sometimes, more
specifically, Goswami (one who can control
his/her senses). An honorific title applied to a
religious teacher or holy person, particularly
the sannyasi.
Swastika: Svastika: From the Sanskrit for
well-being; a mark of good fortune. The four
arms signify the four directions (space), the
four Vedas (knowledge), and the four stages
(time) in the life cycle. Not to be confused with
the Nazi symbol.
Tamas: Ignorance or destructive potency; the
lowest of the three gunas.
Tilaka: Tilak: The mark made on the murti or
on the forehead of a worshipper. It is a symbol
of the power of God within.
Trimurti: The three deities. Refers to Brahma,
Vishnu and Shiva, who personify and control
the three gunas. They represent and control
the three functions of creation, preservation
and destruction. ‘Trinity’ should be avoided.
Upanayana:
Ceremony when the sacred
thread is tied – to mark the start of learning
with a guru.
Upanishad: Upanisad: To sit down near.
A sacred text based on the teaching of a guru
to a disciple. The Upanishads explain the
teachings of the Vedas.
Vaishnavism:
Vaisnavism: The religion of
Hindus who are devotees of the god Vishnu.
Vaishya: Vaisya: The third of the four varnas
of Hindu society, composed of merchants and
farmers.
Vanaprastha: The third stage of life, typified
by retirement and asceticism.
Vanaprasthi: Vanaprastha: Forest dweller.
One who is in the third stage of life.
Varanasi: Banares: Benares: Kashi: Kasi:
City on the river Ganges, sacred to Shiva. It is
one of the holiest pilgrimage sites and also an
ancient centre of learning.
Varna: Colour. The four principal divisions of
Hindu society. It is important to note that the
word ‘caste’ refers strictly to sub-divisions
within each varna, and not to varnas
themselves.
Varnashrama: Varnasrama Dharma: The
system whereby society is divided into four
varnas (divisions), and life into four ashramas
(stages).
Varsha Pratipada; The day of Creation,
celebrated as New Year’s Day by many
Hindus.
Veda: Knowledge. Specifically refers to the
four Vedas, though any teaching which is
consistent with the conclusions of these
scriptures is also accepted as Vedic.
Vijay Dashmi: Vijaya Dashami: Another
name for Dassehra.
54
Yamuna: Jamuna: Jumna: Tributary of the
river Ganga (Ganges), considered by many
Hindus to be the most sacred of all holy rivers.
Yatra: Jatra: Pilgrimage. Usually to important
sacred places in India.
Yoga: Communion; union of the soul with the
Supreme, or a process which promotes that
relationship. The English word ‘yoke’ is derived
from yoga.
Yuga: Age, or extended period of time, of
which there are four
Vishnu: Visnu: A Hindu god. With Brahma
and Shiva forms the Trimurti.
Vrat: Vratam: Vow. Often including abstention
from certain foods.
Vrindavan:
Brindavan:
Vrindavana:
Brindaban: The sacred village connected with
Krishna’s pastimes as a youth.
Yajur Veda: One of the four Vedas, dealing
with the knowledge of karma.
Islam Glossary
The Qur’an was revealed in Arabic. Therefore Arabic is the language of Islam, Islamic
worship, theology, ethics and jurisprudence. Islam is inextricably linked with the Arabic
language despite the variety of languages spoken by the believers.
For British teachers and pupils who have not encountered Islamic terms, this transliteration
is a simplified version of that used by contemporary scholars. An apostrophe is used to
indicate a pause. The reader will note that the words salah and zakah end in ‘h’ when they
appear alone. When part of a phrase, these words are written with a ‘t’ at the end, for
example, Salat-ul-Zuhr, Zakat-ul-Fitr, as a guide to pronunciation.
of Allah be upon him) ibn-Yaqub Koleini, a
Shi’ah scholar.
al-Khulafa-ur-Rashidun: The Rightly Guided
Khalifahs. The first four successors to the
leadership role of the Prophet Muhammad
(peace and blessings of Allah be upon him).
They were Abu Bakr, Umar, Uthman and Ali
(Radhi-Allahu-anhum – may Allah be pleased
with them).
al-Madinah: Madinatu’n-Nabi (The City of the
Prophet). The name given to Yathrib after the
Prophet Muhammad (peace and blessings of
Allah be upon him) migrated there in 622 CE
and founded the first Islamic state.
Ali: Cousin and son-in-law of the Prophet
Muhammad (peace and blessings of Allah be
upon him); husband of Fatimah Zahrah; father
of Hassan, Hussein, and Zainab; the fourth of
‘al-Khulafa-ur-Rashidun’ according to Sunnis,
and the first successor accepted by Shi’ah
Islam (Radhi-Allahu-anhum – may Allah be
pleased with them).
Allah: The Islamic name for God in the Arabic
language. Used in preference to the word God,
this Arabic term is singular, has no plural, nor
is it associated with masculine, feminine or
neuter characteristics.
Allahu Akbar: Allah is most great.
Angels: Beings created by Allah from light.
They have no free will and are completely
obedient to Allah.
Ansar: Supporters. The Muslims of alMadinah, who welcomed, helped and
supported the Muslims who migrated from
Makkah.
Arafat: A plain, a few kilometres from Makkah,
where pilgrims gather to worship, pray and ask
Abd:
Servant. As in Abdullah, servant of
Allah. Abu Bakr: The first Khalifah, successor
to the leadership of the Muslim community
after the death of the Prophet Muhammad
(peace and blessings of Allah be upon him).
Adam: Adam (peace be upon him). The first
man, and first Prophet of Allah.
Adhan: Call to prayer. From the same root,
Mu’adhin (one who makes the call to
prayer).
Aishah: One of the wives of the Prophet
Muhammad (peace and blessings of Allah be
upon him), and daughter of Abu Bakr. (RadhiAllahu-anhum – may Allah be pleased with
them).
Akhirah: Everlasting life after death – the
hereafter.
Akhlaq: Conduct, character, attitudes and
ethics.
al-Amin: The Trustworthy. The name by which
Prophet Muhammad (peace and blessings of
Allah be upon him) was generally known, even
before the revelation of Islam.
al-Aqsa:
Masjid-ul-Aqsa
(The
Farthest
Mosque) in Jerusalem. Located near the
Dome of the Rock.
al-Fatihah: The Opener. Surah 1 of the
Qur’an . Recited at least 17 times daily during
the five times of salah. Also known as ‘The
Essence’ of the Qur’an.
al-hamdu-li-Llah: All praise belongs to Allah.
Frequently used as an expression of thanks to
Allah.
al-Kafi: The title of the books of Hadith
compiled by Muhammad (peace and blessings
55
Fiqh: Understanding. Islamic jurisprudence.
for forgiveness. This takes place on the ninth
day of the Islamic month of Dhul-Hijjah, the
day before Id-ul-Adha.
Asr (Salat-ul-Asr): Mid-afternoon salah which
may be performed from late afternoon until a
short while before sunset.
As-Salamu-Alaykum: Peace be upon you. An
Islamic greeting.
Ayah (sing.): A unit within a Surah of the
Qur’an.
Ghusl:
Greater ablution. Formal washing of
the whole body prior to worship (see Wudu).
Hadith: Saying; report; account. The sayings
of the Prophet Muhammad (peace and
blessings of Allah be upon him), as recounted
by his household, progeny and companions.
These are a major source of Islamic law.
Some Hadith are referred to as Hadith Qudsi
(sacred Hadith) having been divinely
communicated to the Prophet Muhammad
(peace and blessings of Allah be upon him).
Hafiz: Someone who knows the whole Qur’an
by heart.
Hajar: Hagar. Wife of the Prophet Ibrahim, and
mother of the Prophet Isma’il (peace be upon
them).
Hajj: Annual pilgrimage to Makkah, which
each Muslim must undertake at least once in a
lifetime if he or she has the health and wealth.
A Muslim male who has completed Hajj is
called Hajji, and a female, Hajjah.
Halal: Any action or thing which is permitted or
lawful.
Haram: Anything unlawful or not permitted.
Haram Sharif: The grand mosque in Makkah,
which encompasses the Ka’bah, the hills of
Safa and Marwah and the well of Zamzam.
Hijab: Veil. Often used to describe the head
scarf or modest dress worn by women, who
are required to cover everything except face
and hands in the sight of anyone other than
immediate family.
Hijrah: Departure; exit; emigration. The
emigration of the Prophet Muhammad (peace
and blessings of Allah be upon him) from
Makkah to Madinah in 622 CE. The Islamic
calendar commences from this event.
Hira: The name of a place near Makkah,
where the Prophet Muhammad (peace and
blessings of Allah be upon him) went for
solitude and worship. It was there that he
received the first revelation of the Qur’an.
Barakah: Blessings.
Bilal: The first Mu’adhin of Islam (see Adhan),
a companion of Prophet Muhammad (peace
and blessings of Allah be upon him), formerly
an Abyssinian slave (Radhi-Allahu-anhu – may
Allah be pleased with him).
Bismillah: In the name of Allah.
Bismillah-ir-Rahman ir-Rahim: In the name
of Allah – All Gracious, All Merciful. The
preface to all Surahs of the Qur’an except the
ninth one. It is usually said by Muslims before
eating or beginning any action.
Dar-ul-Islam:
House or abode of Islam.
Sometimes used to refer to lands ruled by
Islamic Shari’ah.
Da’wah: Call. Inviting people to Islam, whether
by literal invitation and preaching, or by the
example of good actions.
Dawud; David (peace be upon him).
A Prophet of Allah to whom the Zabur (the
Book of Psalms) was given.
Dhikr: Remembrance. Remembrance of Allah
in one’s heart or by reciting His names or
sections from the Qur’an.
Dhimmi: A non-Muslim living freely under the
protection of an Islamic state.
Dhul-Hijjah; The month of the Hajj, last month
of the Islamic year.
Din: Way of life, religion together with its
practices.
Din-ul-Fitrah: A description of Islam as the
natural way of life.
Du’a: Varying forms of personal prayer and
supplication.
Ibadah: All acts of worship. Any permissible
action performed with the intention to obey
Allah.
Iblis: The Jinn who defied Allah by refusing to
bow to Adam (peace be upon him), and later
became the tempter of all human beings (see
Shaytan).
Ibrahim: Abraham (peace be upon him).
A Prophet of Allah to whom the ‘scrolls’ were
given.
Id: Recurring happiness. A religious holiday; a
feast for thanking Allah and celebrating a
happy occasion.
Id Mubarak: Id blessings! Greeting exchanged
during Islamic celebrations.
Fajr
(Salat-ul-Fajr): Dawn salah which may
be performed from dawn until just before
sunrise.
Fard: Obligatory duty according to divine law,
for example, offering salah five times a day.
Fatihah: See al-Fatihah.
Fatimah (al-Zahrah): Daughter of the Prophet
Muhammad (peace and blessings of Allah be
upon him); wife of Ali; mother of Hassan,
Hussein and Zainab (Radhi-Allahu-anhum –
may Allah be pleased with them).
Fatwa: The legal guidance of a pious, just,
knowledgeable Muslim scholar and jurist,
based on the Qur’an, Sunnah and Islamic
Shari’ah.
56
Id-ul-Adha: Celebration of the sacrifice,
commemorating
the
Prophet
Ibrahim’s
willingness to sacrifice his son Isma’il for Allah
(peace be upon them). Also known as Id-ulKabir – the Greater Id – and Qurban Bayram
(Turkish) - feast of sacrifice.
Id-ul-Fitr: Celebration of breaking the fast on
the day after Ramadan ends, which is also the
first day of Shawal, the tenth Islamic month.
Also known as Id-ul-Saghir - the Lesser Id –
and Sheker Bayram (Turkish) – sugar feast.
Ihram: The state or condition entered into to
perform either Hajj or Umrah. During this
period, many normally permitted actions are
placed out of bounds to Muslims. Also, the
name of the two plain white unsewn cloths
worn by male pilgrims to indicate the
brotherhood, equality and purity of the pilgrim.
For women, the dress of Ihram consists of
their normal modest clothing.
Ijma: General consensus of scholars,
expressed or tacit, on matters of law and
practice.
Imam: Leader. A person who leads the
communal prayer, or a founder of an Islamic
school of jurisprudence. In Shi’ah Islam, Imam
is also the title of Ali (Radhi-Allahu-anhu – may
Allah be pleased with him) and his successors.
Imamah: Office and function of an Imam.
Religious authority in Shi’ah Islam; successor
to the Prophet Muhammad (peace and
blessings of Allah be upon him) as leader of
the Muslim community.
Iman: Faith.
Injil: Gospel. A book given to Prophet Isa
(peace be upon him).
Iqamah: Call to stand up for salah.
Isa: Jesus. A Prophet of Allah, born of the
virgin Mary (peace be upon them).
Isha (Salat-ul-Isha): Evening salah which may
be performed from just over an hour after
sunset, until midnight.
Islam: Peace attained through willing
obedience to Allah’s divine guidance.
Isma’il: Ishmael. A Prophet of Allah. Son of
the Prophet Ibrahim and Hajar (peace be upon
them).
Isnad: Chain of transmission of each Hadith.
Ka’bah: A cube-shaped structure in the
centre of the grand mosque in Makkah. The
first house built for the worship of the One
True God.
Khadijah: First wife of the Prophet
Muhammad (peace and blessings of Allah be
upon him). Mother of Fatimah Zahrah (RadhiAllahu-anhum – may Allah be pleased with
them).
Khalifah: Successor; inheritor; custodian;
vice-regent (see al-Khulafa-ur-Rashidun).
Khilafah: The institution of the Khalifah.
Khums: Contribution (additional to zakah) of
one fifth of surplus annual income paid by
Shi’ah Muslims. Sunni Muslims only apply
Khums to booty.
Khutbah: Speech. Talk delivered on special
occasions such as the Jumu’ah and Id
prayers.
Laylat-ul-Qadr; The Night of Power, when
the first revelation of the Qur’an was made to
Prophet Muhammad (peace and blessings of
Allah be upon him). It is believed to be one of
the last ten nights of Ramadan.
Madinah See al-Madinah.
Maghrib (Salat-ul-Maghrib): Sunset salah
which is performed after sunset until daylight
ends.
Mahdi, al-Muntazar: The (rightly) guided one
who is awaited and will appear towards the
end of time to lead the Ummah and restore
justice on Earth. The one who is promised in
the Judaic, Christian and Islamic traditions.
Makkah: City where the Prophet Muhammad
(peace and blessings of Allah be upon him)
was born, and where the Ka’bah is located.
Maryam: Mary. The virgin mother of the
Prophet Isa (peace be upon them).
Masjid: Place of prostration. Mosque.
Mihrab: Niche or alcove in a mosque wall,
indicating the Qiblah – the direction of
Makkah, towards which all Muslims face to
perform salah.
Mina: Place near Makkah, where pilgrims stay
on the 10th, 11th and 12th of Dhul-Hijjah and
perform some of the activities of the Hajj.
Minbar: Rostrum; platform; dais. The stand
from which the Imam delivers the khutbah or
speech in the mosque or praying ground.
Miqat: Place appointed, at which pilgrims enter
into the state of ihram.
Mi’raj: The ascent through the heavens of the
Prophet Muhammad (peace and blessings of
Allah be upon him).
Mu’adhin: Caller to prayer (see Adhan).
Known in English as ‘muezzin’.
Muhammad: Praised. Name of the final
Prophet.
Jibril:
Gabriel. The angel who delivered
Allah’s messages to His Prophets.
Jihad: Personal individual struggle against evil
in the way of Allah. It can also be collective
defence of the Muslim community.
Jinn: Being created by Allah from fire.
Jumu’ah (Salat-ul-Jumu’ah): The weekly
communal salah and attendance at the
khutbah performed shortly after midday on
Fridays.
57
Muharram: First month in the Islamic
calendar, which is calculated from the time the
Prophet Muhammad (peace and blessings of
Allah be upon him) migrated to Yathrib
(Madinah).
Musa: Moses (peace be upon him). A Prophet
of Allah to whom the Tawrah (Torah) was
given.
Mumin: Faithful. A believer, a practising
Muslim who wholeheartedly yields to Allah’s
guiding wisdom and is thus in harmony with
His will and at peace with himself and fellow
creatures.
Muslim: One who claims to have accepted
Islam by professing the Shahadah.
Muzdalifah: Place where pilgrims on Hajj stop
for a time during the night of the day they
spend at Arafat.
Prophet Muhammad (peace and blessings of
Allah be upon him), and recited in the Arabic
language. The five daily times of salah are
fixed by Allah.
Sawm: Fasting from just before dawn until
sunset. Abstinence is required from all food
and drink (including water) as well as smoking
and conjugal relations.
Shahadah: Declaration of faith, which consists
of the statement, ‘There is no god except
Allah, Muhammad is the Messenger of Allah’.
Shari’ah: Islamic law based upon the Qur’an
and Sunnah.
Shaytan: Rebellious; proud. The devil (see
Iblis)
Shi’ah: Followers. Muslims who believe in the
Imamah, successorship of Ali (Radhi-Allahuanhu – may Allah be pleased with him) after
the Prophet Muhammad (peace and blessings
of Allah be upon him) and eleven of his most
pious, knowledgeable descendants.
Shirk: Association. Regarding anything as
being equal or partner to Allah. Shirk is
forbidden in Islam.
Shura: Consultation of the people in the
management of religious and worldly affairs.
A duty prescribed in the Qur’an to leaders at
all levels, from family to government.
Sirah: Biographical writings about the conduct
and example of the Prophet Muhammad
(peace and blessings of Allah be upon him).
Subhah: String of beads used to count
recitations in worship.
Sunnah: Model practices, customs and
traditions of the Prophet Muhammad (peace
and blessings of Allah be upon him). This is
found in both Hadith and Sirah.
Sunni: Muslims who believe in the
successorship of Abu Bakr, Umar, Uthman
and Ali (Radhi-Allahu-anhum – may Allah be
pleased with them) after the Prophet
Muhammad (peace and blessings of Allah be
upon him).
Surah: Division of the Qur’an (114 in all).
Nabi: Prophet of Allah.
Niyyah: Intention. A legally required statement
of intent, made prior to all acts of devotion
such as salah, Hajj or sawm.
Qadar; Allah’s complete and final control over
the fulfilment of events or destiny.
Qiblah: Direction which Muslims face when
performing salah – towards the Ka’bah (see
Mihrab).
Qur’an: That which is read or recited. The
Divine Book revealed to the Prophet
Muhammad (peace and blessings of Allah be
upon him). Allah’s final revelation to
humankind.
Rak’ah: A unit of salah, made up of recitation,
standing, bowing and two prostrations.
Ramadan: The ninth month of the Islamic
calendar, during which fasting is required from
just before dawn until sunset, as ordered by
Allah in the Qur’an.
Rasul: Messenger of Allah.
Sa’y:
Walking and hastening between Safa
and Marwah, as part of the Hajj, in
remembrance of Hajar’s search for water for
her son Isma’il (peace be upon them).
Sadaqah: Voluntary payment or good action
for charitable purposes.
Safa and Marwah: Two hills in Makkah, near
the Ka’bah, now included within the grand
mosque (see Sa’y).
Sahih al-Bukhari: The title of the books of
Hadith compiled by Muhammad ibn Isma’il alBukhari, a Sunni scholar. The collection is
described as Sahih (authentic).
Sahih Muslim: The title of the books of Hadith
compiled by Abul Husayn Muslim ibn al-Hajjaj,
a Sunni scholar. The collection is described as
Sahih (authentic).
Salah: Prescribed communication with, and
worship of, Allah, performed under specific
conditions, in the manner taught by the
Takbir: Saying ‘Allahu Akbar!’ Recited during
salah, Id and other celebratory occasions.
Tawaf: Walking seven times around the
Ka’bah in worship of Allah. Also, a part of Hajj
and Umrah.
Tawhid: Belief in the Oneness of Allah –
absolute monotheism as practised in Islam.
Tawrah: The Torah. The book given to the
Prophet Musa (Moses) (peace be upon him).
Ulama:
Scholars of Islamic law and
jurisprudence (sing. Alim).
Umar ibn ul-Khattab: The second Khalifah of
Islam.
Ummah: Community. World-wide community
of Muslims; the nation of Islam.
58
Umrah: Lesser pilgrimage which can be
performed at any time of the year.
Uthman: The third Khalifah of Islam.
Zakah: Purification of wealth by payment of
annual welfare due. An obligatory act of
worship.
Zakat-ul-Fitr: Welfare payment at the end of
Ramadan.
Zamzam: Name of the well adjacent to the
Ka’bah in Makkah. The water first sprang in
answer to Hajar’s search and prayers (see
Hajar and Sa’y).
Zuhr (Salat-ul-Zuhr): Salah which can be
performed after midday until afternoon.
Wudu: Ablution before salah.
Yathrib: Town to which
the Prophet
Muhammad (peace and blessings of Allah be
upon him) migrated from Makkah (see alMadinah).
Zabur: The Book of Psalms given to Prophet
Dawud (David) (peace be upon him).
Judaism Glossary
Most of the terms included in this section are Hebrew in origin. However, since the Jewish
diaspora, many terms reflect the different countries where Jews have settled. For example,
many words are in Yiddish, a common language (a mixture of German, Russian and
Hebrew) developed by Jews throughout Central and Eastern Europe. The preferred form in
this glossary uses the Sephardic pronunciation, which is equivalent to modern Hebrew as
spoken in Israel today. As with all transliterations, there may be acceptable differences in the
ways in which words are spelt.
The preferred form is given first, followed by any variants.
Circumcision: Religious rite of Brit Milah,
performed by a qualified mohel on all Jewish
boys, usually on the eighth day after birth.
Afikomen
(Greek): Dessert. Portion of a
matzah eaten near the end of the Seder.
Agadah: Aggadah: Telling. Rabbinical
teachings on moral values.
Aleinu: Key prayer at the conclusion of each
service.
Aliyah: To go up. (i) Being called to read the
Sefer Torah in the synagogue. (ii) The
migration of Jews to Israel.
Amidah: Standing. The standing prayer.
Aron Hakodesh: Holy Ark. The focal point of
the synagogue, containing Torah scrolls.
Ashkenazim: Jews of Central and Eastern
European origin.
Gemara: Gemarah: Commentary on the
Mishnah included in the Talmud.
Genizah: Storage place for damaged religious
texts.
Haftarah:
Completion. Passages from
Nevi’im (Prophets) read in the synagogue
(linked to weekly Torah and festival readings).
Hagadah: Haggadah: Telling. A book used at
Seder.
Halakhah: Halacha: The Way. The code of
conduct encompassing all aspects of Jewish
life.
Hanukiah: Chanukiah: Menorah: Ninebranched Hanukkah lamp used at the festival
of Hanukkah.
Hanukkah: Chanukah: Dedication. An eightday festival of lights to celebrate the rededication of the temple following the
Maccabean victory over the Greeks.
Hasid
(plural
Hasidim)
Chasid (plural Chasidim)
Pious. Member of the Orthodox movement of
Hasidism.
Hasidism: Chasidism: A religious and social
movement formed by Israel Baal Shem Tov
(from the 18th century onwards).
Havdalah: Distinction. Ceremony marking the
conclusion of Shabbat.
Hebrew: Ivrit: Ancient Semitic language;
language of the Tenakh (Hebrew Scriptures)
and used by Jews for prayer and study. Also,
everyday language in Israel.
Bar Mitzvah: Son of Commandment. A boy’s
coming of age at 13 years old, usually marked
by a synagogue ceremony and family
celebration.
Bat Mitzvah: Bat Chayil: Daughter of
Commandment. As above, but for girls from 12
years old. May be marked differently between
communities.
Bet ha Knesse: tBeit ha Knesset: Shul:
House of Assembly. Synagogue.
Bimah: Dais. Raised platform primarily for
reading the Torah in the synagogue.
Brit Milah: Berit Milah: Bris: Circumcision.
Challah:
Hallah: Enriched bread used
particularly on Shabbat and during festivals.
Chazan: Hazzan: Cantor: Leader of reading,
singing and chanting in the services of some
synagogues.
Chumash: Five. The Torah in book form, used
in the synagogue and the home.
59
Huppah: Chuppah: Canopy used for a
wedding ceremony, under which the bride and
groom stand.
Mishkan: Dwelling. The original travelling
sanctuary used prior to the building of the
permanent Temple in Jerusalem.
Mitzvah (plural Mitzvot): Commandment. The
Torah contains 613 Mitzvot. Commonly used
to describe good deeds.
Mohel: Person trained to perform Brit Milah.
Moshav (plural Moshavim): Collective village
or farm in Israel.
Israel:
One who struggles with God. The
phrase refers to the world-wide Jewish
community; the land of Israel and the modern
state of Israel.
Kabbalah: Cabala: Jewish mysticism.
Kaddish: Prayer publicly recited by mourners.
Kashrut: Laws relating to keeping a kosher
home and lifestyle.
Ketubah: Ketubbah: Document that defines
rights and obligations within Jewish marriage.
Ketuvim: Writings. Third section of the
Tenakh.
Kibbutz (plural Kibbutzim): Israeli collective
village based on socialist principles.
Kiddush: Holy. A prayer sanctifying Shabbat
and festival days, usually recited over wine.
Kippah: Yamulkah: Capel: Head covering
worn during prayers, Torah study, etc. Some
followers wear it constantly.
Knesset: Assembly. Israeli parliament.
Kol Nidrei: Kol Nidre: All vows. Prayer recited
on the evening of Yom Kippur.
Korach: Name of the leader who defied
Moses in the wilderness
Kosher: Kasher: Fit; proper. Foods permitted
by Jewish dietary laws.
Ner Tamid:
Eternal light. The perpetual light
above the Aron Hakodesh.
Nevi’im: Prophets. Second section of the
Tenakh.
Noachide Laws: Seven laws given to Noah
after the flood, which are incumbent on all
humankind. These laws form the foundation
for a just society.
Parev: Parveh: Neutral foods, which are
neither milk nor meat, for example vegetables,
eggs, fish.
Pesach: Passover: Festival commemorating
the Exodus from Egypt. One of the three
biblical pilgrim festivals. Pesach is celebrated
in the spring.
Pikei Avot: Pirke Avoth: Sayings of the
Fathers. Part of the Mishnah containing ethics
of Rabbinical sages.
Pikuakh Nefesh: Save a soul. The setting
aside of certain laws in order to save a life.
Pogrom: Organised attack on Jews,
especially frequent in 19th and early 20th
century Eastern Europe.
Purim: Festival commemorating the rescue of
Persian Jewry as told in the book of Esther.
Ladino:
Language used predominately by
Sephardim.
Magen David: Shield of David, popularly
called Star of David.
Maimonides: Rabbi Moses ben Maimon
(1135–1204), a leading Jewish philosopher,
medical writer and codifier of Jewish law.
Mashiach: Moshiach: Messiah: The anointed
one who will herald in a new era for Judaism
and all humankind.
Matzah (plural Matzot): A flat cracker-like
bread which has been baked before it rises;
used at Pesach.
Menorah:
Seven-branched
candelabrum
which was lit daily in the Temple.
Mezuzah: A scroll placed on door posts of
Jewish homes, containing a section from the
Torah and often enclosed in a decorative
case.
Midrash: Collections of various Rabbinic
commentaries on the Tenakh.
Mikveh: Ritual bath used for the immersion of
people and objects.
Minyan: Quorum of ten men, over Bar Mitzvah
age, required for a service. Progressive
communities may include women but do not
always require a minyan.
Mishnah: First writing down of the Oral
Tradition. An authoritative document forming
part of the Talmud, codified about 200 CE.
Rabbi:
My teacher. An ordained Jewish
teacher. Often the religious leader of a Jewish
community.
Rashi: Rabbi Shlomo ben Yitzhak (1040 –
1105). A French rabbinical scholar and leading
commentator on the Torah and Talmud.
Rebbe: Rabbi. The term used by Hasidim for
their religious leader.
Rosh Hashanah: Rosh Ha-Shanah: Head of
the Year. Jewish New Year.
Seder: Order. A home-based ceremonial
meal during Pesach, at which the Exodus from
Egypt is recounted using the Hagadah.
Sefer Torah: Torah scroll. The five books of
Moses hand-written on parchment and rolled
to form a scroll.
Sephardim: Sefardim: Jews originating from
Mediterranean countries, especially Spain,
North Africa and the Middle East.
Shabbat: Shabbos: Day of spiritual renewal
and rest commencing at sunset on Friday,
terminating at nightfall on Saturday.
Shatnez: Shaatnez: Garments containing a
forbidden mixture of wool and linen.
60
Shavuot: Weeks. One of three pilgrim
festivals. Shavuot is celebrated in the summer,
seven weeks after Pesach.
Shekhina: The divine presence.
Shema: Major Jewish prayer affirming belief in
one God. The Shema is found in the Torah.
Shemot: Names. Seven holy names of God.
Shiva: Seven days of intense mourning
following the burial of a close relation. During
this period, all ordinary work is prohibited.
Shoah: Desolation. The suffering experienced
by European Jews at the hands of the Nazis,
including the systematic murder of six million
Jews between 1933 and 1945.
Shofar: Ram’s horn blown at the season of
Rosh Hashanah
Siddur: Order. Daily prayer book.
Simchat Torah: Rejoicing of the law. Festival
celebrating
the
completion
and
recommencement of the cycle of the weekly
Torah reading.
Sukkah (plural Sukkot): Tabernacle; booth.
A temporary dwelling used during Sukkot.
Sukkot: One of three biblical pilgrim festivals,
Sukkot is celebrated in the Autumn.
Synagogue: Shul: Bet Haknesset: Bet
Hamidrash: Building for Jewish public prayer,
study and assembly.
Tefillin: Tephilin: T’filin: Phylacteries: Small
leather boxes containing passages from the
Torah, strapped on the forehead and arm for
morning prayers on weekdays.
Tenakh: Tanakh: The collected 24 books of
the Jewish Bible, comprising three sections:
Torah, Nevi’im, and Ketuvim (Te;Na;Kh).
Teshuva: Repentance. Returning to God.
Tikkun Olam: Tikun: Care for the world and
environment.
Torah: Law; teaching. The Five Books of
Moses.
Tzedaka: Righteousness. An act of charity.
Tzizit: Tzittzit: Fringes on the corners of the
Tallit. Also commonly refers to the fringed
undervest worn by some Jewish males.
Yad: Hand-held pointer used in reading the
Sefer Torah.
Yahrzeit: Year-time. Anniversary of a death.
Yeshiva: College for study of the Torah and
Talmud.
Yiddish: Language used predominantly by
Ashkenazim.
Yishuv: Ingathering. The Jewish community of
Israel.
Yom Hashoah: Day to commemorate the
Shoah.
Yom Kippur: Day of Atonement. Fast day
occurring on the tenth day after Rosh
Hashanah; a solemn day of Tefillah and
Teshuva.
Tallit: Tallith: Prayer shawl. Four-cornered
garment with fringes.
Talmud: Mishnah and Gemara, collected
together.
Tefillah: Tefila: Self-judgement. Jewish prayer
and meditation.
Zionism:
Political movement securing the
Jewish return to the land of Israel.
Sikhism Glossary
Sikh terms are drawn from the Punjabi language, and the versions below are based upon
that language. Many of these terms will also be found in books on Hinduism and Buddhism
but with somewhat different meanings. As with all transliterations, there are problems which
are difficult to resolve. This is particularly true when moving from the Gurmukhi script which
has an alphabet of 35 letters, to the Roman alphabet which has only 26 letters. Names of
persons and places are only included in this list if variant forms are commonly used.
Anand karaj: Anand Sanskar: Ceremony of
bliss. Wedding ceremony.
Ardas: Prayer. The formal prayer offered at
most religious acts.
Akal Purakh: The Eternal One. A designation
frequently used of God by Guru Nanak.
Akal Takht: Akal Takhat: Throne of the
Eternal; throne of the Timeless One. Building
facing the Golden Temple in Amritsar, where
Sikhs gather for political purposes.
Akhand Path: Continuous reading of the Guru
Granth Sahib from beginning to end.
Amrit: Nectar. Sanctified liquid made of sugar
and water, used in initiation ceremonies.
Amrit ceremony: Amrit Sanskar: Amrit
Pahul Khande di Pahul: Sometimes just
‘Amrit’ or ‘Taking Amrit’ (‘Amrit Chhakna’): The
Sikh rite of initiation into the Khalsa. ‘Baptism’
should not be used.
Baisakhi: Vaisakhi: A major Sikh festival
celebrating the formation of the Khalsa, 1699
CE.
Bangla Sahib:The site of the martyrdom of
Guru Har Krishan (Delhi).
Bhai Khanaya: A Sikh commended by Guru
Gobind Singh for serving water to the enemy
wounded.
Bhai Lalo: A humble carpenter who opened
his house to Guru Nanak. The Guru preferred
Bhai Lalo’s simple food to the offerings of a
local rich merchant.
61
Hukam: Vak: Random reading taken for
guidance from the Guru Granth Sahib.
Chanani:
Chandni: Canopy over the
scriptures, used as a mark of respect.
Chauri: Chaur: Symbol of the authority of the
Guru Granth Sahib. Fan waved over
scriptures, made of yak hairs or nylon. It
should not be called a ‘fly whisk’.
Ik Onkar: There is only One God. The first
phrase of the Mool Mantar. It is also used as a
symbol to decorate Sikh objects.
Janamsakhi:
Janam Sakhi: Birth stories.
Hagiographic life stories of a Guru, especially
Guru Nanak.: Japji Sahib: A morning prayer,
composed by Guru Nanak, which forms the
first chapter of the Guru Granth Sahib.
Jivan Mukt: Jivan Mukht: Enlightened while
in the material body; a spiritually enlightened
person, freed from worldly bonds.
Dasam
Granth: Collection of compositions,
some of which are attributed to the tenth Sikh
Guru, compiled some years after his death.
Giani:
A person learned in the Sikh
scriptures.
Granthi: Reader of the Guru Granth Sahib,
who officiates at ceremonies.
Gurbani: Bani: Vani: Divine word revealed by
the Gurus. The Shabads contained in the
Guru Granth Sahib.: Gurdwara: Gurudwara:
Sikh place of worship. Literally the ‘doorway to
the Guru’.
Gurmat: The Guru’s guidance.
Gurmukh: One who lives by the Guru’s
teaching.
Gurmukhi: From the Guru’s mouth. Name
given to the script in which the scriptures and
the Punjabi language are written.
Gurpurb: Gurpurab: A Guru’s anniversary
(birth or death). Also used for other
anniversaries, for example, of the installation
of the Adi Granth, 1604 CE.
Guru: Teacher. In Sikhism, the title of Guru is
reserved for the ten human Gurus and the
Guru Granth Sahib: Guru Arjan: The fifth
Guru who was the first Sikh martyr (1563–
1606).
Guru Gobind Singh:: Guru Govind Singh:
(Original
name:
Guru
Gobind
Rai)
Tenth Sikh Guru. It is important to note that the
title ‘Guru’ must be used with all the Gurus’
names. Sikhs usually use further terms of
respect, for example Guru Gobind Singh Ji or
Guru Nanak Dev Ji.
Guru Granth Sahib: Adi Granth(‘Granth’ by
itself should be avoided): Primal collection of
Sikh scriptures, compiled by Guru Arjan and
given its final form by Guru Gobind Singh.
Guru Har Gobind: Guru Hargobind: Guru
Hargovind: Sixth Sikh Guru.
Guru Har Krishan: Guru Harkishan: Guru
Harkrishan: Eighth Sikh Guru.
Guru Nanak: The first Guru and the founder of
the Sikh faith (1469–1539).
Guru Tegh Bahadur: The ninth Guru who
was martyred for the principle of religious
tolerance (1622–1675).
Kachera:
Traditional underwear/shorts. One
of the five Ks (see panj kakke).
Kakka: See panj kakke. Singular of the
Punjabi letter K (plural ‘kakke’)
Kangha: Kanga: Comb worn in the hair. One
of the five Ks (see panj kakke).
Kara: Steel band worn on the right wrist. One
of the five Ks (see panj kakke).
Karah parshad: Karah Prasad: Sanctified
food distributed at Sikh ceremonies.
Kaur: Princess. Name given to all Sikh
females by Guru Gobind Singh (see Singh).
Kesh: Kes: Uncut hair. One of the five Ks (see
panj kakke).
Khalsa: The community of the pure. The Sikh
community.
Khanda: Double-edged sword used in the
initiation ceremony. Also used as the emblem
on the Sikh flag.
Kirat karna: Earning one’s livelihood by one’s
own efforts.
Kirpan: Sword. One of the five Ks (see panj
kakke). ‘Dagger’ should be avoided.
Kirtan: Devotional singing of the compositions
found in the Guru Granth Sahib.
Kirtan Sohila: A prayer said before retiring for
sleep. It is also used at the cremation
ceremony and when the Guru Granth Sahib is
laid to rest.
Kurahit: Prohibitions, for example intoxicants.
Langar: Guru ka Langar Guru’s kitchen. The
gurdwara dining hall and the food served in it.
Mela:
Fair. Used of Sikh festivals which are
not gurpurbs.
Manji: Manji Sahib: Small platform on which
the scripture is placed.
Manmukh: Munmukh: Self-orientated (as
opposed to gurmukh).
Mool Mantar: Mul Mantar: Basic teaching;
essential teaching. The basic statement of
belief at the beginning of the Guru Granth
Sahib.
Haumai: Egoism. The major spiritual defect.
Nam Simran: Nam Simaran: Naam Simran:
Hukam: God’s will.
Meditation on the divine
passages of scripture.
62
name,
using
Nankana Sahib: Birthplace of Guru Nanak.
Now in Pakistan.
Nishan Sahib: Sikh flag flown at gurdwaras.
Nit nem: The recitation of specified daily
prayers.
Panj kakke: The five Ks. The symbols of
Sikhism worn by Sikhs.
Panj piare: Panj Pyare (other forms may also
be found): The five beloved ones. Those first
initiated into the Khalsa; those who perform
the rite today.
Panth: The Sikh community.
Patases: Patashas: Sugar bubbles or crystals
used to prepare Amrit.
Punjab: Panjab: Land of five rivers. The area
of India in which Sikhism originated.
Ragi:
Sikh musician who sings compositions
from the Guru Granth Sahib.
Rahit: Sikh obligations, for example to
meditate on God.
Rahit Maryada: Rehat Maryada: Sikh Code
of Discipline.
Sadhsangat: Sangat: Congregation or
assembly of Sikhs.
Sewa: Seva: Service directed at the
sadhsangat and gurdwara, but also to
humanity in general.
Shabad: Sabad: Shabd: Word. Hymn from
the Guru Granth Sahib; the divine word.
Sikh: Learner; disciple. A person who believes
in the ten Gurus and the Guru Granth Sahib,
and who has no other religion.
Singh: Lion. Name adopted by Sikh males
(see kaur).
Sis Ganj Sahib: The site of the martyrdom of
Guru Tegh Bahadur (Delhi)
Vak: Vaak: A random reading taken for
guidance from the Guru Granth Sahib.
Vand chhakna: Sharing one’s time, talents
and earnings with the less fortunate.
Waheguru: Wonderful Lord. A Sikh name for
God.
63
APPENDIX 11: Do’s and Don’ts
BUDDHISM
Do:
Don’t:
 avoid suggesting that all Buddhists are
celibate monks or nuns with shaved heads.
Many active and devoted Buddhists adopt
no obvious sign of their faith.
 use the term ‘Begging Bowl’; ‘Alms Bowl’ is
better. Members of the Sangha are not
allowed to ask for food, so ‘begging’ is
inappropriate. It suggests members of the
Sangha are parasites on the laity when both
support each other.
 be cautious about the use of the word
‘suffering’ as it is used in accounts of the
‘Four Noble Truths’. Suffering (dukkha)
refers to the unsatisfactory nature of life.
Buddhism doesn’t claim that everything is
painful.
 suggest all Buddhists are atheists, however,
most would see debating the existence of
God as irrelevant to the pursuit of
enlightenment.
 select Jataka stories carefully. These are
accounts of the previous lives of the
Buddha. Some are enjoyable for pupils but
some are quite difficult to grasp and can
appear to outsiders to be merely grim tales
of sacrifice.
 refer to Siddhatha Gautama as ‘Buddha’ until
after his enlightenment. Strictly speaking the
status ‘the Buddha’ can only be given to
Siddhatha after his ‘awakening’ under the
Bodhi tree.
 equate Buddhist meditation with Hindu or
other forms of meditation.
Buddhist
meditation leads to calm, concentration and
insight; it is associated with achieving
‘Mindfulness’ or being fully aware. Other
forms of meditation are often associated with
drawing on transcendent forces outside of
the self
 be cautious about asking the pupils to ‘try a
bit of meditation’.
Stilling activities to
encourage the class to be more reflective
are in order but simply announcing that
everyone in the class is going to have a go
at Buddhist meditation comes so close to a
faith activity that unless one has the
consent of everyone it could create
difficulties.
 use the term ‘merit’ without explaining it is
not a ‘points system’ to gain as much
personal merit as possible. Merit is only kept
when given away totally and freely.
 remember that not all Buddhist monks and
nuns wear saffron robes, e.g. Zen wear
black/brown; Nichiren wear white and
yellow; Cha’an wear black; and Tibetan
wear wine/gold.
 use the term ‘reincarnation’; it suggests a
soul or something which can be
reincarnated.
Buddhists prefer the term
‘Rebirth’.
 avoid suggesting the Noble Eight Fold Path
as a ‘path’ that is starting at step one and
then taking the next step and so on. It is
one path with eight aspects. The path is
actually followed when observing all eight
aspects together.
 confuse showing respect for the Buddha with
worship of the Buddha. Prostration in front of
statues or shrines is a form of respect and
gratitude.
 refer to the Five Precepts (for laity) or Ten
Precepts
(for
the
Sangha)
as
commandments but as ‘commitments’ to
train oneself in certain ways.
64
Do:
CHRISTIAINITY
Don’t:
 try to present the Christian belief that Jesus
was both fully God and fully man. He was
not half man and half God, or God
disguised as a man.
 represent Jesus in Christian belief as being
merely a good man, a wise teacher or a
prophet.
For Christians, Jesus is God
incarnate represented by titles like ‘the Son
of God’, ‘the Christ’, ‘the Messiah’.
 be aware that the term ‘Holy Spirit’ is the
more current Christian way of describing
the third person of the Trinity. The older
term ‘Holy Ghost’ is used less frequently
and may lead pupils to make unhelpful or
trivial connections with ghosts.
 liken Christian belief in the Crucifixion to
beliefs in human sacrifices made to placate
a bloodthirsty God. Although described as a
sacrifice, the Crucifixion has to be
understood in the light of the Christian belief
that Jesus is both fully God and fully human;
in some sense God himself is on the Cross.
 help pupils understand that Christianity
takes a wide variety of different forms e.g.
Catholic, Orthodox, Church of England,
Pentecostal, Baptist etc. It would be wrong
to give the impression that all Christians
have identical beliefs or practices.
 neglect the Resurrection as part of the
Easter story. However difficult it may seem,
the Resurrection and the Crucifixion are
inextricably linked and one should not be
mentioned without the other.
 organise visits to a church which involve
some members of the congregation being
present. Visiting an empty building can
reinforce the impression some pupils have
that churches are a monument to a faith
which is no longer relevant to anyone.
 suggest that Christians worship Mary or the
saints. In some denominations, prayers are
made to Mary or the saints as
intermediaries.
 use Bible stories as the basis of a topic
when its relevance is tenuous e.g. Noah’s
Ark isn’t really relevant to a theme on water.
 be careful when exploring the Eucharist
and talking about the bread and wine as
the ‘body and blood of Christ’. Pupils have
been known to react in negative or derisory
ways e.g. expressing disgust at the idea
that this is somehow cannibalism.
 assume that all those in a class who do not
actively embrace another faith, hold
Christian beliefs.
This means avoiding
inappropriate phrases like ‘our god’ or ‘we
believe’ when talking about Christianity and
using distancing devices such as ‘some
Christians believe ... ’.
 be aware that Christians differ widely in
their understanding of the ‘bread and wine’.
For example, while Catholics refer to the
‘real presence’ of Christ in the bread and
wine, others speak of them as symbols
used in memory of Jesus’ death.
Do:
Hinduism
Don’t:
 attempt to introduce pupils to the Hindu
idea of one God, Brahman, the World
Soul, rather than suggest that all Hindus
are polytheists, who believe in many
gods.
 trivialise
the
concept
of
Samsara
(reincarnation) by suggesting that in one’s
next life one may be reincarnated as a
species other than human e.g. a spider, ant,
fly. Although theoretically possible to leap
from human to another species Hinduism
emphasises that the process is a slow one
taking place over hundreds of incarnations.
 be selective when using photographs of
Hindu ascetics or holy men (Sadhus),
who may well be emaciated or caked in
mud. It is important to prepare pupils
properly when using material which may
lay others open to ridicule.
 describe the images and paintings of Hindu
gods and goddesses as idols as this
suggests idolatry as if Hindus literally
65
worship the statue or painting or a spirit
inside the statue. Hindus use images to aid
and focus worship.
 be cautious about the use of the word
‘Harijan’ (Children of God) used by
Gandhi to describe outcasts. It is now
often
resented
as
patronising.
Untouchables is perhaps the least
offensive term to use.
 refer to the trimurti in Hinduism of Brahma,
Vishnu and Shiva as being ‘the Hindu
Trinity’. The role of these three gods in
Hinduism bears no resemblance to the place
of the Trinity (Father, Son and Holy Spirit) as
a description of God in Christianity.
 use the spelling ‘Rama’ rather than ‘Ram’
when writing about the incarnation of the
God. This may help avoid unnecessary
comments about male sheep.
ISLAM
Do:
Don’t:
 avoid equating Islam with terrorism and
violence and try to help pupils understand
the Islamic meaning of ‘Jihad’. The greater
Jihad (Holy War) refers to striving along a
spiritual path. The lesser Jihad refers to
using force to defend Islam against attack.
 describe Muhammad as ‘the founder of
Islam’. Muslims believe he is the last and
final Prophet of Islam but that their faith
preceded him and goes back through a long
chain of Prophets to Adam and the
beginnings of human kind.
 store a Qur’an carefully, ideally wrapped
and placed on a high shelf away from
danger and, when showing it to pupils, use
a Qur’an stand to hold it.
 refer to Allah as ‘the Muslim God’. Muslims
believe Abraham, Moses and Jesus
worshipped the same God.
 use ‘Muhammadanism’ or ‘Muhammadan’;
these suggest devotion to Muhammad rather
than submission to God. Use ‘Islam’ and
‘Muslims’ instead.
 be cautious about asking Muslim children
to do certain forms of artwork. Patterns,
buildings and landscapes are usually
acceptable but representing animals or
humans may not be.
 touch a Qur’an (or Arabic extract) with dirty
hands, place it on a floor or dirty surface, put
things on top of it or leave it open on a stand
as an exhibit.
 stress the important contributions Muslims
have made in fields such as science,
mathematics, language etc.
 portray Muhammad or one of his
Companions, in drama or role play or use
illustrations which claim to show Muhammad
or his Companions either in outline or with
faces blanked out as in some forms of
Persian art.
 prepare pupils before exposing pupils them
to recordings of the Call to Prayer or
Qur’anic readers. They may be beautiful,
but seem strange to untrained Western
ears.
 avoid unnecessary references to ‘pigs’ or
‘pork’ with Muslim pupils, who may be
taught that pigs are unclean animals to be
avoided in all forms.
 liken Wudu to Christian baptism. It is a
preparation for prayer, not a ritual marking
initiation as in Christianity.
 say Muhammad ‘fled’ from Makkah to
Madinah as it suggests cowardice. He left
as part of an organised ‘emigration’.
 be careful of photos of Shi’ites
commemorating the martyrdom of Hussein.
Participants often cut themselves, which
appears gruesome and detracts from the
reasons behind it.
 dwell on historical differences which resulted
in bloodshed e.g. the crusades. To what
extent some of these were religiously
motivated is debatable.
 prepare pupils before visiting a mosque:
girls should cover their heads and wear calf
length skirts or better still trousers; sitting
with feet pointing towards the Mihrab, in
 allow pupils to believe killing a sheep or goat
at Id-ul-Adha is a sacrifice to a bloodthirsty
66
other words towards Makkah, should be
avoided.
God. It is a reminder of the story of
Abraham and Ishma’il. The killing of an
animal results in a sacrifice of generosity
which feeds many.
 choose pictures of Muslims praying
carefully; show a variety of different
positions, not simply rear views.
 call Muslim Subhah beads a ‘rosary’; the
latter is a Christian term.
JUDAISM
Do:
Don’t:
 describe the first 39 books of the Bible as
being ‘the Jewish Bible’ or ‘the Tenakh’. In
a Jewish context, they should not be
referred to as the Old Testament, which is
the Christian term for these books.
 equate the teaching of Bible stories with
teaching Judaism. RE should also take into
account the life, beliefs and practices of
those in the Jewish community today.
 make use of ‘Yahweh’ or ‘Jehovah’ with
reference to God.
The Hebrew letters
standing for God YHWH were never spoken
out loud, instead, phrases like ‘Lord’, ‘the
Holy One’, ‘King of the Universe’ were
always used.
 be cautions about using the term ‘Jews’.
The word developed a pejorative tone
particularly under the Nazis.
Many
members of the faith prefer the term ‘the
Jewish people’.
 ensure all pupils cover their heads when
visiting a synagogue.
 depict contemporary Judaism as the
legalistic, narrow minded Pharisaic form
sometimes portrayed in the New Testament.
The early Christian depiction of Judaism was
not always sympathetic or very accurate.
 use the term the ‘Western Wall’ when
referring to the remains of the Temple in
Jerusalem. The ‘Wailing Wall’ might be
considered to have negative overtones.
 confuse the Menorah, the seven branched
candelabrum and symbol of Judaism with
the
Hanukiah,
the
nine
branched
candelabrum used at the festival of
Hanukah.
 attempt to describe the joyous nature of
Judaism. Although Judaism is based on
fulfilling the 613 mitzvot, these are not to be
seen as a burden but undertaken with
sincere intention (kavanah) and often with
joy.
 suggest that Moses on Sinai received only
the Ten Commandments. In Jewish belief
Moses was given God’s Law, the torah,
containing
the
613
commandments
(mitzvot).
 follow the convention of many Jewish
writers in their use of BCE (Before the
Common Era) and CE (Common Era)
when giving dates. The use of BC (Before
Christ) and AD (Anno Domini) might be
seen to assume Christian beliefs in an
unhelpful manner when teaching Judaism.
67
SIKHISM
Do:
Don’t:
 be careful when showing pupils the 5 K’s of
Sikhism. In particular, showing the ‘kachs’
can result in poor responses from pupils.
Some introduction to the origins of this form
of symbolic underwear and its practical
significance may help avoid such a
response.
 use three-dimensional images of Guru
Nanak and Guru Gobind Singh.
They
resemble too closely images of gods and
goddesses used by Hindus. Sikhs have
expressed the fear that people will equate
the place of the Guru in Sikhism with the
place of the gods in Hinduism.
 talk to pupils about receiving karah prashad
prior to visiting a gurdwara. This is a
sacred food offered to each member of the
congregation at the end of worship and
also to visitors. It isn’t to everyone’s taste
and it would be impolite to be seen to be
throwing it away after accepting it.
Decisions about the appropriateness of
taking karah prasad should be made before
the visit takes place.
 refer to the Amrit Ceremony as being the
‘Sikh Baptism’.The two rituals are not good
parallels.
 use the term ‘Granth’ by itself. It should be
accompanied by the honorific titles such as
‘Guru Granth Sahib’ or ‘Sri Guru Granth
Sahib Ji’.
 call the kirpan, one of the 5 K’s of Sikhism, a
‘dagger’. However small, it is a ‘sword’ and
should be introduced in the Sikh context as a
noble weapon, in keeping with the Sikh
notion of the ‘saintly knight’ and the
importance of defending truth and justice.
 warn pupils about how they should sit when
visiting a gurdwara. Feet should not be
pointed towards the Guru Granth Sahib
and boys and girls should expect to be
separated. Boys and girls should cover
their heads and girls should wear calf
length skirts or, better still, trousers.
 refer to the chauri as a ‘fly whisk’. It is a fan
and is used to symbolise the authority of the
Guru Granth Sahib.
 call a kara a bracelet as it suggests that it is
merely decorative.
‘Bangle’ isn’t much
better. It is a ‘steel band’.
68
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