Supporting material for the RE Agreed Syllabus in Kirklees, Leeds and Calderdale
2.1
KS1 Beliefs, Philosophy and Ethics
How do Christians and Muslims celebrate new life?
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
About this unit: Pupils will learn how babies are welcomed into families. They will think about how it is important to welcome people and especially new babies.
They will study initiation rites including infant baptism and the aqiqah and be aware that there are other rituals and ceremonies as well, including non-religious
ceremonies. Pupils will be given the opportunity to reflect on the concept of promise and to compare different approaches to welcoming new life.
Where this unit fits in: This unit could be delivered in Year 1 or 2 with appropriate adjustments. The syllabus requires the RE curriculum to include the study of
Beliefs, Philosophy and Ethics. This unit primarily supports learning about Aims A and B, covering beliefs and philosophy. Specifically, it supports these elements of the
syllabus:
A. Investigate the beliefs and practices of religions and other world views, including:
1. Beliefs and authority: core beliefs and concepts; sources of authority including written traditions and leaders;
2. Worship and Spirituality: how individuals and communities express belief, commitment and emotion.
The religion studied in this unit: This unit specifically addresses Christianity and Islam. The unit also considers how people with no religious faith welcome and
name children. It may be extended to other faiths reflecting local circumstances.
Estimated teaching time for this unit: 6 -8 hours
Vocabulary
In this unit, pupils will have an opportunity
to use words and phrases related to:

Family

Promises

Parents, godparents, sponsors

Ritual, prayer

Baptism, aqiqah, adhan, font
Resources







Sophie and the New Baby – Catherine and Laurence Anholt (Orchard Books, ISBN 1-84121-057-9)
A New Baby (ORT Stage 5) Roderick Hunt. (ISBN 10: 0198465335)
Colin’s baptism –Olivia Bennett/Hamish Hamilton (ISBN 0241118468)
Online video of baptism ceremony available at –
http://www.cleo.net.uk/resources/index.php?ks=2&cur=15 and at
www.bbc.co.uk/learningzone/clips/a-christian-baptism/5963.html
Meaning of Muslim names: www.names4Muslims.com
Humanist naming ceremonies: www.humanism.org.uk/ceremionies/humanist-namings
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
EXPECTATIONS: At the end of this unit
Pupils working with support towards the age related
expectations will:

Find out about different ways of welcoming
babies and say what is important
Pupils working at the age related expectations (ARE)
in Year 2 will be able to:
 Find out and talk about different ways of
welcoming new life; name some artefacts
 Recognise similarities and differences in
welcoming ceremonies for new babies
 Respond sensitively to the feelings and
beliefs of Christians and Muslims
 Ask and respond to questions about
belonging
In order to broaden and deepen their learning, some
pupils might:

Describe different ways people welcome new life
and express their own ideas about customs and
ceremonies

Suggest reasons for the different ceremonies

Explore some different beliefs Christians, Muslims
and others have about welcoming new life
ASSESSMENT SUGGESTIONS
The following activities can be used as part of assessment and could be adapted to suit all abilities:
 Use an Odd One Out game (see resource pack) using photos or artefacts from previous lessons. Talk about which picture is the odd one out and why.
 Make a comparison table or use sorting circles to discuss what they have found out about Muslim and Christian birth ceremonies.
 Is there anything we could put in the middle of a Venn Diagram that happens in both religions?
CONTRIBUTION TO SMSC DEVELOPMENT



Opportunities for spiritual development come from thinking about the ways that people belong to a faith community and make links between their home and
religious lives.
Opportunities for social development come from exploring events in the lives of children in school, and in the local community.
Opportunities for cultural development come from engaging with the local Muslim and Christian communities, through welcoming visitors into school.
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Key Questions
Learning
Objectives
Teaching and Learning Opportunities
Pupils should:
Why is important
to make someone
feel welcome?
Consider how we
welcome someone
new.
Discuss how we would welcome a new person in our class, brainstorm
things we might do. The teacher might use a bear or doll as new class
member to focus ideas on.
Learning Outcomes
Pupils:
Explain how to welcome
someone and why it is
important.
Wider Learning
Opportunities / Points
To Note
This will introduce the next
lesson. Teacher may need
to research and prepare.
Get the children to say something or carry out an action to make the
bear/doll feel welcome.
These websites may be
useful:
Think about how the bear/doll feels to be new (could link to moving to
Year 3) and how it feels when they have made it welcome.
http://www.behindthenam
e.com/names
Discuss what routines (rituals) the bear will need to learn, e.g. playtime,
where to put homework bag. Why do we have these routines?
Could give the bear a school jumper, its own homework bag etc as gifts.
http://www.muslimnames.
info/
Additional activities could include:
 Make a class badge with symbol of class for new member to
wear.
 Dramatise situations a new child might find themselves in.
 Make a class book on things the children think a new child needs
to know e.g. routines.
 Create a welcome board in the entrance to school.
Ask the children to see if they can find out about their name for next
week. Why was it chosen? What does it mean? Who chose it for them?
Children also asked to bring in a photo of when they were a baby which
could be used to create a ‘Guess Who’ game – with the photo of the pupil
now underneath.
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Key Questions
Learning
Objectives
Teaching and Learning Opportunities
Pupils should:
How do you
welcome a baby
into your family?
Why are babies
special?
What gifts would
you like to give a
new baby? Why?
What do names
mean and why are
they important?
Consider how a new
baby is welcomed
into the world and
why this is.
Think about the
importance and
meaning of names.
Use pictures brought in by children to create a Guess Who’ game – with
the photo of the pupil now underneath.
Talk about how babies’ names are chosen. Look at what the children have
found out about their own names, meanings and reasons for the choice.
Do any names mean the same thing? Is anyone named after someone
else? Is there a story to go with your name? Share in pairs and in class.
Some families choose names for religious reasons – give some examples,
and discuss why they might be chosen. Choose two dolls, and decide on
meaningful names – one Muslim, one Christian name.
Explain to the children that we need to make these ‘babies’ belong… how
might we do that?
Introduce the idea that someone familiar to them is having a baby, using a
story or character. What does a new baby need?
Produce a Mind Map to illustrate all the things that need to be done to
prepare for a new baby e.g. room, cot, etc. Why is a baby precious? What
do we mean by precious?
How would you welcome this new baby?
Presents, cards – it is the baby’s birth that is being celebrated. Introduce
the idea of symbolic gifts e.g. could give an apple to show you want the
baby to be healthy.
Reflection/circle time close eyes and visualise something they would like
to give to the baby.
Learning Outcomes
Pupils:
Say what some names
mean and why this is
important for some
people.
They know about what a
new baby needs and why
a baby’s birth is
celebrated.
They can understand the
importance of new life
and why it is precious.
Wider Learning
Opportunities / Points
To Note
Meanings of names
provide a rich source for
discussion – see resource
list for websites.
Set up an interactive
display if possible of
things the baby might
need based on the
children’s suggestions.
Children could make
something for the new
baby, or bring something
from home to go on the
display.
Stories:
Sophie and the New Baby
– Catherine and Laurence
Anholt (Orchard Books,
ISBN 1-84121-057-9)
A New Baby (ORT Stage 5)
Roderick Hunt. (ISBN 10:
0198465335)
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Leeds Agreed Syllabus for RE
4.1
KS2 Beliefs, Philosophy and Ethics
How are important events remembered in ceremonies?
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
About this unit:
This unit will explore festivals of light from Judaism, Sikhism, Hinduism, Paganism, Chinese New Year, Ancient Civilisations. It will consider how
some festivals use light as a representation of hope, joy, remembrance and reflection.
Where this unit fits in:
This unit helps to fulfil the following requirements of the syllabus:
A. Investigate the beliefs and practices of religions and other world views, including:
3.
Beliefs and authority: core beliefs and concepts; sources of authority including written traditions and leaders;
4.
Worship and Spirituality: how individuals and communities express belief, commitment and emotion.
The religion studied in this unit:
Judaism, Sikhism and Hinduism. It also includes material related to Paganism, Ancient civilisations and Chinese New Year. This
unit could be adapted to include other festivals and seasons of light such as Diwali or Advent.
Estimated teaching time for this unit: 6-8 hours
Vocabulary
Resources
In this unit, pupils will have an opportunity
to use words and phrases related to:

Freedom

Oppression

Interpretation

Celebration

Shared values

Remembrance

Reflection
Ed. Joyce Mackley, Exploring Celebrations (Celebrating Diwali: Hindu and Sikh perspectives, Hannukkah:
What’s the real meaning of this Jewish festival?), RE Today Services, 2008
Ed. Fiona Moss, Opening Up Hinduism (What does Diwali mean to Hindus?, Doing Diwali better in
Religious Education), RE Today 2010
www.chabad.org/kids (Has a whole section on Hannukah including Chanukah stories by each candle)
http://www.souledout.org/festivals/festivalsoflight/festivalslight.html (background to winter solstice and
other light festivals)
http://www.youtube.com/watch?v=JXbq1PyRRzw (clip of what Yule is about)
http://www.youtube.com/watch?v=LFNmE4rkRFY (song about The Green Man)
http://www.bbc.co.uk/schools/religion/worksheets/ (information and worksheets)
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
EXPECTATIONS: At the end of this unit
Pupils working towards the age related expectations
will:
 Recognise and describe some festivals


Ask questions about the festivals and respond
sensitively
Begin to express ideas about festivals
involving light
Pupils working at the age related expectations (ARE)
for Year 4 will be able to:
 Describe the different festivals, making links
between them.

Explain and give reasons for the celebration
of each festival

Express ideas and opinions about what light
represents
In order to broaden and deepen their learning, some
pupils might:

Compare and contrast the different festivals and
the meanings behind them

Respond with a range of ideas to explain how
light can represent different things
ASSESSMENT SUGGESTIONS
Have the question ‘Why is light a symbol of good winning over evil?’ Pupils to answer in a paragraph using examples from different festivals.
 Pupils working towards the expected level will begin to express ideas and opinions about how light is represented in some festivals.
 Pupils working at the expected level will discuss different views and ideas about how light was used as a representation of good overcoming evil.
 Pupils working above the expected level will respond with a range of own ideas of how light is a representation of more than just goodness (hope,
remembrance, reflection, freedom).
CONTRIBUTION TO SMSC DEVELOPMENT





Opportunities for spiritual development come from thinking about how others have overcome difficulties and these have created opportunities for reflection
and celebration;
Opportunities for moral development come from considering issues about what is good and evil, standing up for the oppressed, thinking of others before
yourself;
Opportunities for social development come from exploring different ways of celebrating;
Opportunities for cultural development come from exploring the different festivals.
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Key Questions
Learning
Objectives
Teaching and Learning Opportunities
Pupils should:
Why is the light of
Hannukah so
important to Jews?
Retell the story
of the
Maccabees.
Pupils:
Have several Menorah for the children to investigate (or pictures). What do the
pupils think these are for?
Read a version of the Maccabees overcoming Antiochus.
Why does it help
Jews focus on their
belief in G_d?
Describe how
light is an
important part
of the story.
Explain why
Jews use
Hannakah to
reaffirm their
beliefs.
Learning
Outcomes
Divide the story into 8 parts www.chabad.org/kids and, using flame head dresses
and role play props, ask the pupils to read the parts whilst the others re-enact the
scenes.
Have key elements of the story – oil, candles, the Maccabees – for discussion
purposes as to why these are important. Why do the pupils think that Jews celebrate
this story? Why is lighting the candles important?
Pupils could write their answers to the key questions on candle shaped card.
Have a candle lit in the middle of a circle of pupils. Ask the pupils to just concentrate
on the flame. Ask them how this would help Jews to reflect on how having faith had
helped the Maccabees overcome Antiochus.
Retell the story.
Wider Learning
Opportunities /
Points To Note
Consider how this was a
liberation story.
Suggest meanings
for the
representation of
light.
Can the pupils link this
to other stories of
liberation?
Explain why Jews
light Hannukah
candles.
How does this compare
to Palestine vs Israel or
other areas where
people are being
oppressed?
Have a mini celebration
involving potato latkes,
dreidel and gifts.
Outdoor Learning:
Story Circle/chair: Retell/act out the stories in
this unit. Candles/
lanterns campfire provide
a focus for reflection on
light and dark.
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Key Questions
Learning
Objectives
Teaching and Learning Opportunities
Pupils should:
How does the story
of Guru Hargobind
and the prisoners
compare with the
story of the
Maccabees?
How is light
important to Sikhs
during Bandi Chor
Divas?
Why does this story
remind Sikhs to
help others?
Retell the story
of Guru
Hargobind and
the release of
the prisoners.
Describe how
the lights at
Amritsar were
special.
Suggest links
between the
Maccabees and
Guru
Hargobind.
Learning
Outcomes
Pupils:
Have a large cloak or piece of material for the pupils to look at. Ask the pupils to all
try to hold onto a part of it. Is it possible? What could they do so that everyone
could hold it?
Read the story using pictures or props of Guru Hargobind (a brief version is available
in Exploring Celebrations, see resources).
Discuss this with the pupils.
If possible, have a row of lights for the pupils to walk through. How does this make
them feel? How would Guru Hargobind have felt? How would the prisoners have
felt?
Remind the pupils of last week’s Maccabees story. Pupils to discuss links between
the two.
Have key words; liberation, freedom, light, belief, selflessness
Pupils to choose one of the words and use it in a sentence to explain a link between
the two stories.
Retell the story.
Describe similarities
and differences
between faith
stories.
Show understanding
that faiths teach
moral values.
Wider Learning
Opportunities /
Points To Note
Exploring Celebrations
(see resources) has
alternative suggestions
and resources for this
lesson. (Ed. Joyce
Mackley, Exploring
Celebrations)
Make links to people
held prisoner unfairly
now or in the past (eg
Nelson Mandela).
The Guru should not be
represented by a human
if you choose to reenact the story.
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Leeds Agreed Syllabus for RE
6.4
KS2 Beliefs, Philosophy and Ethics
How does growing up bring responsibilities and commitments?
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
About this unit: One of the core purposes of RE is to develop pupils’ ability to reflect on their own beliefs, values and feelings about their own lives and about the world
around them. This unit focuses on this personal quest, starting with an exploration of the responsibilities and opportunities that arise as young people grow into
adulthood. It investigates religious and secular responses to growing up, including rites of passage. As part of the study, pupils consider their own values, beliefs and
commitments.
Where this unit fits in: The unit helps to fulfil the following requirements of the syllabus:
A. Investigate the beliefs and practices of religions and other world views, including:
2. Worship & Spirituality: how individuals & communities express belief, commitment, emotion.
B. Investigate how religions and other world views address questions of meaning, purpose and value, including:
2. Ultimate Questions of belonging, meaning, purpose and truth.
C. Investigate how religions and other world views influence morality, identity and diversity, including:
2. Identity and Diversity: diversity among and within religions and other world views; individual and community responses to difference and shared human values.
The religion studied in this unit: These include Christianity, Judaism and Sikhism but could be extended to other religions as appropriate.
Estimated teaching time for this unit: 8 hours
Vocabulary
Resources
In this unit, pupils will have an opportunity to use words
and phrases related to:

Rites of passage

Confirmation, Baptism, Amrit, Bar mitzvah, Bat
mitzvah

Rights, responsibilities

Growing up, adulthood
These are included in the resource file accompanying this unit and in the notes column of each section of the
scheme of work
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
EXPECTATIONS: At the end of this unit
Pupils working towards the age related expectations
will:
Pupils working at the age related expectations (ARE)
for Year 6 will be able to:

Describe the rights and responsibilities that
come with growing up

Describe and understand the rights and
responsibilities that come with growing up

Describe and compare different rites of
passage.


Explore and describe rites of passage,
comparing a range of religious and secular
approaches, responding with insights about
the importance of these ceremonies
Discuss their own beliefs and ideas and
compare these with others.

Reflect on their own beliefs, principles and
values reasonably
In order to broaden and deepen their learning, some
pupils might:

Evaluate different arguments about the rights
and responsibilities of teenagers and the ages
these should be applied
ASSESSMENT SUGGESTION
Pupils prepare a presentation on different rites of passage and the promises they can make for their own future based on personal beliefs and values.
CONTRIBUTION TO SMSC DEVELOPMENT
Pupils’ spiritual development is enhanced by considering their own beliefs and values and those of others.
Their social development is nurtured through cooperating and working as team members in activities in this unit
Cultural and moral development is built through studying a range of responses to adulthood from different faiths and perspectives
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Key Questions
When do children
become adults?
What are some of the
rights and
responsibilities that
come with this?
What is a ‘rite of
passage’?
Which rites of
passage mark
transition to
adulthood?
Learning
Objectives
Pupils should:
Teaching and Learning Opportunities
Learning Outcomes
Pupils:
Wider Learning
Opportunities/Points
To Note
Explore the rights and
responsibilities that
come with growing up
Discuss at what age people become an adult. Carry out a secret ballot or ask
pupils to form a line across the class depending on their opinion. Discuss
this. How do people decide?
Explain what is meant
by a rite of passage,
giving examples
‘At what age can you….?’ Do a quiz on the rights and responsibilities gained
at various ages (eg criminal responsibility, voting, leave school, etc). Pupils
write a sentence or paragraph starting ‘I think you become an adult at …..
because…..’
Enquire into the
responsibilities, rights
and ceremonies
connected to growing
up
Investigate religious
ceremonies or ‘rites of
passage’ connected to
adulthood
Teachers are advised to
devise their own quiz on ‘At
what age can you…?’ based
on current laws and issues
of interest to pupils. You
could include: part time
work, full time work, bank
account, driving a
motorcycle or car, owning a
pet, buying alcohol… etc.
Consider and evaluate
arguments about the
age of responsibility
A simplified chart of rites of
passage is provided in the
resource file.
Consider and evaluate
the question of when a
young person might be
said to have reached
adulthood
Consider the different stages in life. Collect ideas of key events in a person’s
life in pairs. Pupils draw a time line. Discuss the ceremonies that mark
stages in life – eg 18th birthday party, wedding or partnership ceremony,
funeral. These may be religious or secular.
Introduce concept of ‘rite of passage’. The phrase may include secular
events but is a particular religious term for certain ceremonies. See chart in
resource file. Discuss the ceremonies that mark becoming an adult eg
Bar/Bat Mitzvah, confirmation/believers’ baptism etc. These could be added
to timeline.
Recap the concept of ‘rite of passage’ and some of the rites. You could, use
the PowerPoint slides ‘Wipeout’ included in the resource folder or adapt
this for your own use.
Prepare a balanced argument on the question. ‘Children should be left to
decide for themselves whether to follow a religion’. Encourage pupils to
include different views and reach a conclusion.
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Key Questions
Learning Objectives
Pupils should:
Teaching and Learning Opportunities
Learning Outcomes
Pupils:
Wider Learning
Opportunities/Points
To Note
When and how do we
make promises?
Consider different kinds of
promises and the importance
these have in different
situations
Introduce the concept of promises. How are promises a part
of rites of passage (secular or religious)?
Evaluate the importance
and significance of
promises
A selection of different
promises is provided in the
resource file. Teachers could
add their own.
Why are these
important?
What happens when
promises are kept or
broken?
Explain that ‘promises’ run through our study of rites of
passage and we will also return to this theme in our final
lesson and as part of the assessment task.
Show pupils a variety of visual ‘promises’. For example a
banknote with the words, ‘I promise to pay the bearer…’
(goes back to when sterling was on the gold standard); a
wedding ring; a godparent’s card. What do these represent?
Give pupils a series of promise statements (eg marriage vows,
a promise to tidy bedroom, a work contract, a personal
resolution, etc.) Discuss to whom the promise is given (self,
God, parent, friend, partner etc). Which are harder, which
easier? How important is each? How difficult would it be to
keep?
In pairs pupils could list and discuss promises they have made
or received (care may be needed). Which are the most
difficult? Which the most important?
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]
KS1 Beliefs, Philosophy and Ethics
2.1 How do Christians and Muslims celebrate new life?
Supporting material for the RE Agreed Syllabus, 2016. © Kirklees Council and Pennine Learning Associates Ltd 2016. Permission is given for use, copying or modifying by schools which have a current subscription to the West Yorkshire RE
Resources Hub. To enquire, subscribe or feed back contact [email protected]