2021 R.e.knowledge and Skills Progression Map 1

R.E.
Skills and Knowledge Progression

Christianity Judaism Islam Jain Zoroastri
anism Nursery
Knowledge
Hinduism Children Buddhis
Sikhism will be introduced to the Bahai
Humanism concept of similarities and differences in their immediate world. This includes talking about their family and
m the friends in their class.
Key Vocabulary: Christianity, Judaism, Humanism, Baha’i, Buddhism, Jainism, Islam, Mosque, Mandir, Temple, Church,
Synagogue, place of worship, happy, celebration, same, different, god, food, clothes, family, friends.
Skills • I can talk about special days that people celebrate and their significance.
• I can talk about special days I celebrate with my family and why.
Intent, Aylward’s Intent: For children to be able to talk about special days in their lives and the lives of others through discussing the many
Impact and celebrations in their lives and the lives of those around them.
Implementat Suggestions for Children will engage in meaningful activities where they can explore other religions. They will discuss how
ion in the implementation: different religions celebrate festivals and be able to talk about how they celebrate special times with their
EYFS families. To look at Big Books about these faiths and describe what they can see and what looks familiar to
them. To learn how to greet people on different festivals and make cards to show this.
Autumn:
Links to the Autumn festivals Harvest, Advent, Christmas, Rosh Hashanah, Sukkot, Simchat Torah and Hanukkah etc.
Autumn 1: A/D Christianity and Judaism; What special days do we celebrate?
Autumn 2: A/D Christianity and Judaism; What special days do we celebrate?
Spring:
Baha’i stories/ the Humanist symbol of the happy person and secular children’s stories which reflect on what it means
to be happy and similar themes.
Spring 1: C/F Baha’i and Humanism; What makes me happy? Who makes me happy?
Spring 2: A/F Buddhism and Jainism; How should we treat living things?
Summer:
Summer 1 – Link to my family, faith traditions and the meaning of Muslim and other names.
Summer 2 – Songs, stories, smell evoking responses, Hindu ritual, particularly the puja tray and Zoroastrian fire
rituals. Light/Dark and the wonder of the world.
Summer 1: C/D Islam; Where did my name come from?
Summer 2: B/E Hinduism and Zoroastrianism; How can we use our hearing and senses to find things out?
R.E. Skills and Knowledge Progression
anism
Hinduism Sikhism Buddhis Humanism Bahai
m
Suggested What special celebrations can you talk about? Do you celebrate the same festivals as your friends? Why do
questions to you not celebrate the same festival as your friends? Do you go to any special places when you are
measure impact: celebrating your festival? What is the name of the place you go to pray/celebrate? Who do you celebrate
with?
Possible To invite parents in to share stories from their religions. To invite children to come to school in their traditional dress
enrichment and to talk about why they wear specific clothes.
opportunities:
Reception
Knowledge Children will explore the concept of similarities and differences in their immediate world. This includes talking about their friends and the
adults around them to explore how and why they may be similar or different. They will explore why people are different, for example, does
the person next to them go to the same place of worship, if not, then why not. Children will learn about why special foods are eaten and their
significance.
Key Vocabulary: Christianity, Judaism, Humanism, Baha’i, Buddhism, Jainism, Islam, Mosque, Mandir, Temple, Church,
Synagogue, place of worship, happy, celebration, same, different, god, food, clothes, family, friends, rituals, community, charity,
preservation, respectful, kindness, symbolic foods, Kosher, Halal, charity,
Skills •
Recognises and describes special times or events for family or friends.
• Shows interest in different occupations and ways of life.
• Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or
family
Intent, Aylward’s Intent: For children to be able to talk about the similarities and differences between the different celebrations. They will be
Impact and able to talk about why someone goes to their special place of worship and why someone may not go. Children will
Implementat also be respectful regarding the beliefs and needs of those around them.
ion in the Suggestions for Children will engage in meaningful activities where they can explore other religions. They will explore the
EYFS implementation: different rituals and items of a symbolic nature and why they are special. They will talk about their family
customs and traditions.
Autumn:
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Autumn 1 – Selected parable stories with a message from a range of sources such as stories Jesus told, such as the
Lost Sheep or the Good Samaratian or Aesop’s fables for Humanism, among other examples.
Autumn 1: A/F Christianity and Humanism; What can we learn from faith and other stories?
Autumn 2: A/E Christianity; What is interesting about the Christmas story?
Spring:
Spring 1 – Link to ritual wudu and themes of cleanliness, the need to be prepared, the importance of water in desert
climate where Islam originated.
Spring 2 - *Passover / symbolic foods (Kosher concept is more accessibly taught within KS2) Jain specific dietary
requirements vegetables from the ground/other.
Spring 1: B/E Islam; How do Islam and other faiths use water and why?
Spring 2: B/F Jainism and Judaism; How do we choose what food to eat?
Summer:
Summer 1 – Service to others, to the community, charity, kindness to others, langar, sewa.
Summer 1: C/F Baha’i and Sikhism; How can we help other people?
Summer 2:C/D Christianity; What kind of person was Jesus?
Suggested What special celebrations can you talk about? Do you celebrate the same festivals as your friends? Why do
questions to you not celebrate the same festival as your friends? Do you go to any special places when you are
measure impact: celebrating your festival? What is the name of the place you go to pray/celebrate? Who do you celebrate
with? How do you celebrate? Is there anything special that you need to do during your celebration?
Possible To invite parents in to share stories from their religions. To invite children to come to school in their traditional dress
enrichment and to talk about why they wear specific clothes. Invite parents to join a cooking session to help cook some traditional
opportunities: foods and to talk about why these foods are symbolic in their religion.
Year 1
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Knowledge What Makes What can we learn from the Is it important to have a How do we What can Christians How do
Faith Diwali Story about Good day that is different to respond when learn from the teaching Holy Books
and Evil in our own lives? other days? of Jesus? teach
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Buildings we hear certain religious

Special? Skills: A/E Skills: B/D sounds? Skills: C/E people
about being
Skills: B/F HINDUISM Christianity/Judaism Skills: C/D Christianity close to
God?
SIKHISM Islam
Skills: A/F
Christianity
and
Zoroastriani
sm
KEY VOCAB KEY VOCAB KEY VOCAB KEY VOCAB KEY VOCAB KEY VOCAB
Gudwara/Tem Rama/Sita/good/evil/ Sabbath/Shabbat/ Music/spiritual/h Jesus/disciple/ Bible/New
ple/ Dewa Havdalah ymn/ Friends/Teachings/ Testament/
Church/mosq Lamps/Hanuman/ Challah/candles/synagogue Choir/instrument lessons/Readings/ Religion/
ue/ fireworks /church s/ Church/community/servic Ancient
Synagogue/G Lantern/Ravina/ Prohibition/laws/celebration ’As-Salamu- e/Bible/ Eastern
uru Granth Lakshmi/Hindu/Pooja /holy/Creation story/day of Alaykum’ Parable/Sins/good deeds religion/Persi
Sahib thali/Rangoli/celebrate/festival rest/celebrate/family/ Hijab/Prayer/cap a/
/lights/ prayer/meal / India/Scriptu
characters/symbols Adhan Recall the key features of res
To know the To know that some faiths Mosque/Allah some Gospel stories Songs of the
right names Know the correct terms to talk have a day every week that (pbuh) covered in class. Prophet
for parts of about how Hindus celebrate is a Sabbath and to know Bilal/Koran/wud
the building Diwali. how it is different. u Be able to remember
and for /silent something about how To know
artefacts Think about which parts of the To think about why it is prayer/meditatio Christians try to help how
connected to story are interesting and how important and healthy to n/ others. Christians
prayers. have this special day be community talk about
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the story teaches us about able to explain the impact it To talk about why it is having a
To know why good and evil. could have on a family and To know that important for Christians to relationship
these community. music and song help one another and how with God.
buildings are Children to learn what good connects to our this is a way of practicing
special. and evil looks like in our lives memory and as a Christian. To think
and what we see around us. helps people about how
To with a faith to To relate it to their own the Bible
understand think about their lives and friendships. helps
that these God and to pray. Christians
buildings are To know that Christians live their
for prayer and To remember believe that Jesus lives as God
community. the order of performed miracles that wants them
prayer for are important for to and how
Muslims and Christians to believe. the Holy
recognise words scriptures of
and symbols Zoroastrians
and know what help them
they mean. because
there are no
To know that laws.
different faiths
have different To learn
ways of praying some of the
and to explain lessons
them. taught in the
Holy
Scriptures.
Skills A: remember key parts of a story from our unit on Hinduism and Christianity. Why are these stories remembered and what is their
significance? Are there any stories about Zoroastrianism that children can remember?
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B: use some of the right names for things that are special to members of religions and other belief systems. To answer with reference to
special buildings (Sikhism) and prayer (Islam)
C: Recognise some key artefacts and symbols featured in religions and other belief systems. Children to talk about the features of holy
places.
D: Talk about things that happen to me on different days of the week and if I do something special at the weekend and why. To know what
we do together as a family and think about why we do them.
E: Talk about what I find interesting about the things I have learnt about different faiths and other belief systems. To relate this to our
understanding of what bad and good means.
F: Talk about what is important to me and to other people with respect for feelings. To discuss this with relation to faith buildings and places
of worship, talking about where we pray and why.
Suggestions for the development of greater depth:
Comparing more than one story (A) remembering names for special religious artefacts/events across more than one faith (B) to
recognise art, symbols and words from more than one religion ( C) to describe things that happen to my family and community or
that of others (D) to ask questions (E) to have a discussion about what other people find important and know it is not the same as
what I find important (F)
Autumn 1 Aylward’s Intent: To make the most of the many places of worship in Stanmore so that children can visit at least one and have
representatives from a different faith speak to them at school.
What Makes Suggestions for Children to reflect on what they know about where people celebrate religious festivals from their
Faith implementation: learning in EYFS. To watch the Truetube video about Charlie and Blue visiting a Gurdwara. For
Buildings children to identify what makes a place special and explain why. Children will explore in some detail
Special? the interior of a Sikh Gurdwara and to be able to say and write down why certain items are there. For
children to look at different places of worship and see where people pray and why. Children to create
Skills: B/F a Gurdwara (a model using a box and labelling it) that includes some of the features of a Sikh place of
worship and explain it.
SIKHISM Suggested questions to Why do Sikhs pray in a temple? Can they pray at home? How can they do this? What does a Sikh temple
measure impact: look like? What do you think it is like to pray at home? How might it feel different to pray together? Can you
explain why?
Possible enrichment Visits to a Sikh temple and a church, look at Sikh holy book as a resource, get a speaker of that faith to help
opportunities: the curriculum
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Autumn 2: Aylward’s Intent: To use the resource of our families as a way of finding about more about Hinduism. To reflect the large Hindu
community in Stanmore. To make links with local Hindu primary school.
What can Suggestions for In EYFS pupils may have looked at the calendar of festivals, what can they remember about DIwali or
we learn implementation: other festivals of light? Pupils to talk about good and evil and act out situations when they have to
from the choose the right way. Children to listen to different versions of the Diwali story in books and videos
Diwali Story and have the chance to act it out and think about the characters and what they represent. Children to
about Good recount the story. Children to talk about the practices in Hinduism that are based on the story and to
and Evil in use this to deepen their understanding of the Hindu faith. Pupils to write a postcard/diary entry about
our own celebrating the festival.
lives? Suggested questions to What is good in our lives? How can we know if something is evil? What can we learn from the Diwali story?
measure impact: Why do Hindus think the story is so important? What triumphed in the end? What can you remember about
Skills: A/E the story? What did you find interesting about it?
Possible enrichment Workshop to develop understanding of the Diwali story with the added element of dance and music. Pupils to
HINDUISM opportunities: present their learning in a school assembly for their peers. School families to share their Diwali experiences
with the pupils. A possible Golden Writing (whole school writing) about the Diwali story.
Spring 1 Aylward’s Intent: To explore the idea of a day of rest in Christianity and Judaism and to be able to say why a Sabbath and its
practices enhances these two faiths for those who practice them.
Is it Suggestions for Refer back to Reception when pupils talked about their daily routines.
important implementation: To talk about what pupils do at school and after school and examine how each day is different. To
to have a think about term and holidays and how it would be with all days the same. Pupils to make a
day that is calendar/diary of their week. Pupils to think about what they most like to do with their families. To
different to make a list of the things they would like to do together if grown-ups had lots of time to spend with
other days? them. Lesson about the creation story in the Bible for pupils to know that the Creation Story explains
that God rested after He created the world in 6 days. Pupils to look at ways that Christians and Jews
Skills: B/D spend the Sabbath and why. Looking at artefacts and prayers used/said on the Sabbath. To set up a
Friday night Sabbath meal. How do different Christians pray on the Sabbath and why?
Christianity/ Suggested questions to Are all days the same? Why not? How do we remember something special? How do we rest? How can we
Judaism measure impact: spend time thinking about God? Who do Jews and Christians believe made the world? What would we like to
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do on a special day with our families? Is it important to have a day in the week that is different? Why? Would
it matter if all days were the same? Why?
Possible enrichment Looking at references in the Bible for the Sabbath. Enacting a Jewish Friday night Sabbath meal. Link to a
opportunities: synagogue visit. Looking at different church services (eg Gospel)
Spring 2 Aylward’s Intent: To understand how music and sounds are integral to prayer, to enhance understanding of how Muslims pray.
Suggestions for Can they say what the five senses are? Recap of learning from Spring1 in Reception when children
How do we implementation: learnt about using water for religious purposes. Opportunities to listen to different sounds and
respond instruments and think about what they make us feel and why. Eg Happy and sad songs, Lullabies,
when we choral music and gospel songs. Teach pupils how the call to prayer (Adhan) began and who it was
hear certain who started this, linking to the story of Bilal. Discuss the importance of the call to prayer and how it
sounds? enables Muslims to know when to pray wherever they are in the world, talk about how you can have
this on your phone too as a prayer app. Why was it important for Bilal to call out the words for prayer
Skills: C/D and what is important for us to shout out so that people listen? Pupils to learn about how Muslims
pray and the importance of chanting out loud together to be part of a community. To learn about the
Islam shofar which is blown in the Synagogue on Jewish New Year as a wake- up call for repentance.
Singing hymns and prayers aloud (like in a choir) and how this makes up part of a community. To
explore some gospel choir music together and think about why it is so powerful.
Suggested questions to What makes you stop? What sound tells you there is an emergency? How does a Muslim know it is time to
measure impact: pray? What would you shout out if you wanted people to listen? How do the different sounds make you feel?
Do some of the songs sound sad or happy? Which songs would you like to listen to when you are happy?
Why? Can you remember how Muslims pray and what they do? How do you think it makes Muslims feel to
pray throughout the day?
Possible enrichment Listening to examples of different religious music and exploring how it makes us feel. Invite one or more of
opportunities: the Muslim children to speak to the class about how they pray using any artefacts they need.
Summer 1 Aylward’s Intent: To find out about the preachings of Jesus and to know some of these stories and what they teach Christians
Suggestions for What can children remember from learning about festivals in Reception? Revisit names and practices
What can implementation: of festivals they can remember. Do children remember the Easter story? What do they know about
Christians Jesus and his life? To teach children about how Jesus took on the sins of others so that they could
learn from find goodness. To talk about what is a sin and how to be sorry for something you have done. To know
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the that Jesus had trusted friends who were his disciples and what they did. To look closely at two
teaching of parables, for children to retell them by acting them out and to be able to say what they have learnt
Jesus? from them. To discuss what it means to love your neighbour.
https://www.bbc.co.uk/bitesize/clips/zvfgkqt
https://www.bbc.co.uk/teach/class-clips-video/religious-studies-ks1-the-christian-story-of-the-good-
Skills: C/E samaritan-and-the-lost-sheep/zr7wxyc
Christianity Suggested questions to How do we know the words of Jesus? Where can we find them? Can you tell us what we learnt from the Lost
measure impact: Sheep parable?
Possible enrichment To act out different parables and perform them to another class and discuss what they mean. To retell the
opportunities: story in different ways. To invite a minister to tell them another Christian story.
Summer 2 Aylward’s Intent: For pupils to gain an understanding that Christians use the New Testament and that this is their special book
because it contains the words of Jesus. To find out more about Zoroastrianism by learning about their holy
How do book.
Holy Books Suggestions for Can children recount special stories that they looked at in Autumn1 in EYFS (parables, fables). Pupils
teach implementation: to bring in their special book and talk about it as a hook. Teacher to show a selection of special
religious books, eg old books, pop up books. To discuss what makes them special and how to look after them.
people Teacher to talk about how some books are Holy, discussion of this word and how you would look
about being after a Holy book. Children to share their knowledge. To talk about the purpose of a Holy book and
close to how it helps to keep a religion. To look at the Bible, the New Testament and see its layout. Children to
God? learn parables and stories from the New Testament and talk about what they can learn from these
stories. To introduce children to the Zoraistrian faith and its Holy stories and scriptures and how they
Skills: A/F help followers of this faith to be closer to God and why.
Suggested questions to Which books are special? How do we look after a special book and why? Why do religious people read their
Christianity measure impact: holy books? How should we look after our special books? Should they be kept in a special place? Why? What
and can people learn from holy books? Do we need a book to tell us how to live our lives as God wants?
Zoroastriani Possible enrichment For a member of the Zoroastrian community to talk to pupils.
sm opportunities:
anism Year 2
Hinduism Sikhism Buddhis Autumn 1
Humanism Bahai Autumn 2 Spring 1 Spring 2
Knowledge m What makes a home? How do we remember people and why? What rules are Why is the How are we
Skills: C/D the most cross so
Skills: C/E important and important to
Hinduism and Jainism why? Christians?
Humanism and Christianity
Skills: B/F Skills: A/E Islam
Judaism Christianity
VOCAB VOCAB VOCAB VOCAB VOCAB
Vegetarian/shrine/ Anniversaries/birthdays/ 10 Cross/church/ Lunar calendar
prayer letters/Festivals/cross/blood/wine/Remember, commandments crucifix Differences/
Community/dietary requirement/Home Humanism/Death, Reincarnation/ Last /mitzvah/rules/ Holy trinity/ Similarities
/Jainism/Hinduism/. Supper laws buds of the /Halal/Kosher/v
Special/Features Remembrance/Poppy Day Community/Torah cross/12 Raksha Bandh
/Hindu Remembrance Day apostles
Mantras/Murtis/YanrasShrine/Prayer/worship To know that /symbol/Easter To know key fe
Universe/Puja/Worship To recount the lives of some of the people Jews use the Resurrection
Humanists and Christians remember, and Torah as a rule To review the w
say why they were special. book and a guide To know that about how peo
To talk about our homes and what makes to life. Christians have
them special. To recount the way Christians remember a cross to To consider als
Jesus in their everyday lives. To be able to say remind them of comparing rule
To know that some faiths use their homes that the 10 how Jesus died. Hindu and a Ja
for praying and create a special place for To know that there are special days to Commandments
this. remember the lives of Saints and to say are from the To remember To know that fa
To discuss the role of food in our homes. To which some of them are. Torah and the the different that this may b
talk about behaviour at home and how these Old Testament. types of cross
faiths expect people to behave and why.
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To know how Christians use symbols to To be able to say and what they To know about
remember the life and death of Jesus which rules they represent. of good behavi
follow in school
and which ones To understand To know that fa
makes sense. that the way food and traditi
Jesus died on
To link this to the cross is
British Values integral to
and democracy understanding
the way
Christians
believe.
To know about
the Easter story
and its
significance to
Christianity.
Skills A: Remember a story about a special person in Christianity/Hinduism or from another belief system and talk about it and say what was important abou
B: Use the right names for things that are special to members of religions and other belief systems and say what they are or what they are used for. T
our unit on Judaism. To use some of the correct terminology to describe Muslim prayer and practices. To use some correct terms to describe the Bah
C: Recognise art, symbols and words featured in religions and other belief systems, and talk about them with reference to the Puja ceremony for Hind
paintings and statues in churches and in art. Eg The Last Supper painting.
D: To talk about things that happen to me and what I feel about them with reference to our routines at home and how we might worship, what we eat
example why the Bahai think we are all the same. To discuss how have we changed and what changes should we continue to make to become bette
E: Talk about what I find interesting or puzzling. Discuss what makes people ask questions regarding why we remember people and how we do this.
F: talk about what is important to me and to other people with respect for their feelings giving some reasons why they are important. To be able to talk
Comparing more than one story (A) remembering names for special religious artefacts/events across more than one faith (B) to recognise a
my family and community or that of others (D) to ask questions (E) to have a discussion about what other people find important and know
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Autumn 1 Aylward’s Intent: To celebrate the Hindu and Jain community in our school and in Stanmore. To
What makes Suggestions for implementation: Revisit learning about Hinduisim from Year1 Autumn2. Children to look at
a home? identify and explain some of the key elements. For children to have the op
about the dietary requirements of these faiths and to plan appropriate me
Skills: C/D highlight attitudes of these faiths to relationships.
Hinduism
and Jainism Suggested questions to measure impact: How do Jain and Hindu families worship at home and why? Can you think of a
between two arguing siblings?
Possible enrichment opportunities: Preparing a vegetarian meal together. Acting out scenarios of disagreements a
Autumn 2: Aylward’s Intent: For pupils to think about who is important to remember and to know about ways
How do we Suggestions for implementation: In Year1 pupils learnt about the importance of holy books and the teachin
remember To discuss how we remember people who are important to us. To think ab
people and plaques/statues/special days. To think about why these people are remem
why? them. Link to Remembrance day for Humanism. Look at different Humani
why.
Skills: C/E
Humanism Suggested questions to measure impact: Who do you know who was very important? What did they do? Who do you like
and Possible enrichment opportunities: To prepare a presentation at home about an important person in their lives and
Christianity
Spring 1 Aylward’s Intent: For pupils to think about Aylward and our rules and the reasons we have for ke
Suggestions for implementation: In Year1 Spring1 pupils learnt about the Jewish Sabbath and its rules. Wh
What rules rules, rules for sports and games and think about what they are for. To wr
are the most commandments and where they are written in the Bible. Which command
important Torah and why. Looking at some of these rules in detail. Making a scroll e
and why? break them.
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Suggested questions to measure impact: Do we need rules? Why do Jewish people follow the rules in the Torah? What d
Skills: B/F Possible enrichment opportunities: Pupils to discuss the rules which seem to appear in all areas of life and why this
Judaism
Spring 2 Aylward’s Intent: To understand the symbol of the cross and why it represents Christianity. For c
Suggestions for implementation: Revisit learning from Year1 about Jesus and Holy Books. Looking at the d
Why is the the Easter story so that pupils can retell it and understand its significance
cross so the cross for his people and that is why Christians remember him and em
important to that they would not suffer and to talk about what suffering means. Link to
Christians? Communion.
Suggested questions to measure impact: What does the symbol of the cross mean to Christians and why? What role doe
Skills: A/E
Possible enrichment opportunities: To prepare a corridor display about the cross. Visit to a church or for local churc
Christianity
Summer 1 Aylward’s Intent: To learn that there are similarities of practice and belief in many faiths and that
Suggestions for implementation: Recall facts about prayer and Islam learnt in Year 1 Spring2. Discussion a
How are we same, what links us? What do we all do? To reflect on what we learnt abo
the same to Muslims today. To compare what we know about prayer in the Mosque
and Halal food and to look at our school menu together. What faiths are catere
different with advice and suggestions, to include food to celebrate different festiva
from other celebrated and why. To write an invitation to a friend to celebrate a festiva
people and and what it means.
does it Suggested questions to measure impact: Do we look the same as each other? Do we all like the same food/football team
matter? and other faiths? How is it similar? Do we all eat the same food? Do different fa
mean to celebrate festivals together?
Skills: B/D Possible enrichment opportunities: To talk to the head chef at school and discuss how to celebrate different festiva
staff with advice and suggestions.
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Islam and
one or two
other faiths
covered this
year
Summer 2 Aylward’s Intent: To know that we can always make ourselves better people and to think about h
to improve ourselves.
What does Suggestions for implementation: Which faiths can children remember? Which key facts are similar? Introdu
faith say Children to make a seasons poster, to watch time lapse video about seaso
about were born, what can we do now that we couldn’t do before? How have we
change?
as well? Remind pupils about the life cycle of a butterfly and the changes
How does it
make us feel Explain that Buddha taught his followers to follow the 8fold path so that c
and how would make a plan for change, what would that look like? Why? How do t
can we Look at the 8fold path and talk about what actions, speech or thoughts pe
become the 8fold path sheet. To use the story of Buddha and the Dying Swan to il
better? to make ourselves better people. Show children a video of another Buddh
assessment, children choose one of the stories we have looked at and ex
Skills: A/F
Suggested questions to measure impact: Who is a good person? Can we be good all the time? Why? How can we make
Buddhism school changed since we have been here? How have we changed since we we
Possible enrichment opportunities: To gain an insight into Buddhism and find out more about it. A Buddhism works
anism Year 3
Hinduism Autumn
Sikhism Buddhis 1 Humanism Bahai2
Autumn Spring 1 Spring 2 Summer 1 Summer 2
Knowledge What domChristians do What can we Should holy books What are our most How do faith groups What role does food play in
when they pray and learn from the be treated important religious mark naming religion?
why? life of Buddha differently to other artefacts and ceremonies?
about being books? symbols? How do
Skills: A/E happy? they show what we
believe? Skills: C/F
Christianity Skills: A/F Skills: C/E Skills: B/E Hinduism
Skills: B/D And Christianity Islam and one other faith
Buddhism Islam Judaism eg Jain
VOCAB VOCAB VOCAB VOCAB VOCAB VOCAB

Church/prayer/psalms Buddha Koran Torah/mezuzah/ Deed poll/ Dietary laws
/ Buddhism Bible kippa/prayer shawl Nickname/Surname/ Vegetarian
Hymns/liturgy/ Rebirth Torah (Talith)/candlestick First name/Christian Vegan
scripture/pew/hassock Reincarnation Hebrew Uniform/different/ name Koran
/sermon/vicar/ Enlightenment Arabic belonging/communi Nom de plume/Pen Jain
priest/vigil/Meditation/ Siddhartha Sanskrit ty name (authors who hid
Jainism
art Gothama The Vidas Identity/Magen their name and why)
Organism
Bodhi tree David (Star of Anonymous/
Reputation Soul
To know that Christian Poverty To know why David)/
prayer takes different Riches some books are Baptism Fasting
Menorah/tefillin
forms. Suffering special and that Christening Ramadan
parchment/laws/
Renounce religious books Font Abstinence
commandments/
To know there are have extra Shema Iftaar
prayers and psalms To understand significance. To know that getting a Charity
prayer/covenant/ name at birth is a
that are familiar to that Buddhism
most Christians in this is about celebration.
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country and to look at contentment To know the Menorah/Rededicat To know that there are
some of them and and that comes names of Holy ion To know why a name dietary laws in Islam and
learn who wrote them from within. books special to Temple/Jerusalem is important. what these are and how
and what they mean. religions. this affects daily life.
To know the To know that To be able to describe
To understand that principles of To find out about different faiths use the Hindu naming To know why Jains are
Christians pray in Buddhism the Koran and symbols and ceremony and to say vegetarian, what they can’t
different ways but use taught by how it is looked artefacts in prayer which other faiths have eat and why.
prayer to talk to God. Buddha. after. and that these a naming ceremony.
represent different To understand that the laws
To look at acts of To discuss To understand the ideas. To know about a about food impact the way
kindness and charity what is structure of the Christian baptism and religious people live.
as a form of Christian meaningful in Bible and look at To be able to name the Christening service
worship. our lives and some of the and describe them. and what they entail. To look at prayers about
say why. stories from both food.
To analyse the service the New and Old To discuss how To think about why
and see what it Testament and they enhance having a naming To understand why fasting
means. discuss how they religious practice ceremony is important plays a role in religious life.
are used as and help people to to Hindus and how it
religious teachings remember or to feel makes them feel part
and why. more strongly. of a family and a larger
community.
To refer to the To look at the key
teachings of Jewish prayer of To consider what we
Hinduism in their the Shema and do to make us feel
Holy scriptures. know why it is so special and part of a
important. community.
To examine the Think about and

festival of discuss what our
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Chanukah through names mean and the

looking at the connections our
artefacts used in its names have to our
celebration. families and wider
circles.
http://www.bbc.co.uk/learni
ngzone/clips/hindu-
ceremonies/5920.html
https://www.bbc.co.uk/pro
grammes/p02npp3n
Skills A: Ask important questions about different faith practices and compare some answers. To do this by linking our own ideas about how to
lead a good life to what we have learnt about Christianity and Buddhism and how prayer and meditation can bring you closer to God in
different ways. To reflect on the different ways religious people believe you can worship God.
B: To learn about practices and ways of life by looking at how Hindus celebrate a birth and the different artefacts central to Judaism, pupils
will discover not only the different practices of these faiths but also understand why they are meaningful and what they bring to people of
faith.
C: Pupils will think about different forms of expression through close examination of different Holy texts, their stories and the lessons we
learn from them. To think about laws connected to what we eat and what this means about keeping a faith. How does not eating or
abstaining from eating certain foods help religious people feel connected?
D: Being able to talk about identity and belonging through looking at items used for worship, religious dress, daily rituals and worship and to
relate this to their own lives.
E: Through looking at the different ways Christians worship, not only through prayer, pupils to find out about the meaning and purpose of
life, and to think about how this means not only to fulfill our own needs but to do good for others. When considering the Hindu naming
ceremony, pupils to think about the meaning behind all of the symbols in the ceremony and how this ceremony encourages Hindus to think
about important milestones in their lives with reference to their faith.
F: To start to understand how commitment to a faith eg Islam involves not only time taken in prayer but has an effect on daily life as food is
central to our lives. To find out about the commitment of doing good deeds with relation to Buddhism.
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A: describing what a believer might learn from a story and describe the importance of key texts and writings in Islam and
Christianity. B: explaining some of the things that are the same and different for people from religions and other belief systems
with reference to naming ceremonies. C: use religious and other words to describe some of the different ways people show
beliefs and pray. D: Compare some of the things that influence me with those that influence other people. E: ask important
questions about life and compare my ideas with others. F: link things that are important to me and other people with the way I
think and behave.
Autumn 1 Aylward’s Intent: To continue to have good links with local churches and to show pupils the variety of Christian worship in
the area. To introduce pupils to other
What do Suggestions for Pupils to find out about Christian prayer and look at examples. To look closely at the Lord’s
Christians do implementation: prayer and annotate parts of it to draw out meanings. To examine different ways of praying and
when they listen to different church music and discuss and write about how it makes them feel. To explore
pray and and explain what praying means to Christians and in turn to think about how prayer may be
why? important in their own lives.
Skills: A/E
Christianity Suggested questions to Why do people pray? What do Christians do when they pray? What would you expect to find in a
measure impact: Church? What do these features represent? Why is the Lords’s prayer a universal Christian prayer do
you think?
Possible enrichment Church visits and speakers from local churches. Link with a Church school. Using the New Testament
opportunities: and prayer books as a resource.
Autumn 2: Aylward’s Intent: To find out more about the Buddhist faith and to be able to appreciate the role some of its practices play
in other belief systems.
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What can we Suggestions for Recall facts about churches and different crosses that were discussed in Year2 Autumn2 and
learn from implementation: Spring2.To read different versions of the life of Buddha and research the story of his life. To
the life of discuss what makes us happy and to spend time thinking and writing about the difference
Buddha between being content and being happy. To spend time talking and thinking about our priorities
about being and ambitions. To gain an insight into meditation and how this helps Buddhists find
happy? contentment. To see if we can try meditation and think about how we could perhaps include
reflection in our daily lives and why this could help us.
Skills: A/F Suggested questions to What makes you happy? Why? What made Buddha happy? What would happen if we could not access
measure impact: the things that usually make us happy? Are we selfish?
Buddhism Possible enrichment Buddhism workshop, visit from a speaker, visit to a Buddhist Temple.
opportunities:
Spring 1 Aylward’s Intent: To know why the Qu’ran is holy to Muslims and understand what they believe it contains and how it is
relevant to them today. To know what makes a holy book special and why it should be treated with
Should holy reverance.
books be Suggestions for Summer2 Year1 pupils learnt about Holy books and what they teach us, can they remember
treated implementation: some of this material? Pupils to think about what makes a religious book special. Finding out
differently to about the origins of the Qu’ran and how it came to be written down. To know the language of the
other books? Qu’ran, to look at key passages that are important to Muslims worldwide. To find out about the
Skills: C/E messages and lessons of the Qu’ran which make it relevant to Muslims today. To learn about
how the Qu’ran is looked after and stored and why. To compare the way the Qu’ran is treated to
Islam other holy books.
Suggested questions to Which books are holy to faiths and how are they important? What does the Qu’ran teach Muslims? How
measure impact: do stories from the Qu’ran teach Muslims how to behave?
Possible enrichment To look at extracts from the Qu’ran and analyse them and see how they are used today in prayers and
opportunities: the stories that influence Muslims today.
Spring 2 Aylward’s Intent: To know the important religious symbols and artefacts in a Synagogue and in a Jewish home
Suggestions for What can we remember about Buddhism and trying to be better people in Year2 Summer2?
What are our implementation: Pupils to consider what makes their homes special and what they have at home that is unique.
most Do they have any religious objects at home? What are they? In Judaism there are significant
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important outward signs of faith that are important. Eg. Mezuzah on the doors of Jewish homes/kippah
religious (head covering) for men at home and in the Synagogue/candlesticks (which are lit on a Friday
artefacts and night and the link is to the Jewish Sabbath)/Menorah (link to Chanukah). To use the Big Books
symbols? on visiting a Synagogue which are in the RE cupboard to go through the different artefacts
How do they found in a Jewish place of worship and their significance. The pupils visited a Synagogue in
show what Year One. To write a guide to a Synagogue for visitors.
we believe? Suggested questions to Do we need other people to know what tribe we belong to? Do we wear football shirts and school
measure impact: uniform? Why? Does it matter if people know? Does it help to have objects to use when we pray?What
Skills: B/D religious artefacts can you find in a Jewish home and what is significant about them? What artefacts do
Jewish men use during prayer? What is on the door of a Jewish home and why?
Judaism
Possible enrichment To build/draw a model of a Jewish home labelled with religious artefacts. To create a display of a
opportunities: mezzuzah.
Summer 1 Aylward’s Intent: To think about the importance of our name and our families and to learn how some faiths commemorate
a baby getting its name. To learn more about Hindu practices.
How do faith Suggestions for Revisit learning from Year2 in Autumn1 about Hinduism and the home. As a homework prior to
groups mark implementation: the new unit, pupils to find out about their name and what it means, why were they given this
naming name and who gave it to them? To share this with the class on the first lesson as a hook. To
ceremonies? discuss why religious people have a naming ceremony and what they know about their own
Skills: B/E naming ceremony. To learn about the Hindu naming ceremony by watching a video
https://www.bbc.co.uk/programmes/p02npp3n
Hinduism and then acting out parts of the ceremony and describing them to each other. To make a poster
Christianity inviting people to a naming ceremony and explaining what it entails. Using the ceremony to find
out more about the Swarmi/fire in Hinduism. Talking about a community and what it means to
celebrate a birth with your community. To watch a video of a Christian baptism and Christening
and explore these different ways Christians include their babies in their faith
https://www.bbc.co.uk/teach/class-clips-video/religious-studies-ks2-baptism/zm32nrd. As an
assessment opportunity to create an invitation to either naming ceremony preparing guests by
explaining what will take place and why.
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Suggested questions to What do names mean? How do parents choose their children’s names? What ways do people with a
measure impact: faith choose to celebrate the baby’s new name? What is the significance of the Hindu baby naming
ceremony? Why do Christians use water as part of their naming ceremonies? How different is it to
choose to baptise a baby or an older person?
Possible enrichment A workshop about the naming ceremony. Hindu parents to speak to the class about the naming
opportunities: ceremony.
Summer 2 Aylward’s Intent: To look at a Church and a Mosque in detail and know the significance of the symbolism and how
worship takes place there.
What role Suggestions for Some retrieval work to review what pupils have already learnt when they covered how .are the
does food implementation: same and different in Year2 Summer1 and what children learnt about being a vegetarian in Year2
play in Autumn1 and the rules about food in Year2 Spring1 when discussing Judaism. To discuss our
religion? favourite meals and create a menu of our favourite foods, children can prepare for this by
bringing in a dish or recipe for a favourite food or a food that is special to their culture or
Skills: C/F religion. To display and label the dishes and to taste them if possible. (To be mindful of
allergies/dietary requirements). For pupils to talk about how they eat these dishes whether it is
Islam as a community or at home. (Refer to Year1 discussion on Sikhism and how food is shared in a
And one Gurdwara). After this hook to think about which foods were not permitted and why, who was
other faith unable to share food and why. Work on different dietary requirements leading onto a lesson
(eg Jain) about religious restrictions about food. To learn about Halal food and what that process means
and the way Muslims need to think about what they buy and eat and the effect of this. To learn
about Ramadan and why and how Muslims fast at this time, and the significance of fasting in
Islam. The pattern of the day when Muslims rise early to eat and how they break their fast in the
evening. To find out about why Jains are vegetarian and why this is central to their beliefs and
how food is used in prayer as offerings (Refer back to Year2 Autumn1). Assessment
opportunity to write a letter/email in response to a friend’s invitation to their party explaining
why you cannot go as it is during Ramadan.
Suggested questions to Can you eat whatever you want to? Why not? Are all foods good for you? Do you eat with friends or
measure impact: family? What do you expect if you are invited out to a friend to eat? Do you eat the same food as your
family? Is anyone a vegetarian? Do you like the same food as your family?
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Possible enrichment To invite a Jain member of the community to talk about their faith. For a Muslim member of staff to talk
opportunities: to pupils about what it is like to fast while they are at work and what it means to them to be able to fast.
anism Year 4
Hinduism Autumn
Sikhism Buddhis 1 Humanism Bahai2
Knowledge What doesm it mean What do we Does it matter In what ways is What do we celebrate How is Humanism
to be sorry and how mean by peace what we wear and Jesus relevant and how does this the same as and
can we tell? and where is it to why? today and in the help us to connect? different to a
be found? future? religion?
Skills: A/D Skills: C/F
Skills: B/D
Skills: C/E Skills: B/D Skills: A/D
Judaism Sikhism Islam (and Judaism)
Christianity Christianity Humanism and one
other faith
Rosh Hashana Peace The 5ks - The 5 Ks Gospels Festivals/Fasting Science
Yom Kippur Love taken together John Qu’ran/Eid/Celebrations/ Faith
Repentance Jesus symbolise that the Luke Sources/religious texts/ Religion
Sorry Disciples Sikh who wears Mark laws/Prohibitions/ Respect
Apology Teachings them has dedicated Matthew Significance/rituals/ Logic
Restitution New Testament themselves to a life source /feasts/practices/prayers God
Forgiveness Bible of devotion and Word of mouth Eid-al-Fitr and and Eid- deity
confession Parables submission to the parables al-Adha/Lunar calendar Truth
Crucifix Guru. teachings Belief
To understand what The 5 Ks are 5 sacrifice To examine some of the proof
physical symbols
forgiveness and To understand resurrection festivals celebrated in
worn by Sikhs who
repentance means. that we can have Islam and to look closely To know what that
have been initiated
inner peace and into the Khalsa.
To know that at the practices faiths have a deity
To be able to explain what that means. Christians believe involved. and a holy book but
how Judaism requires Khalsa - the body or that Jesus sacrificed that Humanists do
repentance at the To understand company of fully himself and came To know what the not have these.
start of each year. how Christians initiated Sikhs, to back to teach people celebrations are for,
believe we can which devout orthodox what they remember To explain why.
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To describe the ways reach that Sikhs are ritually the right path of and to think about how
that Jews repent serenity. admitted at puberty. peace. these celebrations help To know what
The Khalsa was
Muslims around the Humanists believe
founded in 1699 by
To know some of the To explain peace the last Guru (Gobind To explain that the world to connect with and how they
traditions and between people Singh). Members teachings of Jesus each other. express this.
practices connected and know that show their allegiance are about morality,
to these holy days. Christians believe by five signs (called love and respect and To look at practices To consider what it
that Jesus came the five Ks): in this way are connected to other means to be part of a
back to Earth to relevant to our faiths learnt (eg belief system that is
promote peace Kesh - Keeping modern world. Judaism) and find not a religious
and love. hair. similarities of customs system without
Kanga - A small To discuss what and practices. believing in God.
To think about wooden comb to peace in communities
how the Christmas keep hair clean and means. To know how To discuss what is
story is a story of tidy. celebrating in Judaism important to them
peace and the To think about what brings the community and what truths they
Kaccherra - Shorts
message of peace we can do to achieve together. are sure about and
to ensure easy
we can learn from peace in our small why.
it. movement and worlds.
comfort. To know that
Kara - A round, Humanists do not
metal bracelet have a religious
which symbolises leader. To think
that God was never about why.
born and will never
die.
Kirpan - A dagger
which symbolises
bravery; not to be
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used to harm
anyone.
Turban- Head
covering
.
To know that there are

different uniforms and
what they represent.
To understand that a
special code of dress
can have significance.
To explain the different

garments a Sikh wears
and describe their
significance.
To be able to talk
about why having a
dress code can have a
significance for
religious people.
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To discuss our own

uniforms and dress
codes we have in our
own lives.
Skills A: In thinking about Beliefs, Teachings and Sources pupils will look at the texts used for prayer during the Jewish High Holy Days and
consider the prayers about forgiveness and repentance and what they mean on a personal and communal level. To think about the texts and
references that Humanists use and the non-religious belief system that they follow and why.
B: To look at worship in a community and think about how these practices bring people together and create a lifestyle around which religious
people organise their lives. Relating to own lives with school and assemblies. To consider how belief in Jesus is central to Christianity.
C: To discuss and describe how religious and other beliefs, ideas and feelings are expressed in a range of styles and suggest what they
mean. To think about this in relation to a way of dress and a code of behaviour (expressing inner peace for example).
D: To ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced
themselves and others. To think about why repentance is important in a faith and how you can belong to or have a world view that is not
based on God or a religious belief. If Humanists do not have a belief in God how do they connect to each other and come together as they
do not pray.
E: To ask questions about the meaning and purpose of life, and suggest a range of answers which might be given by themselves as well as
members of different religious groups. To consider what makes a Christian feel peaceful and why.
F: To ask questions about the moral decisions we make, and suggest what might happen as a result of different decisions, including those
made with reference to religious beliefs/values. Thinking about why Muslims pray as a community and its impact on their faith.
A: describing what a believer might learn from a story and how it influences their faith and practice. B: To give examples and
explain some of the things that are the same and different for people from religions and other belief systems. C: use religious and
other words to describe some of the different ways people show belief, showing an understanding of these practices. D: Compare
and explain some of the things that influence me with those that influence other people. E: ask important questions about life and
compare my ideas and answers with others. F: link things that are important to me and other people with the way I think and
behave.
Autumn 1 Aylward’s Intent: To understand the significance of Rosh Hashana and Yom Kippur to the Jewish community and
appreciate that this is a very special time of year. To see how we can apply principles of forgiveness
and teshuva in our own lives.
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What does Suggestions for To recall facts about rules and the Torah learnt in Year2 Spring1. To discuss and role play
it mean to implementation: scenarios where we have hurt people’s feelings or done something wrong. To talk about ways
be sorry of putting these right and to think about our behaviour. To think of ways of applying communal
and how responsibility to our own lives. To practice restorative justice and discuss school rules and the
can we tell? sanctions involved. To learn about the festivals of Rosh Hashana and Yom Kippur and some of
the practices involved which are all about repentance and forgiveness. To find out about how
Skills: A/D Jewish people seek forgiveness at this time and why it might be a good idea to start a new year
with forgiveness. To look closely at one of the prayers and think about saying sorry on behalf of
Judaism your community.
Suggested questions to What does sorry mean? If you say sorry is that enough? Do you have to forgive someone if they say
measure impact: sorry? What does it mean to forgive someone? What is a grudge and how can that hurt you?
Possible enrichment Looking at Jewish liturgy to find out more about confessional prayers. To listen to examples of Jewish
opportunities: festival prayers.
Autumn 2: Aylward’s Intent: For pupils to have a deeper understanding behind some of the messages of the Christmas story.
What do we Suggestions for What can pupils recall about Christian prayer from Year3 Autumn1? To first establish what
mean by implementation: peace means. We can see this from a global, political perspective but we should focus on the
peace and peace we can create within ourselves and our own communities. What does this mean? How
where is it can we make our lives more peaceful? If we are more content will we find inner peace and how
to be would this feel? To look at the New Testament and read about the messages Jesus sent about
found? peace. To read and annotate some parables about peace and understand the messages they
bring to Christians. To look closely at the Christmas story and talk about the message of peace
Skills: C/E that Christians believe is the most important message from this story.
To write Christmas cards that explain the link between the Christmas story and the Christian
Christianity idea of peace.
Suggested questions to What is peace? Who can bring peace? Does Jesus have a role to play in peace? How do Christians
measure impact: view peace?
Possible enrichment To have a Q&A session with our local vicar as part of the Christmas celebrations to review this topic of
opportunities: peace.
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Spring 1 Aylward’s Intent: To know why Sikhs have a dress code and to understand the symbolism and how it affects Sikh
practices
Does it Suggestions for Can pupils recall learning about Sikh places of worship from Year1 Autumn1?To look at photos
matter what implementation: of different styles of dress and consider what it says about the person wearing them. To debate
we wear the advantages of a school uniform and its impact on studying. To look closely at the religious
and why? garments of Sikhs and what each item signifies and its importance to Sikhs. To make a booklet
explaining the different garments. To compare photos of different religious garments and other
Skills: C/F uniforms and to think about any similarities and explain them. Look at dress codes for work and
on invitations to parties and to think about what they mean. To learn about Sikh traditions and
Sikhism customs and how they are linked to the clothes they wear.
Suggested questions to Can we wear whatever we want to? Why do some people wear uniforms? How does wearing a special
measure impact: item of clothing remind Sikh’s of their faith? Do other faiths have special clothes and can you give
examples? What does it feel like to wear a team uniform, a football kit? How would it feel to wear the
wrong kit or sit in the wrong side of the stadium in the wrong kit? Why would you feel like that? How
might it feel to wear religious clothes as a minority religion? How do we look at people who are wearing
religious clothes? Why?
Possible enrichment A workshop with opportunities to try on Sikh garments and to listen to a member of the Sikh community
opportunities: explaining what wearing special clothes means to them. To find out about clothes that have a religious
significance in other faiths.
Spring 2 Aylward’s Intent: To have the opportunity to discuss how having a faith is relevant in the modern day and how Christian
leaders try to make young people stay in the faith otherwise the faith cannot survive.
Suggestions for Recap for pupils about Jesus’s life and his importance to Christianity and pivotal role.Also in
In what implementation: Autumn2 pupils discussed peace and Christianity, what do pupils remember?
ways is https://www.bbc.co.uk/bitesize/clips/zyn34wx. Pupils will consider two descriptions that Jesus
Jesus gave of himself. 1. Jesus said: "I am the light of the world", What did Jesus mean by light of the
relevant world? Would any ordinary person have made this claim? 2. Jesus said 'I am the Good
today and Shepherd' Hand out second set of text extracts and read. Recall the story of the lost sheep.
in the What dangers might 'people-sheep' get into? How might they need to be rescued? What did
future? Jesus mean and how might Jesus have been seen as a shepherd by Christians? Explain that
Christians believe Jesus shows people the way to live, protects, gives people 'light' in
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Skills: B/D understanding. To look at this video of someone explaining why they find Jesus relevant in their
life today. http://request.org.uk/jesus/introduction-to-jesus/why-follow-jesus/. Other examples
Christianity of Christians today who find Jesus relevant to their lives. http://request.org.uk/life/meet-a-
christian/meet-a-christian/ To talk about the idea of the Messiah and what that means to
Christians today. To examine some of the ‘I am’ sayings which teach Christians about the way
you live: attitudes to the poor, to money, their relationship with others. Sermon on the mount
(Mathew). Which gave Christians the Lords prayer, ‘attitudes’, ‘blessed are the poor’. Jesus is
relevant because of the teachings of how to live and how to behave. Believing that Jesus is
always with Christians. As well as being God, Christians believe he is always with them. This
belief means that you feel comforted, God is not distant. Because Christians believe Jesus was
a person it means he understands what it’s like to be human. God the son is God as a human so
he understands struggles and emotions, friendships. At some point Jesus will return and that
will be the completion. Christians do not know when it will happen but are taught that they
should be ready by living life as a good Christian and that you have a good relationship with
God.
Suggested questions to Why do Christians believe in Jesus? What messages do Christians believe Jesus can share with us?
measure impact: Has Christianity changed at all? Can it change again in the future? How?
Possible enrichment Invite Re: Generation to speak to year group. Reverend Matthew to come in to speak to classes in Year
opportunities: 4.
Summer 1 Aylward’s Intent: To understand why Muslims celebrate certain festivals and why they fast to remember. To be more
sensitive to their peers around them who are fasting. Why celebrating can be a way to connect in Islam
and in other faiths
What do we Suggestions for In Year3 Spring1pupils learnt about holy books and Muslim prayer, what do they remember?To
celebrate implementation: examine the practices and prayers of festivals in Islam. To know about Ramadan and why there
and how is a month of fasting. To learn about why Muslims around the world fast and the way that they
does this break the fast each evening in different communities. To find out more about the different
festivals and what they commemorate. To write a leaflet/guide to fasting so that pupils can be
help us to more understanding of the children in school who may be fasting, explaining how the breaking
connect? of the fast each evening has a significance of its own. For pupils to listen to teachers and or
parents in the community explaining how they fast and manage to work/study. To compare this
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Skills: B/D to fasting in other religions and discuss how we can observe/keep a tradition that is very
difficult and think about why young people today find it relevant. To look at testimonies from
Islam (and sportsmen and women and how they managed the month of Ramadan in training, what changes
Judaism) they made and to see how even if they could not fast they marked the important time in a
different way, signifiying how key a time this is to all Muslims. To watch videos of Muslims
celebrating together in different countries and compare and contrast these. To write a
newspaper article about celebrating an Eid of their choice in the UK. To write a letter as if they
are celebrating with a Muslim family to explain the practices and significance of these.
Suggested questions to Why celebrate today? Which festivals do we celebrate? What are the messages we learn from keeping
measure impact: Ramadan? How do other faiths celebrate their New Year? Are there any similarities? Why do you think
this is so?
Possible enrichment To recreate a breaking fast ceremony in school. To present an assembly about Ramadan to the rest of
opportunities: KS2.
Summer 2 Aylward’s Intent: To understand that Humanism gives a framework to those who do not believe in God and to find out
more about this belief system. To know that there are different belief systems that are not faith based.
Suggestions for Recap about faiths and rules and their similarities.Pupils learnt about Humanism in Year2
How is implementation: Autumn2 what do they remember?To ask children to name different faiths. What do they know
Humanism about Humanism? What would they like to find out? Discussion about wanting a community
the same as and a need to belong and to have rules. Discussion about life with no rules and principles.
and Children to make a list of the rules that are common to all of them regardless of their faith. To
different to talk about the origins and importance of these rules. Which rules have the pupils added to make
a religion? them up to date and modern? To examine the principles of Humanism using the Humanist
website and inviting a speaker to talk to pupils. For pupils to make a project on Special people
Skills: A/D by deciding on an important figure to research thinking about the ideas that are important to
Humanism. Who should they choose and why? To present their project to the class as a
Humanism presentation in groups. To watch videos of different Humanist ceremonies and see how they are
and one different to religious ceremonies. For pupils to create and enact a naming ceremony in the
other faith Humanist tradition and to make an invitation and leaflet to present to guests explaining the
ceremony. (This could be the assessment opportunity). Relating it back to our own lives to
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think about and discuss the difference between having no faith and declaring yourself a
Humanist.
https://dorset.humanist.org.uk/wp/wp-content/uploads/2020/03/Teaching-Humanism-for-the-
Bournemouth-and-Poole-Agreed-Syllabus-for-RE-2019-1.pdf
Pupils can watch The Life You Can Save in 3 minutes by Peter Singer and evaluate its message.
Pupils might like to investigate the Bill and Melinda Gates Foundation and then imagine how
they would spend $38 billion to make the world a better place such as eradicating disease,
helping refugees, or responding to natural disasters. What would their priorities be? How could
they ensure that the money wasn’t misused? What would be their measures of success? Would
they target one main problem, or lots of different problems? Pupils could consider the
differences between a religious approach to making the world a better place and a humanist
one. For example, a religious approach might involve prayer, converting people to a religion,
loving other people and engaging in charitable works. A humanist approach would probably
emphasise the role of government, technology, and rational planning.
Suggested questions to If you do not believe in God do you believe in anything? What makes us human? What makes us all the
measure impact: same? What do we need to do to make our world better?
Possible enrichment Create a Humanist ceremony and invite a Humanist speaker to see it and talk about it. To show other
opportunities: classes the ceremony and explain it.
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anism Year 5
Hinduism Autumn
Sikhism Buddhis 1Humanism Bahai 2
Knowledge Do What do Baha’is
m all actions Is it better to Why did a Chief How did Sikhism Could the Lord’s
have give than Rabbi say- develop from the Prayer be Universal? believe?
consequences? receive? ‘Religion is first to the last
about the why of
human Guru?
Skills: B/F creation, Skills: C/D Skills: C/D
Skills: C/F science is about
Buddhism and the how?’ Christianity Bahai
Jainism Christianity and Skills: A/E
Islam Skills: A/E
Sikhism
Judaism and
Humanism
Karma Charity Judaism Sikhism Prayer Practice
Buddha Giving Chief Rabbi guru Liturgy Tenets of faith
Rebirth Gifts/presents/ Rabbi Guru Nanak Prayer book Religious observance
reincarnation Volunteering Genesis Caste system New testament Dietary requirements
Siddharta Gautama,
Tithes Bible Equality Disciple Holy books
meditation, meditate,
The Noble Eightfold Percentage Creation Monotheism Jesus Deity and gods
Path, Community Logic Guru Universal Oneness of mankind
Nirvana Church Big Bang theory Amrit 9 pointed star
saffron Mosque Science The 5 Ks To be familiar with the The Ringstone
the three jewels The needy Deity Holy Book Lord’s prayer and its Symbol
the five vows God The Khalsa significance. The Greatest Name
vegetarian Guru Granth Sahib The Book of Laws
To know that both To know that To discuss whether (Kitabi-I-Aqdas)
To know the tenets these faiths there is a To know the details everyone should know
of faith of religious concerning the lives the words of the prayer. .
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Buddhism and believe in helping viewpoint on the of Guru Nanak and To know the
Jainism. others and why. origins of the Guru Gobind Singh significance to the To know that the
world and a and the changes in Christian community of Bahai faith accepts
To explain the idea To know what scientific one. Sikhism brought a prayer that is known in other faiths that came
of responsibility giving means in about by Guru many languages. before it.
and how this leads religious terms To explain how it Gobind Singh.
to good and in a non- might be possible To think about prayers To know the founder
consequences. faith context. to believe in both To compare the lives in their own faiths and of Baha’i was
of these and teachings of the how they are recited
To know how being To understand viewpoints and two leaders. and why. the Báb – the
a Jain or a how these faiths why. Herald;
Buddhist could lead practically help To understand that
Bahá’u’lláh –who
to good others and how it To explain the the Sikh Holy book
consequences and brings Biblical creation became the wrote Holy
why. communities theory. successor and was texts.
together. given the status of a
To explain the guru.
Science of the To understand that
beginning of the To discuss how the the faith began
world. Sikh holy book is
in Iran (then
held in esteem and
looked after. Persia) in 1834
to unite the
To understand that
Sikhism evolved and people of the
that the last human world.
Guru introduced To know that the
lasting changes.
Baha’i Faith
emphasises the
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oneness of
humanity .
To know that Baha’i

accepts the divine
origin of the world’s
major religions this is
very different to
other faiths.
Skills A: Suggest reasons for the variety of beliefs which people hold, and explain how religious and other sources are used to provide
answers to important questions. For example when talking about Creationism.
B: To be able to describe why people belong to religions and other belief systems and explain how similarities and differences within
and between those religions and belief systems can make a difference to the lives of individuals and communities. To think about how
people worship and what it means to them to be able to do this either alone or with a community.
C: To use a wide religious and other vocabulary in suggesting reasons for the similarities and differences in the ways people express
their beliefs. To consider why people give charity in a religious context and why faiths worship in different ways. To think about what
having a faith means and if it means you believe in one set of rules and to consider this when talking about the Bahai faith.
D: To express their own and others’ views on questions about who we are and where we belong and on the challenges of belonging to
a religion or other belief system and explain what inspires and influences them. To talk about the inspiration of the Sikh leaders.
E: To ask questions about the meaning and purpose of life and suggest answers which relate to the search for truth and their own and
others’ lives. To think about this with reference to the discussion about Creationism and also the importance of the gurus in Sikhism.
F:To ask questions about things that are important to me and to other people and suggest answers which relate to my own and others’
lives. Can we think about forgiveness and giving in our own lives and what this means?
A: make links between the beliefs, teachings and sources of different religious groups and show how they are connected to
believers’ lives. B: Use religious and other language accurately to describe and compare what practices and experiences
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may be involved in belonging to different religious groups and other belief systems. C: to describe how religious and other
beliefs, ideas and feelings are expressed in a range of styles and suggest what they mean. D: Ask questions about who we
are and where we belong. E: ask questions about the meaning and purpose of life. F: ask questions about the moral
decisions I and others make.
Autumn 1 Aylward’s Intent: To examine some of the tenets of faith of these two religions and to be able to apply them as
appropriate to our own lives.
Do all actions Suggestions for Review learning in Year3 Autumn2 about the life of Buddha.To explore the idea of actions and
have implementation: consequences through role play and discussion. To act out different scenarios and to rank
consequences? them according to how severe the consequences should be. To write about the kind of person
we would like to be and why. To explore the beliefs of Jainism and Buddhism and how these
Skills: B/F two faiths believe in personal responsibility and the impact this has on the way they live their
lives.
Buddhism and Suggested questions to What happens if you do something wrong? Can you think of something you did wrong and nobody
Jainism measure impact: found out, does that matter?
Possible enrichment Class debate (with other class too) about our responsibility and if we are responsible for our actions.
opportunities:
Autumn 2: Aylward’s Intent: To encourage the idea of social action and giving to others at Aylward.
Is it better to give Suggestions for What can pupils remember about Year4 Spring2 about how Jesus is relevant to Christians
than receive? implementation: today? Pupils to make lists of gifts they have received and how they felt. To think about
presents they get at school and at home. Pupils to write about gifts they have given. To act out
Skills: C/F the receiving and the giving and talk about how it makes you feel. To research two local
charities. To closely examine the areas of religious practice about giving in Christianity and
Christianity and Islam and to talk about what this does to their faith communities and why. To learn about the
Islam origins of giving gifts at Christmas and how this impacts on the way the festival is celebrated.
To research different ways of giving and volunteering. To write alternative Christmas gift lists
that are about giving and not receiving and to write imaginary thank you cards for those gifts.
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Suggested questions to What happens if you receive a present? What if you don’t say thank you? Do you enjoy giving people
measure impact: presents? Why? What is charity? Who needs charity? What happens when you give something?
Possible enrichment A charity raising session led by pupils. A fund- raising opportunity for the year group. This could be
opportunities: competition based.
Spring 1 Aylward’s Intent: To look at different creation ideas and begin to see the religious vs science debate. To know more
about Humanism and the Jewish beliefs about creation.
Suggestions for Recap of Humanist ideas from Year4 Summer2 and the Torah and its laws in Year3 Spring2. To
Why did a Chief implementation: prepare a leaflet about Humanism/poster inviting people to a Humanist lecture to explain their
Rabbi say- ideas and what they believe. To look at the creation story in Genesis in the Old Testament and
‘Religion is about create a comic book (use the website Chogger for this). To look at Aboriginal Dreamtime
the why of creation stories and to write one of their own. To find out more about how Science and the Big
creation, science Bang theory explain the origins of the world. To explore the idea that the Old Testament story is
is about the not necessarily in conflict with science as the quote suggests but can be taken as a reason
how?’ why. Rabbis explain that each day is a different ‘Age’ of history and so 6 days may not be literal.
To prepare a Humanist poster about the Environment and how we must look after our world.
Skills: A/E Suggested questions to How do religious people believe the world was created? How do they know this? What is the scientific
measure impact: belief? Regardless of how the world came into being what do Humanists and religious people (refer to
Judaism and Judaism) believe about protecting the Earth. What are their different reasons?
Humanism Possible enrichment To look at Biblical sources and scientific sources and explain them. To look at Biblical sources about
opportunities: looking after the environment and create a display about this.
Spring 2 Aylward’s Intent: For pupils to understand more about the origins and beliefs of Sikhism and in particular, to know more
about the greatest Sikh leader.
How did Sikhism Suggestions for Recap on principles of Sikhism from Year 4 teaching in Spring1. What do children remember?
develop from the implementation: (Outward appearances and way of dress, the 5ks). What is a guru? To teach children about the
first to the last Are the 5Ks going against founder of Sikhism and how Guru Nanak is seen as a guru and what this means. Develop an
human Guru? the origins or do they help understanding of his life story and teachings and how he influenced the Gurus who followed.
to have common Links to be made to other religious leaders the children have learnt about, what their influence
characteristics is and why. To know what a guru and a religious leader is and how that is different to an elected
Skills: A/E The 10 gurus preach the leader like a president. To know the responsibility of the individual to the community. Explore
same message but not in the teachings of Guru Gobind Singh and the decision to celebrate the Sikh Holy book as a Guru
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Sikhism the same way. Looking at and why. Pupils to look at artefacts and to explore some of the relevant text. To learn some
both men and see how teachings of the two Gurus and think about how they relate to their own lives. What do the two
they are the same and gurus have in common and how are they different? To discuss and debate the ideas of equality
how they are different which are a basis of Sikhism and linked to the gurdwara and the idea of religions co-existing. To
act out some of the stories and perform them to each other. To write a guide to the origins of
Sikhism and its beliefs.
https://www.bbc.co.uk/teach/class-clips-video/religious-studies-ks2-the-guru-granth-
sahib/zms2t39
https://www.youtube.com/watch?v=zzc44OxMkPQ
Online resources at the British Library
Animated world faith series/youtube/Guru Nanek
Suggested questions to What do Sikhs understand and believe about the teachings of their Gurus? How are these teachings
measure impact: relevant to Sikhs today? How do they influence the way Sikhs live their lives?
Possible enrichment Workshop about Sikhism followed by pupils writing about their learning for a corridor display. Visit from
opportunities: a Sikh faith representative.
Summer 1 Aylward’s Intent: For pupils to look closely at this prayer and to understand its relevance at the heart of a church service
Suggestions for In Year3 Autumn1 pupils learnt about what happens when Christians pray, can pupils recap that
implementation: information? To find out where the prayer originates and who it is for. To spend time looking
Could the Lords’ closely at the text and discussing what children find puzzling or difficult to understand. The
Prayer be question of, “How do we pray?” is one that is often asked and one that was posed thousands of
Universal? years ago by the Christian disciples. In Luke 11:1-4, when one of Jesus’ disciples ask Him,
“Lord, teach us to pray,” Jesus replied by giving us the prayer that Christians recite countless
Skills: C/D times throughout our lifetime—the Our Father, also known as The Lord’s Prayer. To look at the
section of Luke in the Bible to find this reference. To think about the word ‘temptation’ and what
Christianity
this means. What is temptation today and how is it different to in the past? To make a poster
explaining this. Can pupils find a modern way to write parts of the Lords’ prayer? To write about
the key messages of the prayer and why it is so universal. To research where it is said and by
whom. To discuss the importance of having a prayer that is familiar and translated into many
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languages which is different to prayer in Islam or Judaism where there is a universal language
of prayer. To research the prayer in other languages and to share this with the class, each
group to have a different country to research.
https://www.bbc.co.uk/teach/class-clips-video/religious-studies-ks2-christian-prayer/zbjv92p
https://request.org.uk/restart/2016/07/05/the-lords-prayer/
Suggested questions to What messages can Christians learn from this prayer? Should all Christians be able to recite the Lord’s
measure impact: prayer? Why is it important to have a prayer that is universal?
Possible enrichment For pupils to learn part of this prayer off by heart and to say it as part of a Christian assembly
opportunities:
Summer 2 Aylward’s Intent: To give pupils the opportunity to find out and learn about the Bahai faith which is proportionately high in
Harrow where we live and go to school.
Suggestions for From their RE learning so far this year what can pupils remember as common to faiths and how
implementation: they practice? Pupils to find out about the Bahai community in Harrow and to see if they can
What do Bahais learn about where they meet and if they have their own school. To learn about the origins of the
believe? Bahai faith with a connection to geography looking at Iran. Pupils to create a timeline of the
history of the Bahai faith with each group taking a different part of this history. To examine the
Skills: C/D Baha’i beliefs that everyone is a global citizen and that all religions are from God. Discussion of
what this means and how Bahai regards different religions in a very different way to how other
Bahai faiths regard different communities. All people are equal regardless of gender or race and the
Bahai faith believes in connecting the spiritual with a practical life by giving to others through
charity and that this act of charity can be a religious act. As an assessment, pupils to write a
day in the life of a religious Bahai (an autobiography) outlining how they live their daily life as a
Bahai.
Suggested questions to How do Bahais describe themselves? What practices are central to their faith? How do they fit in with
measure impact: modern society? How do they worship? How is their faith different to what we know about other faiths?
Can different people teach us the same thing? Who can you think of who want the same things from
us? (Parents, teachers, cub leaders all want us to be moral and work hard but they help and explain it
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in different ways). What does it mean to be persecuted? Is there a modern day example of people who
cannot practice what they believe in certain parts of the world?
Possible enrichment To give an assembly to KS2 about the Bahai faith, explaining what they have learnt. To have a speaker
opportunities: from the Bahai faith to visit school.
anism Year 6
Hinduism Autumn
Sikhism Buddhis 1 Autumn 2
Humanism Bahai Spring 1 Spring 2 Summer 1 Summer 2
Knowledge How
m do we feel How responsible What do What do we learn Who do we look to Religious
connected with are we for the Christians believe from the Basaikhi for inspiration and responsibility:
one another? environment? is the most story? why? What does it mean
important event to grow up?
Skills: B/F Skills: A/F that has ever Skills: C/E Skills: B/D
happened? Skills: A/F
Islam (and one or Christianity/ Sikhism Buddhism and
two other faiths) Hinduism Skills: C/F Humanism Judaism and
Zoroastrianism
Christianity
Mosque Protect Resurrection Guru Gobind Singh Heroes Rites of passage
Salah Climate change Easter Vaisakhi Inspire Responsibility
Wudu Recycling Jesus 1699 Reputation Bar mitzvah
Minaret Harvest Crucifix Panje pyari Fame Bat mitzvah
Adhan Creation Christianity Freedom of Inventor The Torah
Mecca Environmental worship Art Mitzvah
Kiblan humanism Holy water, Amrit Science Service
Mihrab Evolution Voluntary Reputation Coming of age
Jimuah Ecology Harvest Dalai Lama Adolescence
Prophet Organic Baptised Navjote ceremony
Muhammad Preservation Gurdwara Sudreh
Iman Sewa To know that Kusti
To understand that To know the story of Buddhists look to Parsi
To explain worship Christians believe the resurrection of To know the origins their religious leaders
and know what this we should look Jesus and to of the Sikh faith and founders for
means. after the planet understand that this and to understand inspiration and use
the importance of their teachings as the
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To briefly review a because it was is the basis for the Baisakhi story basis on which to To know that faiths
Muslim Mosque created by God. Christianity. to Sikhs. lead their lives. mark growing up
and what you would with an induction
see inside it and To know the Hindu To know thatTo understand how Humanists believe in into the religion.
why. perspective about Christians believe it people with a faith Science and are
protecting the was a unique share a common inspired by those who To know this is a
To know about environment and historical event. heritage and have made a good time to start making
communal prayer why it is important beginnings that is contribution to religious decisions
and its significance to them. To discuss why integral to their society. independently of
in Islam and how some historians faith. parents.
this brings a To think about our argue that it was the To think about who
community own contribution to turning point in the To know that the 5 we believe has made To understand the
together. protecting the history of the world volunteers who a contribution and different ways these
To think about what environment and enabling the came forward were why. two faiths mark
else you do as a what drives this. modern world's showing responsibility.
community and prosperity and commitment to
whether this takes freedom. something Sikhs To discuss that
place in a mosque now call Sewa coming of age
or a church or a To examine which is service to marks a time of
temple or a Christian traditions others. taking decisions
synagogue. For that are based on about religious
example: charity, remembering this practice which
soup kitchens, a event. coincides with
nursery/creche. growing up and
Services to the becoming more
elderly, social independent.
gatherings and
celebrations of
happy times and
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joint comforting in
sad times.
To explore the
different
communities in
Stanmore and what
they offer and think
about why they do
this.
Skills A: To be able to say what religions and other belief systems teach about some of the big questions of life, using different sources and
arguments to explain the reasons for diversity within and between them. To relate this to questions about the environment and the
age of responsibility in religions.
B: To talk about what different practices and ways of life followers of religions and other belief systems have developed, explaining
how beliefs have had different effects on individuals, communities and societies. This will tie in with thinking and talking about prayer
and who we look for when we want inspiration. To understand the significance behind certain festivals and why they are celebrated
eg in Islam.
C: To use correct religious and philosophical vocabulary in explaining what the significance of different forms of religious, spiritual and
moral expression might be for believers and to relate this to the core beliefs of Christians and Sikhs.
D: To consider the challenges of belonging to a religion or other belief system today with reference to their own and other people’s
views on human nature and society, supporting those views with reasons and examples. This will be relevant particularly to the units
about festivals, prayer and figures who inspire us.
E: To use reasoning and examples to express insights into their own and others’ views on questions about the meaning and purpose
of life and the search for truth, thinking about the truth in the Basaikhi story.
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F: To use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues, focusing on
things that are important to them. For example, expressing their own views about their faith and religious responsibility and caring for
the environment.
A: make links between the beliefs, teachings and sources of different religious groups and show how they are connected to
believers’ lives with examples. B: Use religious and other language accurately to describe and compare what practices and
experiences may be involved in belonging to different religious groups and other belief systems and explain how these
practices enhance their religious faith. C: to describe how religious and other beliefs, ideas and feelings are expressed in a
range of styles and suggest what they mean. D: Ask questions about who we are and where we belong and suggest
answers which refer to people who have inspired and influenced myself and others. E: ask questions about the meaning
and purpose of life and suggest a range of answers which might be given by me as well as members of different religious
groups. F: ask questions about the moral decisions I and others make and suggest what might happen as a result of
different decisions, including those made with reference to religious beliefs/values.
Autumn 1 Aylward’s Intent: How does going to Mosque create a sense of community for Muslims? How can we create a sense
of community in our school and with our friends? Would visiting a Holy place of pilgrimage with
How do we feel Muslims from around the world make a difference? How?
connected with Suggestions for What do pupils remember about the mosque and prayer from Year4 Summer1? Pupils to
one another? implementation: recap how mosques are used by the Muslim community for prayer, for celebration and
learning Discussion about belonging to a school community or a club and how this makes
Skills: B/F us feel and to link this to the idea of Muslims belonging to one worldwide community and
why this is special for them and reflect on our own feelings of community and belonging
Islam (and one or and how it makes a difference. Writing about our own community and reflecting on what
two other faiths) makes a community. To consider what communities in our area offer apart from prayer and
why. To invite speakers from the communities to explain. Comparison of what different
places of worship offer and what this does for the community. To look at how these
communities helped during the lockdown and the difficulties that ensued in not being able
to visit the places of worship physically. To learn about pilgrimages in the Muslim faith (and
one other faith) and how visiting a Holy place creates a connection. To find out about
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different languages of prayer and how praying in the same language across the world may
make a difference or not.
Suggested questions to Is a place of worship only for prayer? What else can the building be used for? Why? What do
measure impact: Muslims use a mosque for? How important is it for Muslims to visit the mosque? Can we feel part
of a community if we do not visit a place of worship? How did it impact people during the lockdown
to not visit their places of worship? Did people find ways to be part of a community without
attending services? What did they learn from this? Does sharing a language of prayer make a
difference?
Possible enrichment Visit to a Mosque and speakers from the local community to talk about how going to Mosque helps
opportunities: them to feel more engaged religiously. A talk from someone who has been on a pilgrimage and the
impact it has had on them and why. To write about this visit/talk for a display.
Autumn 2: Aylward’s Intent: To make important links between conservation and protecting the environment with different
beliefs. To instil a sense of responsibility in pupils about looking after the world we live in. To learn
How responsible more about Humanism. To have an understanding that looking after the environment is integral to
are we for the faith communities with reference to Christianity and Hinduism.
environment? Suggestions for Recap of the unit about giving in Year5 Autumn2 and the relevance of Jesus to Christians
implementation: today in Year 4 Spring2. To look at Biblical resources and Hindu texts that give a Christian
Skills: A/F and Hindu perspective. To discuss the Christian theory of creation and its link to looking
after the planet. To find out more about Hindu beliefs and how they shape a responsibility
Christianity for responsibility towards the environment. To compare the two perspectives through
Hinduism reading and discussion and to write about them.
To talk about how having different reasons for doing something may not matter if the result
is the same. To research ways to be more responsible for the environment on a personal and
school level and to write about them. To develop an awareness of environmental issues:
Pollution/recycling/waste/endangered species/climate change etc. Pupils to watch a video
about the most pressing dangers and then summarise the dangers we face. Our
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responsibility to make changes. How can we do this? To make a class manefesto to explain
ways we can help to take care of the environment. To find out about Great and other eco-
warriers and what this means. To know how Hindu beliefs influence their attitudes to taking
care of the environment? (karma/being vegetarian/non- violence/social responsibility).
Pupils to write a letter as a Hindu to the local paper to protest about an environmental issue
or to publicise an initiative they would like to start up. To learn about Christian attitudes to
social action and social responsibility. If there is a belief that God created the world then is
there a responsibility to look after it from a religious point of view? To re-examine the story
of the creation of the world in the Biblical book of Genesis.
Investigating Christian and Hindu environmental charities.
Suggested questions to Why do we need to look after our planet? Can you think why Christians feel a responsibility for
measure impact: taking care of the world? If you don’t believe in God why should you care about the planet? Why do
Christians believe that we need to take care of the environment? What Hindu attitudes to food are
connected to concern for the environment? Is there a Christian festival that is key to understanding
how Christians take care of the environment?
Possible enrichment To take part in a local conservation project eg looking after the school grounds and helping to keep
opportunities: them lovely. To hold a debate about the different perspectives. To contact a Hindu/Christian
environmental group to visit the school and talk to them and follow this up with some local,
environmental voluntary work. To look at the textual sources used by these faiths to explain
attitudes to protecting the environment.
Spring 1 Aylward’s Intent: To understand the meaning behind the Christian Festivals of Christmas, Easter and its importance
to Christians in this country and worldwide. Birth, life death and resurrection of Jesus
What do Suggestions for Recap of the Christmas story, and of Jesus, his life and teachings. Looking at the Easter
Christians believe implementation: story and examining what makes it so important. Look at the New Testament to find
is the most sources for the story. Writing a recount of the story. To look at the Easter service and what
important event it means and how Christians celebrate this festival. Pupils to write a guide for how
that has ever Christians celebrate Easter and why. To look at the terms, ‘resurrection’ and ‘saviour’ and
happened? examine what they mean with relation to the Easter story.
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Suggested questions to Can you describe the Easter story? Which is the most vital part of the story that affects Christian
Skills: C/F measure impact: beliefs and why? Why might Christians find the Easter story more significant than the Christmas
story?
Christianity Possible enrichment To write about the relevance of the Easter story for Christians as part of an Extended write/Golden
opportunities: writing.
To have the chance to speak to Reverend Matthew before the Easter assembly to discuss what we
have learnt.
Spring 2 Aylward’s Intent: To learn about the practices of Sikhism as this religion is well represented in our borough and we
have Sikh children at school. To know how these practices link to expression of faith. To ask
What do we learn questions about what this festival means to Sikhs and to think about their own religious practices.
from the Baisakhi Suggestions for Recapping this knowledge; building on what the children learnt in Year 5 SPring2. To reflect
story? implementation: on Religious persecution and what this means.To find out about the origins of the festival,
linking it to the roots of the Sikh faith and to do some research of their own on this. Pupils
Skills: C/E to write a guidebook to the practices of the festival. To learn about the Khalsa and connect
this to other initiation/coming of age ceremonies. Learning about the Sikh belief of looking
Sikhism after others and how this is integral to the faith. For pupils to investigate ways to help the
poorer members of our community and put this into a form of social action. To reflect on
the ways they help others and how their faith encourages this. To prepare a plan of what
they will do as a class.
Suggested questions to How does working as a community draw people closer to one another? Are we responsible for our
measure impact: community? How can we help others? Does everyone want our help? What does it mean to ‘come
of age’? When are we adult? What does being an adult in a religious sense mean?
Possible enrichment To visit a soup kitchen/to prepare food/toy drive/clothes drive. To find out why religious people
opportunities: might feel a need to do charity? Are they following an example?
Summer 1 Aylward’s Intent: For pupils to question and think about the people they look up to and aspire to be
Suggestions for Link to the learning about the life of Buddha in Year in Year 3 Autumn2. What can pupils
implementation: remember about his life? As a homework before the unit begins, pupils to research a figure
they respect and to share this with the class in the first lesson as a video/powerpoint. To
discuss aspiration and what it means to look up to someone. Humanists do not have a faith
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Who do we look to or religious figures in their lives so they choose to remember and look up to people who
for inspiration and have contributed to the world of the Arts and Science because these people have made a
why? positive contribution to the world. To give pupils different scientists and famous historical
figures to research in groups and talk about why we admire them, what have they given to
Skills: B/D the world. To have a debate on which person is the most admirable. To recap on what
pupils know about the Buddhist faith, who do Buddhists admire and why? To examine the
Buddhism and life of the Dalai Lama and think about why he is admired universally.
Humanism Suggested questions to Do you want to be famous? Why? Which figure do you most admire and why? What is it about
measure impact: what they have done you admire? How could you be like them? What can you learn from them?
Are their shared attributes amongst the leaders/people who pupils have chosen? What are they?
Possible enrichment To choose a leader they admire and write a biography explaining the qualities they admire in this
opportunities: person.
Summer 2 Aylward’s Intent: To think about growing up as they leave primary school. To consider what taking responsibility for
having a faith means when they start secondary school.
Religious Suggestions for What can pupils remember about Jewish rules and the Torah from their learning? Asking
responsibilityWhat implementation: questions about growing up and which age marks growing up. Look at different ages to
does it mean to vote/open a bank account/get married/make medical decisions. Which age do pupils believe
grow up? they are grown up? Why? Pupils to write about responsibilities and what they mean. Are
they allowed to travel to school alone? Pupils to create a table of different responsibilities
Skills: A/F and the ages they can achieve them; to compare with each other. To examine religious
responsibility and what this means. Do we need to follow the path of our parents, is there a
Judaism and choice? To reflect on Zoraistrianism and the tenets of this faith. To look at coming of age
Zoroastrianism ceremonies in Judaism and Zoraistrianism and examine what they entail and how this can
be related to our own lives. To have a debate about the age of responsibility for religion and
what this means.
Suggested questions to What does Judaism do to mark religious responsibility? Can we learn from religious practices
measure impact: about taking responsibility for our faith? Who decides what we do? What will you continue to
choose to do in your faith when you are older? Why? Should it be up to children to decide their
religious faith?
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Possible enrichment To have a visit from alumni so that pupils can talk to former pupils about their experiences at
opportunities: secondary school. To write a guide to keeping religious faith as you get older.
Footnote. Skills for Years 1-6 are based upon the attainment targets in the Harrow Agreed Syllabus:
beliefs, teachings and sources (A) practices and ways of life (B) forms of expressing meaning (C) Across the Key Stage pupils should be given opportunities
to develop their knowledge, skills and understanding with reference to Attainment Target 2: identity, diversity and belonging (D) meaning, purpose and truth
(E) values and commitments (F)
Christianity Judaism Islam Jain Zorastrianism

Hinduism Sikhism Buddhism Humanism Bahai
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2021 R.e.knowledge and Skills Progression Map 1

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2021 R.e.knowledge and Skills Progression Map 1

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R.E.

Skills and Knowledge Progression

Buildings we hear certain religious

VOCAB VOCAB VOCAB VOCAB VOCAB VOCAB

To examine the Think about and

Chanukah through names mean and the

Suggestions for the development of greater depth:

To know that there are

To explain the different

To discuss our own

To know that Baha’i

Christianity Judaism Islam Jain Zorastrianism

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