To know about religion:

• To be able to name and talk about different religious stories;
• To be able to retell stories and suggest meaning;
• To begin to be able to describe and connect religious knowledge and ideas together.

To understand the impact of religion:

• To recognise and connect religious ideas;
• To be able to ask questions sensitively and give thoughtful responses.

To use investigative and enquiry skills:

• To be able to find out about religions;
• To collect and use ideas;
• To consider and discuss questions.

To know about religion:

• To understand ideas;
• To be able to explain why and explain impacts;
• To be able to appreciate and appraise differences.

To understand the impact of religion:

• To develop own ideas reasonably;
• To be able to explain diverse viewpoints clearly;
• To be able to express insights.

To use investigative and enquiry skills:

• To be able to apply ideas thoughtfully;
• To be able to investigate and explain diversity;
• To be able to enquire, interpret, argue.

God/Incarnation

What is the Trinity?

• To understand Christian beliefs about God- God as Father, Son and Spirit;
• Children will identify differences in the Gospels and the letters of the NT;
• They will offer suggestions about baptism and what the Trinity might mean;
• They will explore the texts and say what these might mean for Christians today;
• They will explore how Christians show their beliefs about God the Trinity by their lifestyle choices and how they worship.

(Creativity – artwork)

Salvation

Why does Easter matter to Christians?

Why do Christians call the day Jesus died ‘Good Friday’?

• Recognise that Incarnation and Salvation are part of a ‘big story’ of the Bible;
• Tell stories of Holy Week and Easter from the Bible and recognise a link with the idea of Salvation (Jesus rescuing people);
• Recognise that Jesus gives instructions about how to behave;
• Give at least three examples of how Christians show their beliefs about Jesus’ death and resurrection in church worship at Easter;
• Think, talk and ask questions about whether the story of Easter has anything to say to them about sadness, hope or heaven, exploring different ideas;
• After half term children will Order Creation and Fall, Incarnation, Gospel and Salvation within a timeline of the Bible’s ‘big story’;
• Offer suggestions for what the texts about the entry into Jerusalem, and the death and resurrection of Jesus might mean;
• Give examples of what the texts studied mean to some Christians;
• Make simple links between the Gospel texts and how Christians mark the Easter events in their church communities;
• Describe how Christians show their beliefs about Palm Sunday, Good Friday and Easter Sunday in worship;
• Make links between some of the stories and teachings in the Bible and life in the world today, expressing some ideas of their own clearly.

(Community – how different communities celebrate Easter)

(Responsibility – the responsibility of Jesus’ death)

(Passion – passion of the cross)

(Resilience – going through trials – Jesus went through them too)

(Humility – Jesus washing his disciples feet)

(Happiness/enjoyment – celebrations)

God (Islam)

• Children will explore what the word ‘GOD’ means for those who align themselves with Islam and Hinduism;
• They will explore names for Gods/Deities and understand how these are found in sacred texts and stories;
• They will begin to explore beliefs about God that affect how these people may live out their lives;
• Concepts of Tawhid- the oneness of Allah and the relationship of the Trimurti to devotees;
• They will also explore the role of messengers and messages from sacred texts.

God (Hinduism)

• Children will explore what the word ‘GOD’ means for those who align themselves with Islam and Hinduism;
• They will explore names for Gods/Deities and understand how these are found in sacred texts and stories;
• They will begin to explore beliefs about God that affect how these people may live out their lives;
• Concepts of Tawhid- the oneness of Allah and the relationship of the Trimurti to devotees;
• They will also explore the role of messengers and messages from sacred texts.
• (Community – as part of celebrating festivals)

Creation

What do Christians learn from the creation story?

• Make clear links between Genesis 1 and what Christians believe about God and Creation;
• Describe what Christians do because they believe God is ‘Creator’, (For example, follow God, wonder at how amazing God’s creation is; care for the earth in some specific ways.);
• Ask questions and suggest answers about what might be important in the creation story for  Christians living today, and for people who are not Christians

(Creativity – poetry and artwork linked to theme)

(Responsibility – humans and our responsibility for the world)

(Well-being – spending time in and appreciating creation)

Pilgrimage

Pilgrimage (including Christianity)

[Environmental impact of pilgrimage]

• Children will explore pilgrimage as a significant journey carried out for special purposes;
• They will explore the differences between religious and non-religious pilgrimage and talk about what makes a religious pilgrimage sacred;
• They will look at key pilgrimages from Islam, Hinduism and Christianity and establish the key features of these and how they relate to beliefs about God, the world and other humans as well as consider how there is a conflict between beliefs about the environment and how pilgrimages affect the environment.

(Passion – people’s faith leads them to go on a pilgrimage)

(Well-being – connecting with God and a sacred place)

Community (Islam)

[Worship and celebration. Ways in which worship and celebration engage with/affect the natural world. Beliefs about creation and natural world]

• Children will look at stories at creation from a Hindu and Muslim perspective;
• We also explore how celebrations and worship interacts with the natural world and how these also bring people together;
• We will then explore how each religion is expressed by expression of worship and devotion.

(Community – how faith is lived out in communities)

(Enjoyment/Happiness – celebrations)

Pilgrimage

Pilgrimage (including Christianity)

[Environmental impact of pilgrimage]

• Children will explore pilgrimage as a significant journey carried out for special purposes;
• They will explore the differences between religious and non-religious pilgrimage and talk about what makes a religious pilgrimage sacred;
• They will look at key pilgrimages from Islam, Hinduism and Christianity and establish the key features of these and how they relate to beliefs about God, the world and other humans as well as consider how there is a conflict between beliefs about the environment and how pilgrimages affect the environment.

(Passion – people’s faith leads them to go on a pilgrimage)

(Well-being – connecting with God and a spiritual experience)

Community (Hinduism)

[Worship and celebration. Ways in which worship and celebration engage with/affect the natural world. Beliefs about creation and natural world]

• Children will look at stories at creation from a Hindu and Muslim perspective;
• We also explore how celebrations and worship interacts with the natural world and how these also bring people together;
• We will then explore how each religion is expressed by expression of worship and devotion.

(Community – how faith is lived out in communities)

(Happiness/Enjoyment  - celebrations)

Salvation/Incarnation

What difference does the resurrection make for Christians?

[How do Christians behave/act because of their beliefs about Jesus and the resurrection?]

• Outline the timeline of the ‘big story’ of the Bible, explaining how Incarnation and Salvation fit within it;
• Explain what Christians mean when they say that Jesus’ death was a sacrifice, using theological terms;
• Suggest meanings for narratives of Jesus’ death/ resurrection, comparing their ideas with ways in which;
• Christians interpret these texts. Make clear connections between the Christian belief in Jesus’ death as a sacrifice and how Christians celebrate Holy Communion/Lord’s Supper. Show how Christians put their beliefs into practice.

(Well-being – Eucharist being made right with God)

• Weigh up the value and impact of ideas of sacrifice in their own lives and the world today;
• Explain connections between Luke 24 and the Christian concepts of Sacrifice, Resurrection, Salvation, Incarnation and Hope, using theological terms;
• Make clear connections between Christian belief in the Resurrection and how Christians worship on Good Friday and Easter Sunday;
• Show how Christians put their beliefs into practice in different ways. Explain why some people find belief in the Resurrection makes sense and inspires them.
• Was Jesus the Messiah?;
• Explain the place of Incarnation and Messiah within the ‘big story’ of the Bible;
• Identify Gospel and prophecy texts, using technical terms;
• Explain connections between biblical texts, Incarnation and Messiah, using theological terms;
• Show how Christians put their beliefs about Jesus’ Incarnation into practice in different ways in celebrating Christmas;
• Comment on how the idea that Jesus is the Messiah makes sense in the wider story of the Bible;
• Weigh up how far the idea that Jesus is the Messiah — a Saviour from God — is important in the world today and, if it is true, what difference that might make in people’s lives.

[Was Jesus who he said he was? Did the resurrection happen? Does it matter if it didn’t?]

(Responsibility – who is responsible for Jesus’ death, exploring the responsibility humankind)

(Celebration – Easter and Christmas)

(Diversity – difference in how celebrate within different denominations of Christianity)

(Resilience – Jesus went through trials, understanding that we need to be resilient in difficult times)

(Passion – Easter story and concept of salvation)

Expressing beliefs through the arts

Expressing Beliefs through the Arts (including Christianity)

[Reasons why some people may not use pictorial representation to express belief, e.g. Muslims; Spirited Arts competition run by NATRE]

This unit focuses on some of the ways in which music, art and drama are used to express aspects of faith. The main focus is on Christianity and Islam, with reference to Hinduism. The unit provides opportunities for children to experience how certain art forms can be used to express feelings, emotions and intentions and to learn how these are used in a religious context to express faith.

(Creativity – art, poetry, music, dance, drama)

(Happiness/Enjoyment – joy of creativity)

(Passion – passion plays at Easter)

Being Human (Islam)

How does faith and belief affect the way people live their lives?

 [The ways in which beliefs impact on action: expectations of behaviour, ways in which people act, examples of contemporary individuals]

• What does the Qur’an teach Muslims about how they should treat others?;
• How do Muslim teachings guide the way Muslims act in the world?;
• How are Muslim beliefs expressed in Practice;
• Examples of contemporary individuals from both faiths.

(Community – coming together to worship, zakah, sawm, sallah, shahadah, hajj – all bring together as community)

(Morality – beliefs and practices impact life choices)

Being Human (Hinduism)

How does faith and belief affect the way people live their lives?

 [The ways in which beliefs impact on action: expectations of behaviour, ways in which people act, examples of contemporary individuals]

• How do Hindus reflect their faith in the way they live?;
• What is karma and how does it drive the cycle of samsara?;
• How might a Hindu seek to achieve Moksha?

(Community – coming together to worship, dharma – providing alms and hospitality)

(Morality – beliefs and practices impact life choices)

Creation

Creation and Science: Conflicting or Complementary

• Outline the importance of Creation on the timeline of the ‘big story’ of the Bible;
• Identify what type of text some Christians say Genesis 1 is, and its purpose;
• Taking account of the context, suggest what Genesis 1 might mean, and compare their ideas with ways in which Christians interpret it, showing awareness of different interpretations;
• Make clear connections between Genesis 1 and Christian belief about God as Creator;
• Show understanding of why many Christians find science and faith go together;
• Identify key ideas arising from their study of Genesis 1 and comment on how far these are helpful or inspiring, justifying their responses;
• Weigh up how far the Genesis 1 creation narrative is in conflict, or is complementary, with a scientific account;
• Identify the type of text that Psalm 8 is, and its purpose;
• Explain what Psalm 8 has to say about the idea of God as Creator and the place of humans in Creation;
• Make clear connections between Psalm 8 and some ways Christians respond to God as Creator;
• Show understanding of why some Christians find science and faith compatible;
• Respond to the idea that humans have great responsibility for the Earth;
• Weigh up how well humans are responding to this responsibility, taking into account religious and nonreligious viewpoints.

(Diversity – different beliefs about how the world came to be)

(Responsibility – stewardship of creation – God’s command to humans)

(Well-being – being connected to creation)

(Creativity – artwork, poetry to express ideas)

God (Holy or Loving)

What does it mean if God is loving and holy?

• Identify some different types of biblical texts, using technical terms accurately;
• Explain connections between biblical texts and Christian ideas of God, using theological terms;
• Make clear connections between Bible texts studied and what Christians believe about God; for example, through how churches are designed;
• Show how Christians put their beliefs into practice in worship;
• Weigh up how biblical ideas and teachings about God as holy and loving might make a difference in the world today, developing insights of their own.

(Spirituality – nature of God)

(Diversity – differing beliefs about the nature of God)

Life Journey

What do Muslims do to celebrate birth?

 [Rites of passage; include other religions, e.g. Bar/Bat Mitzvah in Judaism, confirmation in Christianity; have looked at how we know whether religious claims are true or not – this unit considers whether their truth or otherwise actually matters – what impact does religion have on people’s lives, regardless of whether they can prove their beliefs to be true or not]

• Birth of a baby as a blessing – aqiqah ceremony, why belonging is special;
• Call to prayer (adhaan) into baby’s ear and taste of something sweet;
• Shaving of head, weighing of hair;
• How do Muslims show they belong?;
• Birth – choice of names, the qualities of people associated with certain names;
• Role of Madrasahs, e.g. training to become Hafez.

(Community – family community)

(Morality – life choices due to beliefs and practices)

Life Journey

How do Hindus show that they belong?

 [Rites of passage; include other religions, e.g. Bar/Bat Mitzvah in Judaism, confirmation in Christianity; have looked at how we know whether religious claims are true or not – this unit considers whether their truth or otherwise actually matters – what impact does religion have on people’s lives, regardless of whether they can prove their beliefs to be true or not]

• Samskaras (passage of life);
• Birth – namkarna (naming ceremony), jatakarma (welcoming the baby into the family);
• Ear piercing (karnavedha) and first haircut (mundane);
• Upananyana or sacred thread ceremony.

(Community – family community)

(Morality – life choices due to beliefs and practices)

Do you have to believe in God to be good?

[Opportunity to study Humanism/atheism and explore e.g. issues of social justice)

Scientific and Humanist viewpoints regarding creation

Rites of Passage for non-religious people (birth, life, marriage, death)

Other religions included to make links: Bar/Bat Mitzvah in Judaism and confirmation, christening, baptism in Christianity.

How do we know whether religious claims are true or not? This unit considers whether their truth or otherwise actually matters – what impact does religion have on people’s lives, regardless of whether they can prove their beliefs to be true or not?

(Morality – life choices)