RE Long Term Plan

SFS Religious Education LTP 2022 – 2023

Curriculum Intent, Implementation and Impact: At Shelley First School, it is our intent for the Religious Education element of our school curriculum to engage, inspire and challenge.

We strongly encourage and equip pupils with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions. We aim to develop a more rigorous understanding of the numerous religious traditions, beliefs and practices that are followed in our multi-cultural society. We want children to know how religious education promotes and enables pupils to combat prejudice, preparing them for adult life, employment and life-long learning.

The intent of our RE curriculum is to deliver a curriculum which is accessible to all. We want to maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this, children will become independent and responsible members of a society who understand and explore big questions about life, to find out what people believe and what difference this makes to how they live, so that they can make sense of religion, reflecting on their own ideas and ways of living. We provide our children with opportunities to learn about religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. Children will be equipped with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. Our children are encouraged to develop an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and worldviews. Shelley First School has chosen to adopt the Kirklees Agreed RE Syllabus “Believing and belonging” 2019-2024.

Year Reception Y1

Theme Traditions Christianity & Islam

Y2 Y3

Y4 Y5

Christianity, Islam, Judaism & Sikhism

Autumn Term

Spring Term

Summer Term

F1 Where do we live and who lives there?

F4 What can we see in our wonderful world?

(Harvest) F3 What makes a good helper?

1.1 Which books and stories are special?

F5 Who and what are special to us?

F4 What can we see in our wonderful world?

(Easter) 1.2 How do we celebrate special events?

1.3 What does it mean to belong?

F2 How are special times celebrated?

2.1 How is new life welcomed?

2.2 How can we make good choices?

2.3 How and why do people pray?

2.4 How can we look after our planet?

3.1 How do Jews remember God’s covenant with Abraham and Moses?

3.2 What is spirituality and how do people experience this?

3.3 What do Christians believe about a good life?

3.4 What do creation stories tell us?

4.1 How are important events remembered in ceremonies?

4.2 What faiths make up our community?

5.1 Why are some places and journeys special?

4.3 How do the Five Pillars guide Muslims?

4.4 Why are Gurus at the heart of Sikh belief and practice?

5.2 What values are shown in codes for living?

5.3 Should we forgive others?

5.4 What do Christians believe about the old and new covenants?

1.4 How and why do we care for others?

1.5 Who brought messages from God and what did they say?

2.5 What did Jesus teach and how did he live?

Year

Reception

Year

Y1

Autumn Term

Spring Term

Summer Term

Where do we live and who lives there?

Who and what are special to us?

How are special times celebrated?

Children know and identify special places.

Children begin to learn about themselves, recognising that Children explore festivals and how they are celebrated.

Children develop a sense of belonging to a family, school, we are all different but unique and special.

Children develop a basic understanding of religious festivals community and the wider world.

Children begin to explore the concept of ‘special’ in relation through the year, including Christmas, Diwali & Eid. Children begin to understand belonging to a religious to the Christianity and Islam.

Children identify religious aspects and cultural traditions. community.

• Talk about what makes them unique.

• Talk about celebrations and begin to notice the • Discuss where we live. celebrations which are important to others.

• Notice the visual and personalities of others.

• Describe features of their house & state address.

• Talk about how they celebrate their birthday.

• Talk about special achievements.

• Name places that are special to them.

• Listen to and retell the Christmas story.

• Talk about people who are important to them • Talk about belonging to their family and say who • Talk about how Christians celebrate Christmas.

• Talk in simple terms about some of the roles people lives in their house.

• Talk about celebrations which include light, music have and jobs they might like to do.

• Notice differences and similarities between • Listen carefully and retell important stories. and dancing. different homes.

Vocabulary: home, family, job, important, special, bible.

• Listen carefully to a story which is important to • Ask questions about special places.

What can we see in our wonderful world? (Easter) Muslims.

Vocabulary: home, family, school, community, church Children begin to know Christian beliefs about creation.

What can we see in our wonderful world? (Harvest) • Experience celebration through music and dance.

Children develop ideas about looking after the world.

Children understand nature during different seasons.

• Talk about the importance of caring for others.

Children begin to reflect on concepts death and new life.

Children begin to know Christian beliefs about creation.

• Talk about the importance of being thankful for • Talk about the creation story from the Bible.

Children know why thankfulness is important at harvest time. what we have.

• Name something that was created by God. • Talk about the creation story from the Bible.

Vocabulary: Jesus, nativity, birth, presents, baby, Hindus, • Talk about how we can care for our environment.

• Name something that was created by God. Muslims, Christians, Islam, Christianity, • Talk about why we should look after the world.

• Notice ways that Christians celebrate Harvest.

• Notice signs of death and new life in nature.

• Talk about how we can care for our environment.

• Listen to the Easter Story and notice how Christians • Talk about why we should look after the world. remember it, discuss ways of celebrating Easter.

• Talk about feelings of sadness and happiness • Listen to stories and talk about feelings.

• Listen to stories and talk about feelings.

Vocabulary: creation, responsibility, Easter, nature, new life, Vocabulary: creation, responsibility, harvest, nature, new life, thankfulness, Jesus thankfulness, Jesus Previous Learning with depend on the setting the chn have come from.

Autumn Term What makes a good helper?

Children learn the need to follow rules, including treating others as you would like to be treated.

Children understand the concepts of friendship.

Children understand the importance of caring for others through Christianity and Islam.

Children are developing an awareness of the wider world.

• Talk about the school and classroom rules.

• Listen carefully to a story and talk about it.

• Talk about how to help their friends and family.

• Explain what being a friend means.

• Talk about what the story teaches about caring and about God. Vocabulary: community, charity, manners, rules, disciples . Which books and stories are special?

Children learn which books and stories are special to them.

Children know the meanings or ‘morals’ of a story.

Spring Term

Summer Term

How do we celebrate special events?

Children understand the concept of celebration.

Children understand celebrations and religious festivals.

Children understand how religions mark festival days.

• Name some things for which believers are thankful • Name some festivals and celebrations.

• Retell what happens at a Harvest Festival & why.

• Retell the story of Sukkot and its meaning.

• Talk about Muslim festival of Ramadan.

Vocabulary: celebration, festival, Eid, Ramadan, fasting

How and why do we care for others?

Children will know how to question and explain.

Children know what ‘caring’ looks like for different pupils and people of different faith backgrounds.

Children will understand self-esteem and empathy.

What does it mean to belong?

Children know what it means to belong to a church/mosque.

Children understand what they might see in a mosque or church.

Children begin to understand differences and similarities between churches and mosques, but that not all churches or mosques are the same.

Talk about groups they belong to.

Design a symbol and explain its meaning.

Talk about a special place.

Discuss why Sunday is special to Christians.

Talk about why Muslims wear special clothes to go to the Mosque.

• Talk about how and why Muslims pray.

• Talk about what they might see in a church or mosque Vocabulary: caring, organisation, charity, fund raising, parable • • • • •

Who brought messages from God and what did they say?

Children know special books for Christians and Muslims.

Children know why these books are special and how they are respected and treated.

• Describe why a book might be special and talk about how it is treated.

• Retell stories and ask questions about the meaning of these.

• Talk about how morals can help us live a good life • Talk about how Muslims read the Qur’an and show that it is special.

• Talk about how Christians read the Bible and show that it is special.

Vocabulary: holy, moral, Bible, Qur’an, special

Children know what ‘caring’ looks like for different people.

Children understand reflection & communication as concepts.

Children understand self-esteem and empathy.

Children know about diversity among and within religions and other world views.

• Recall religious stories.

• Talk about what a prophet is.

• Retell a story of using words and pictures.

• Talk about how different people approach God in different ways – some trust him more than others.

• Talk about how our choices are important and can affect us or others in the future.

• Discuss the benefits of forgiving.

• Talk about making and keeping promises.

• Retell the story of the birth of Jesus.

• Talk about knowing that Jesus was a special baby.

Vocabulary: Christian, God, Bible, Old Testament, command, belief, faith, trust, choice, forgive, promise, patriarch, Jesus, Son of God, prayer Prior Knowledge – Chn will know & understand that we are all different, unique and special and will be able to talk about this. Chn will have covered special celebrations e.g. Christmas, birthday, Chinese new year, Diwali etc. Chn will have developed a basic understanding of religious festivals and will have been taught about cultural traditions and specific festivals/celebrations. Chn will have a understanding about Christianity particularly ‘Easter’ ‘Harvest’ & ‘Christmas’ Chn should be able to use vocabulary in green when discussing different topics.

Year

Y2

Children know that churches and mosques are special places for the people who go there.

• Talk about groups they belong to.

• Design a symbol and explain its meaning.

• Talk about a special place.

• Discuss why Sunday is special to Christians.

• Talk about why Muslims wear special clothes to go to the Mosque.

• Talk about how and why Muslims pray.

• Talk about what they might see in a church or mosque Vocabulary: mosque, church, worship, ceremony, ritual

Autumn Term

Spring Term

Summer Term

How is new life welcomed?

Children know how babies are welcomed into families.

Children will know about initiation rites including infant baptism and the aqiqah and be aware that there are other rituals and ceremonies as well.

• Explain why welcoming someone is important.

• Retell what happens during a baptism.

• Describe other welcoming ceremonies.

Vocabulary: family, promises, ritual, prayer, baptism, aqiqah.

How and why do people pray?

Children develop an understanding of the importance of prayer to those who belong to that religion.

Children understand the nature of religion and belief and its key concepts.

• Explain some reasons why people pray.

• Describe how symbols and actions help in prayer.

• Know special prayers including The Lord’s Prayer.

• Know and name key festivals including harvest, lent, Easter, Ramadan, Eid. • Talk about reflection as well as prayer.

• Compose a prayer or poem that reflects the aspirations of the class.

Vocabulary: prayer, reflection, symbols, wudu How can we look after our planet?

Children know beliefs regarding the origins of the world.

Children understand we should show concern for our planet.

Children know how to care for our planet.

• Talk, express and discuss ideas about our world.

• Retell and recall the stories of creation • Present own viewpoints of right and wrong.

• Explore ways of taking care of the planet.

Vocabulary: creation, responsibility, recycle, environment.

What did Jesus teach and how did he live?

Children know and understand what a ‘calling’ is and what Jesus’ special role was.

Children know how beliefs affect how Christians live their lives, which Christians may explain to children in terms of the command to ‘love one another’.

Children know the importance of Jesus’ teachings for Christians today.

• Express ideas about what a calling is.

• Retell how Jesus was called.

• Order the key events of Jesus’ life.

• Give reasons as to why Jesus was baptized.

• Recall the name given to Jesus’ 12 special friends.

• Explore that Christians believe that God is a God of love and forgiveness.

• Begin to express ideas about their own views of forgiveness.

• Children can retell the key beliefs of the Christian faith.

God, Christ, Jesus, Christian, gospel, parable, baptism, crucifixion, resurrection.

How can we make good choices?

Children know what makes a happy classroom.

Children know why rules are important.

Children understand moral codes from Christianity and Islam including the Ten Commandments and the Five Pillars.

• Explain rules and why they are important.

• Offer an opinion considering ‘right’ and ‘wrong’.

• Talk about Jesus’ summary of the commandments and what this meant.

• Describe the Five Pillars of Islam and how these are used as rules and guidelines.

Vocabulary: home, choices, influences, rules, guidelines

Prior Knowledge – Chn will build on from their knowledge of rules and will know about right and wrong and understand moral codes from Christianity and Islam including the Ten Commandments and the Five Pillars. Chn will know what ‘caring’ looks like for different pupils and people of different faith backgrounds – specifically focussing on Islam & Christianity.

Children will know how babies are welcomed into families and will be able to speak about baptisms. Chn should be able to use vocabulary in green when discussing different topics.

Year

Y3

Autumn Term

Spring Term

How do Jews remember God’s covenant with Abraham and Moses?

Children know what it is like to be Jewish.

Children know how ideas of God are expressed in stories, celebration, ritual and actions.

Children know about Moses as a leader in the Jewish tradition.

Children know about the Torah as sacred text.

Children know about the great festivals of Pesach, and the weekly celebration of Shabbat.

• Make links between the promises/ agreements they make and the covenant with God and Noah • Recognise that Abraham is the father of Judaism • Ask questions about the Moses story and about bad situations in the world today.

• Make links between my ideas about unfairness and the experience of the Jewish people.

• Talk about some of the things some Jewish families would and would not do on Shabbat.

• Make links with the ways in which rest and family time are important to me • Describe how Jewish people practise their faith on Shabbat.

• Say why the Torah is the holy book for Jews.

Vocabulary: Jewish, Hebrew, Torah, Judaism, Sabbath/ Shabbat, Passover/Pesach, synagogue.

What is spirituality and how do people experience this?

Children know and understand the concept of spirituality.

Children know creative ways in which spirituality may be demonstrated.

Children know how religious communities and individuals express beliefs and emotions.

• Explain their understanding of ‘spiritual’.

• Express some ideas that are important to them. Represent these in a visual form, presenting and explain these to others.

• Explain the meaning of some symbols.

• Describe how some faiths use pictures to represent beliefs.

• Recognise the 99 names of Allah and respond thoughtfully to these ideas.

• Respond thoughtfully to a setting of the Mool Mantar and explain its meaning for Sikhs.

• Give examples of other forms of religious music and explain their meaning.

• Re-tell the story of the Exodus and the story of Miriam and make links with the expression of beliefs through dance.

Vocabulary: spirituality, Mool Mantar, Mudras, Sufi, psalms, hymns, beliefs, symbols.

What do Christians believe about a good life?

Children know the importance of the Bible for Christians.

Children understand Jesus’ teachings about rules and behaviour.

• Identify and describe ways in which the Bible is important for Christians.

• Make links between Bible stories and the beliefs/ ideas which lie behind them.

• Give an example of a promise.

• Retell the “Prodigal Son” & understand its meaning.

• Research and retell a Bible story about the healing of Jesus.

Vocabulary: Christianity, bible, parable, symbol, testament

Summer Term What do creation stories tell us?

Children know different creation stories from Christianity, Judaism, Islam and Sikhism.

• Retell and explain different creation stories.

• Describe differences and similarities between creation stories.

• Use symbolic meanings for stories.

• Express that different faiths believe the world should be cherished.

Vocabulary: creation, creator, responsibility, interpretation.

Prior Knowledge – Chn will be introduced to the religion Judaism, so will have no previous knowledge to build on. Chn will have already learnt about Christianity in previous units, in this year they will consolidate and further learning on how Christians live a good life and the creation stories.

Y4

How are important events remembered in ceremonies?

Children know different festivals of light from Judaism, Sikhism, Hinduism and Paganism.

Children know how some festivals use light as a representation of hope, joy, remembrance and reflection.

• Suggest meanings for the representation of light.

• Retell key stories in a range of religions.

• Tell similarities & differences between faith stories.

• Describe and explain how lights represent good.

• Explain how light is symbolic.

Vocabulary: interpretation, celebration, values, remembrance, reflection.

How do the Five Pillars guide Muslims?

Children know Muslim beliefs and practices, including the belief in Allah and the importance of the Prophet Muhammad (pbuh).

Children know about the Five Pillars of Islam as a way of focusing on key beliefs for Muslims.

• Research the meaning and significance of a Muslim artefact including the holy book.

• Find Saudi Arabia on various maps of the world.

• Explain why the five pillars are important to Muslims.

• Reflect on how it feels to give to others.

• Understand what Zakaah is.

Why are Gurus at the heart of Sikh belief and practice?

Children know and understand the concept of ‘guru’ in Sikhism. It aims for pupils to be able to link the Children know the significance of Sikh scripture - Guru Granth Sahib, to the importance of the lineage of the ten Sikh gurus.

Children know the concept of ‘guru’ as a religious teacher.

• Describe key information about Guru Nanak and his early life.

What faiths make up our community?

• Explain what Zakaah means in Islam and how it can make an • Ask and respond thoughtfully to Children know different places of worship in the local area. impact on the wider world. questions.

Children know places of worship in the wider community.

• Explain what Hajj is & what it means to Muslims.

• Explain and give reasons for their • Describe what belonging means.

Vocabulary: Shahadah, Salaah, Sawm, Zakaah, Hajj, Muslim, Islam. answers.

• Share ways of welcoming new people to a • Explain the meaning of important community. stories.

• Describe a faith and core beliefs.

• Express ideas about Sikh beliefs.

• Describe how beliefs make a difference to • Respond thoughtfully to a religious believer’s lives. text.

• Understand differences and similarities between denominations.

Vocabulary: Guru Nanak, Guru Granth Sahib, Vocabulary: church, mosque, gurdwara, synagogue, guru, community, faith, belief, believer. gurdwara Prior knowledge - Children will have introduced to Judaism and will know information such as what life is like a Jew, what scared text they use, Jewish festivals and celebrations, rituals and actions they follows. Children will also have understanding of spirituality. Chn will have touched upon the Five pillars in previous units, in this year they will consolidate and further learning on this.

Year

Autumn Term

Spring Term

Y5

Why are some places and journeys special?

Children know the special journeys that people make.

Children know and understand journeys such as pilgrimages and spiritual journeys as well as metaphorical journeys through faith.

Children know where these journeys are to and why and what people learn from them.

Children understand the sacrifices that people make in order to carry out the journeys and how this enriches people’s lives.

• Describe special religious places in the world.

• Describe a place that is special to them.

• Describe how a Jewish person feels about visiting the Western Wall.

• Describe how special places make people reflect.

• Explain that believers need to make sacrifices for their beliefs.

• Make links between special places and journeys.

• Make links between pilgrimages and reflection.

• Reflect on how different people can work together Vocabulary: journey, responsibility, belief, pilgrimage, reflection, faith.

What values are shown in codes for living?

Children know some religious values & think about their own.

Children know the ways in which values make a difference.

Children understand what can be learnt from Christian, Jewish, Muslim and Humanist beliefs.

• Identify ways people show that they are sorry.

• Ask questions & make links about ways of life.

• Consider moral questions and ways of life.

• Describe and link up some Muslim teachings with how Muslims choose to live.

• Describe some ways people try to increase peace.

Vocabulary: belief, difference, faith Should we forgive others?

Children know concepts of forgiveness and reconciliation in Christianity and the importance of these.

Children understand the significance of the death and resurrection of Jesus.

• Describe an example of forgiveness in a story told about or by Jesus.

• Empathise with someone who has suffered or who might need or desire forgiveness.

• Describe the practice of Confession in some Christian communities.

Vocabulary: reconciliation, forgiveness, repentance, confession, conflict resolution.

Prior Knowledge -

Summer Term What do Christians believe about the old and new covenants?

Children know different covenants between God and various key figures in the Bible in both the Old and New Testament, including Abraham, Moses, David and Jesus.

Children know core beliefs of Christians regarding these covenants and their importance.

• Explain the term covenant.

• Reflect on the covenant Abraham had with God • Suggest reasons why Abraham is important to Christians, Jews and Muslims.

• Suggest reasons why the Ten Commandments are important for Jews and Christians.

• Discuss Jesus’ Jewish background.

• Reflect on the meaning of ‘incarnation’ • Explain the terms ‘Messiah’ and ‘Saviour’ • Investigate evidence from Bible extracts that support Christian beliefs about Jesus.

• Reflect on Jesus’ covenant with God. Vocabulary: covenant, old testament, new testament, salvation, incarnation, gospel, messiah.

Community cohesion & social responsibility o o o

To demonstrate the ability to understand and appreciate others To recognise people who are different or similar to themselves To develop excellent British Value

Language & communications o o o

To ask questions to gain a deeper understanding To show the ability to listen to the thoughts, beliefs and guidance of others To share own ideas in an appropriate manner

Ready to learn o o

To equip children with the knowledge and skills to answer challenging questions To equip pupils with the ability to combat prejudice thus preparing them for adult life, employment and life-long learning

Middle School - YEAR 6 Knowledge and understanding of specific religions: Study of Christianity: The central features of Christianity as an Abrahamic faith and the features which distinguish it from other faiths.

Features of a typical parish church.

The concept of the church as a Christian community.

The range of diversity and size of differing branches of Christian faith within one “catholic” church.

An understanding of the structure of the Bible.

The concept of a parable and the purpose of the parables as sources of Christian teaching.

The service of Communion and its importance within Christian worship and its relationship to the life and teachings of Jesus.

Study of Islam: The central features of Islam as an Abrahamic faith and the features which distinguish it from other faiths.

The life of the Prophet Muhammad.

The 5 pillars of Islam as a central underpinnings of the life of a Muslim.

The structure and central authority of the Quran within Islam.

Aspects of the Quran which relate to teachings on a range of moral/ethical questions.

The festival of Ramadan and the links to the significant concepts within Islam An explanation of the actions of a Muslim living within Islamic faith and the differences between faith teachings and cultural/community traditions.

The religious features of a Mosque and the links these give to central beliefs within Islam Philosophical questions of belief, existence and meaning Study of Christianity An understanding of the nature of the Christian God (Omniscient, omnipresent, omnipotent and omnibenevolent) Understanding of the nature of Jesus for Christians, through the concept of the Holy Trinity.

Understanding key Christian beliefs on creation and existence found in the Nicaean Creed.

Study of Islam The nature of Allah in Islam (Omniscient, omnipresent, omnipotent and omnibenevolent) The concept of the Tawhid and a comparison to the Christian Holy Trinity.

The Quran as the source of ultimate authority on the question of belief, existence and meaning within Islam Study of Christianity Development of analytical thought of identifying key concepts within a text of authority.

Beginning to understand the analytical skills of applying theoretical ideas to the practical world around us and subsequently the problems/ inconsistencies this might cause followers of religion.

Study of Islam The analytical skill of comparison by juxtaposition in regard to answers given by Christianity and Islam on questions of belief, meaning existence.

The analytical skill of understanding how a simple set of key ideas can give rise to an understanding of great complexity.

Moral & ethical questions regarding individual actions, communities and the relations between them Study of Christianity Knowledge of a range of Christian beliefs on moral & ethical actions.

Knowledge of a small range of Christian parables which exemplify these Christian beliefs.

The source of these parables and an understanding of the Bible as a source of Christian moral & ethical authority A range of ways in which Christians may apply these moral/ethical beliefs in actions which they take as individuals/communities Study of Islam Knowledge of the 5 pillars of Islam and in particular the duties/responsibilities it places on Muslims in relation to themselves and the community.

The role of the Hadith as a secondary source of authority n moral & ethical behaviour.

A range of Islam beliefs on moral and ethical behaviour.

Examples of the application of Islamic moral & ethical beliefs to a range of moral choices/dilemmas.

Study of Christianity Development of skills of locating a Bible passage.

Development of the analytical skills of understanding the structure of a Christian parable and the range of meanings found within it.

The skills of applying religious teachings to individual/community actions/choices/dilemmas.

Study of Islam Development of the skills of understanding the structure of the Quran.

The skills of applying religious beliefs to a range of moral & ethical dilemmas for both individual and community actions