Religious Education

Religious Education at Grove Church of England Primary

Revised 2022

LONG TERM PLAN OF KNOWLEDGE AND SKILLS

Intent

Religious Education has a unique place as a central subject in the curriculum of Grove CE Primary School. It is neither a core nor a foundation subject; the 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum in that it is compulsory for all registered pupils’.

RE plays an important role in expressing the Christian vision of the school ‘to let your light shine.’. RE reflects the ethos and values that are held and promotes understanding of people of all faiths and none.

Through our Religious Education Curriculum, we aim to ensure all children ‘let their light shine’ by:

knowing about and understanding Christianity as a diverse global living faith through the exploration of core beliefs using an approach that critically engages with biblical texts.
gaining knowledge and understanding of a range of religions and worldviews appreciating diversity, continuity and change within the religions and worldviews being studied.
engaging with challenging questions of meaning and purpose raised by human existence and experience.
recognising the concept of religion and its continuing influence on Britain’s cultural heritage and in the lives of individuals and societies in different times, cultures and places.
exploring their own religious, spiritual and philosophical ways living, believing and thinking.
providing a curriculum that contributes to the spiritual, moral, social and cultural development of pupils
enabling pupils to consider and express their own ideas, insights and questions

Implementation

The Legal Position

Every maintained school in England must provide a basic curriculum (RE, sex education and the National Curriculum). This includes provision for RE for all registered pupils at the school, except for those withdrawn by their parents (see paragraph below). RE is therefore taught in accordance with the Oxfordshire Agreed Syllabus, while also reflecting the requirements of the Statement of Entitlement for Religious Education published by the Education Office of the Church of England in February 2019. The statutory section 48 (SIAMS) inspection will evaluate the way that RE contributes to the Christian character of the school and the teaching of RE will reflect this requirement.

The RE curriculum at Grove CE Primary School, follows the Oxfordshire Agreed Syllabus, using both the ODBE scheme of learning and the Understanding Christianity scheme. Christianity is taught in every year group, with key concepts revisited on a spiral curriculum. At least 50% of the time is devoted to Christianity. We have strong links with our local Church in Grove, St John’s, and use these for supporting the teaching of aspects of Christianity. Other religions are covered according to the syllabus; eg Judaism and Islam in KS1, Hinduism, Sikhism and Islam in KS2.

The total time for RE is between 5% and 10%, and it is taught in dedicated lessons as appropriate. The time dedicated to RE is separate from the time given to Collective Worship. In KS1 this will amount to approximately 36 hours per year; in KS2 this rises to 45 hours per year.

RE is taught using an enquiry-based approach, that is challenging and robust. Learning will be organised to encourage the development of attitudes such as self-awareness, respect for all, open-mindedness, appreciation and wonder, as well as providing opportunities to engage appropriately with Fundamental British Values. All faiths are treated respectfully, and opportunities will be made to engage in age-appropriate, meaningful discussion. Where possible pupils will encounter believers and visit places of worship.

A variety of resources, styles, and techniques will be used as appropriate to enable all children to make progress in RE regardless of their starting points, ability or background. Please refer to the school’s policies for:

Special Educational Needs
Equalities Policy and Plan
Valuing All God’s Children (Church of England)

Assessment procedures will follow those of the Oxfordshire Agreed Syllabus and be in accordance with other assessment and feedback procedures in the school. Pupils will engage in a variety of activities which will also enable teachers to assess what they have learnt. Records kept will include information about pupils’ experiences and judgements about their attainment and progress, as well as being used to inform planning. Lessons are planned and delivered in a variety of ways ensuring that all children can access and participate in lessons. Interactive, practical activities encourage the children to discuss their ideas and extend their understanding of difficult concepts and challenging questions.

Pupils’ progress in RE is based on the expected outcomes outlined in the Agreed Syllabus and in Understanding Christianity, which in turn have been developed in line with national guidance. Progress in RE is reported annually to parents and has a prominent position in the end of year report.

Impact

Religious Education at Grove develops pupils’:

Knowledge and understanding of, and their ability to respond to, Christianity, other principal world religions, other religious traditions and world views;
Understanding and respect for different religions, beliefs, values and traditions (including ethical life stances), through exploring issues within and between faiths;
Understanding of the influence of faith and belief on individuals, societies, communities and cultures;
Skills of enquiry and response through the use of religious vocabulary, questioning and empathy;
Skills of reflection, expression, application, analysis and evaluation of beliefs, values and practices, and the communication of personal responses to these.

Religious Education at Grove encourages pupils to:

Consider challenging questions of the meaning and purpose of life; beliefs about God, the self and the nature of reality, issues of right or wrong and what it means to be human;
Understand the influence of religion on individuals, families, communities and cultures;
Learn from different religions, beliefs, values and traditions while exploring questions of meaning and their own beliefs;
Learn about religious and ethical teaching, enabling them to make reasoned and informed responses to religious, moral and social issues;
Develop their sense of identity and belonging, preparing them for life as citizens in a global society;
Develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own.

Religious Education at Grove enhances pupils’:

Awareness and understanding of religions and beliefs, teachings, practices and forms of expression;
Ability to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses;
Ability to personally reflect and develop their spirituality.

Our RE Curriculum

Our RE curriculum is currently under review but is currently being taught as indicated below.

EYFS

EYFS RE
	Knowledge	Skills	Key Vocabulary
Year R Term 1 UC UF1– (God & Creation) Why is the word God so important to Christians? God’s creation and what the Bible says, (Core)	Know that Christians believe that: The word God is a name. Christians believe God is the creator of the universe.		God Creator Universe Christian/s name giver
Year R Term 2 UC UF2 - (Incarnation) Why do Christians perform nativity plays at Christmas? How Christmas is celebrated in society and church? How do we celebrate birthdays and Jesus’ birthday? (Core) Festivals of Light Diwali, Hannukah, Advent	Know that Christians believe that: Christians believe God came to Earth in human form as Jesus.		earth Jesus human
	Knowledge	Skills	Vocabulary
Year R Term 3 UC UF1 – (God & Creation) How can we care for our wonderful world? (Digging Deeper)	Know that Christians believe that: Christians believe God made our wonderful world and so we should look after it.		World
Year R Term 4 UC UF3 – (Salvation) Why do Christians put a cross in an Easter garden? Palm Sunday and other key events in Holy Week, acknowledging wrong doing (Core)	Know that Christians believe that: Christians remember Jesus’ last week at Easter. Jesus’ name means ‘He saves’.		Save Easter remember last
	Knowledge	Skills	Vocabulary
Year R Term 5 UC UF2 – (Incarnation) What makes every person unique and precious? The life of Jesus and his relationship with children, stories about lost and found e.g. the Lost Sheep, (Digging Deeper)	Know that Christians believe that: Christians believe Jesus came to show that all people are precious and special to God.		precious special
Year R Term 6 UC UF3 – (Salvation) How can we help others when they need it? Good Samaritan story and the concepts of forgiveness, prayer and reflection. (Digging Deeper)	Know that Christians believe that: Christians believe Jesus came to show God’s love. Christians try to show love to others.

Year 1

Year 1 RE
	Knowledge	Skills	Key Vocabulary
Year 1 Term 1 UC1.2 (Creation) Who made the world? Genesis 1 and the link between creation and thankfulness (Core)	Know that Christians believe that: God created the universe. The Earth and everything in it are important to God. God has a unique relationship with human beings as their Creator and Sustainer. Humans should care for the world because it belongs to God.	Retell the story of creation from Genesis 1:1–2.3 simply. Recognise that ‘Creation’ is the beginning of the ‘big story’ of the Bible. Say what the story tells Christians about God, Creation and the world. Give at least one example of what Christians do to say thank you to God for the Creation. Think, talk and ask questions about living in an amazing world.
Year 1 Term 2 UC1.3 (Incarnation) Why does Christmas matter to Christians? The Christmas story simply told and the way people prepare, Advent, linking it to the birth of a child; being thankful at Christmas (Core)	Know that Christians believe that: Christians believe that Jesus is God and that he was born as a baby in Bethlehem. The Bible points out that his birth showed that he was extraordinary (for example, he is worshipped as a king, in Matthew) and that he came to bring good news (for example, to the poor, in Luke). Christians celebrate Jesus’ birth; Advent for Christians is a time of getting ready for Jesus’ coming.	Give a clear, simple account of the story of Jesus’ birth and why Jesus is important for Christians. Recognise that stories of Jesus’ life come from the Gospels. Give examples of ways in which Christians use the story of the nativity to guide their beliefs and actions at Christmas. Decide what they personally have to be thankful for at Christmas time.
	Knowledge	Skills	Vocabulary
Year 1 Term 3 ODBE Do we need shared special places? (Judiasim)	Know what a synagogue is Know articles from the synagogue and describe simply what they are Know what makes the synagogue special to Jewish people	Talk about the places that are special to them Say what they think is good about having a shared special place Talk about whether special places help them to feel that they are part of a group Give some reasons why Jewish people like to go to the synagogue Respond sensitively to others’ views about special places
Year 1 Term 4 UC1.5 (Salvation) Why does Easter matter to Christians? The Easter story, emotions, meanings and symbols; life after death? (Core)	Know that Christians believe that: Easter is very important in the ‘big story’ of the Bible. Christians believe Jesus rose again, giving people hope of a new life.	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.
	Knowledge	Skills	Vocabulary
Year 1 Term 5 UC1.1 (God) What do Christians believe God is like? Story of the Lost Son, parables, forgiveness and different types of prayer. (Core)	Know that Christians believe that: • Christians believe in God, and that they find out about God in the Bible. • Christians believe God is loving, kind, fair and forgiving, and also Lord and King. • Some stories show these Christian beliefs. • Christians worship God and try to live in ways that please him.	Identify what a parable is. Tell the story of the Lost Son from the Bible simply, and recognise a link with the concept of God as a forgiving Father. Give clear, simple accounts of what the story means to Christians. Give at least two examples of a way in which Christians show their belief in God as loving and forgiving; for example, by saying sorry; by seeing God as welcoming them back; by forgiving others. Give an example of how Christians put their beliefs into practice in worship; by saying sorry to God, for example. Think, talk and ask questions about whether they can learn anything from the story for themselves, exploring different ideas.
Year 1 Term 6 UC1.4 (Gospel) What is the Good news Jesus brings? The lives of the people for whom Jesus was good news; friendship, forgiveness and peace; Matthew the Tax Collector, use of sacred places, Baptism. (Core)	Know that Christians believe that: Christians believe Jesus brings good news for all people. For Christians, this good news includes being loved by God, and being forgiven for bad things. Christians believe Jesus is a friend to the poor and friendless. Christians believe Jesus’ teachings make people think hard about how to live and show them the right way	Tell stories from the Bible and recognise a link with a concept of ‘Gospel’ or good news. Give clear, simple accounts of what Bible texts (such as the story of Matthew the tax collector) mean to Christians. Recognise that Jesus gives instructions to people about how to behave. Give at least two examples of ways in which Christians follow the teachings studied about forgiveness and peace, and bringing good news to the friendless. Give at least two examples of how Christians put these beliefs into practice in the Church community and their own lives (for example: charity, confession). Think, talk and ask questions about whether Jesus’ ‘good news’ is only good news for Christians, or if there are things for anyone to learn, exploring different ideas.

Year 2

Year 2

Knowledge

Skills

Key Vocabulary

Year 2 Term 1

UC1.1 (God)

What do Christians believe God is like?

Story of Jonah; description and character of God leading to worship

(Digging Deeper)

Know that Christians believe that:

Christians believe in God, and that they find out about God in the Bible.

• Christians believe God is loving, kind, fair and forgiving, and also Lord and King.

• Some stories show these Christian beliefs.

• Christians worship God and try to live in ways that please him.

Tell the key points of the story of Jonah from the Bible, and recognise a link with the concept of God.
Give clear, simple accounts of what the text means to Christians.
Give an example of a way in which Christians use the story of Jonah to guide their beliefs about God, for example, seeing God as Lord, i.e. in control of events and being fair: God wants to save the people of Nineveh.
Give at least two examples of how Christians put their beliefs into practice in worship: for example, using the story in church, in art.
Think, talk and ask questions about whether they can learn anything from the story for themselves, exploring different ideas.

God

Jonah

Nineveh

Fish

Storm

Rhyme

Rhythm

Repetition

Lyrics

Hymns

Year 2 Term 2

ODBE Y2:U2 Do religious symbols mean the same to everyone?

Christianity/Judaism/Symbols/Christmas

Identify Christian and Jewish symbols from a range
Identify some clothing that has symbolic meaning (wedding dresses etc.)
Recognise that symbols can communicate meaning
Recognise some symbols of religion
Know why certain symbols are used
Know which symbols communicate to outsiders and which communicate to insiders
Know the colours of the church year
Know a Vicar and a Jewish person who is dressed traditionally

Match some Jewish symbols to beliefs
Suggest reasons why people choose to wear symbols
Talk about symbols that they like to wear
Talk about how symbols make them feel
Ask questions about how and why symbols change

Tallit

Tefillin

Kippuah

Deuteronomy

Vicah

Cross

Vestment

Cross

Candle

Fish

lamb

star

halo

crib

vine

cup

bread

Knowledge

Skills

Vocabulary

Year 2 Term 3

UC1.4 (Gospel)

What is the Good news Jesus brings? The Lord’s Prayer and other prayers for thanksgiving; what matters most and the parable of the Pearl of Great Price

(Digging Deeper)

Know that Christians believe that:

Christians believe Jesus brings good news for all people.
For Christians, this good news includes being loved by God, and being forgiven for bad things.
Christians believe Jesus is a friend to the poor and friendless.
Christians believe Jesus’ teachings make people think hard about how to live and show them the right way.

Tell stories from the Bible and recognise a link with a concept: for example, the idea of ‘good news’ links to the practice of being thankful.
Give clear, simple accounts of what the texts mean to Christians: for example, that people can trust God, and that they should say thank you to God for his good gifts.
Describe how Christians show their beliefs: for example, thanking God in prayer.
Give at least two examples of ways in which Christians use Bible stories and texts to guide their beliefs about prayer, in their church communities and their own lives.
Think, talk and ask questions about whether Jesus’ ‘good news’ matters to anyone other than Christians, exploring different ideas.

Parable

Trust

Prayer

Bible

Thanksgiving

Lord’s prayer

Year 2 Term 4

UC1.5 (Salvation)

Why does Easter matter to Christians?

Easter – but with the additions of the cleansing of the temple, Last supper and trial with a focus on forgiveness, introducing the word ‘sin’.

(Digging Deeper)

Know that Christians believe that:

Easter is very important in the ‘big story’ of the Bible. Jesus showed that he was willing to forgive all people, even for putting him on the cross.
Christians believe Jesus builds a bridge between God and humans.
Christians believe Jesus rose again, giving people hope of a new life.

Recognise that God, Incarnation, Gospel and Salvation are part of the ‘big story’ of the Bible.
Tell stories of Holy Week and Easter and make a link with the idea of Salvation (Jesus rescuing people).
Give at least three examples of how Christians show their beliefs about Jesus as saviour in church worship.
Think, talk and ask questions about whether the text has something to say to them (for example, about whether forgiveness is important), exploring different ideas.

Easter

Last supper

Temple

Last supper

Gethsemane

Cross

Judas

Disciples

Knowledge

Skills

Vocabulary

Year 2 Term 5

UC1.2 (Creation)

Who made the world?

God as creator and the need to care for the world; rest and Shabbat

(Digging Deeper)

Know that Christians believe that:

God created the universe.
The Earth and everything in it are important to God.
God has a unique relationship with human beings.
Humans should care for the world because it belongs to God.

Retell the story of creation from Genesis 1:1–2:3 simply.
Say what the story tells Christians about God, creation and the world.
Give at least two examples of what Christians do to look after the world for God.
Think, talk and ask questions about living in an amazing world.

Genesis

Creation

Relationship

Human beings

Unique

Year 2 Term 6

ODBE Y1/2: What do Muslims learn from stories about Muhammad?

Resources

https://visitmymosque.org/for-re-teachers/

Know how a story may encourage Muslims to behave
Retell several of the stories, linking them to Muslim beliefs about Allah and/or Muhammad
Suggest a range of meanings for the stories and link these meanings simply to core Muslim beliefs
Know some Muslim practice and link to the key messages from the stories
Show that they are aware of Muhammad’s status as the last prophet of Islam
Know that Allah is God and that Muhammad is his messenger

Retell one or more of the stories
Match stories to some possible meanings, allowing pupils to select from a range and give a reason for their choice
Talk about the characters in the stories, giving their opinions about their actions
Make a simple link between one of the stories and some Muslim beliefs about Allah or Muhammad

Muhammed

Prophet

Allah (written halla)

Messenger

Community

Islam

Year 3

Year 3 RE
	Knowledge	Skills	Key Vocabulary
Year 3 Term 1 UC 2a.1 (Creation/Fall) What do Christians learn from the creation story? (Core)	• God the Creator cares for the creation, including human beings. • As human beings are part of God’s good creation, they do best when they listen to God. • The Bible shows that God wants to help people to be close to him — he keeps his relationship with them, gives them guidelines on good ways to live (such as the Ten Commandments). • [Building block from EYFS: Christians believe God made our wonderful world and so we should look after it.]	Place the concepts of God and Creation on a timeline of the Bible’s ‘Big 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.	creation tempt disobedient Commandment forgiveness
Year 3 Term 2 ODBE Y3U2: Is light a good symbol for celebrations? Hindu/Christianity /Judaism/ Advent/Divali/ Chanukah OxS	Pupils will know the three festivals (Divali, Hanukkah and Christmas) and the appropriate faith and story behind each festival. They will know why light is a feature in each of the festivals. They will understand the significance of light for life and its symbolic meaning as guide, revelation and understanding. They will be able to know the beliefs that each festival expresses and compare and contrast beliefs and practice. They will know the artefacts that link to the festivals and their significance.	Retell the story of Christmas, Diwali or Chanukah by putting pictures into order Suggest two reasons why light is a good symbol for Christmas From a picture talk about the things that are similar between the festivals Suggest meanings for the symbols of light in Diwali or Chanukah Ask and respond to questions about why people choose to celebrate with light Recognise that different views of the festivals lead to different preparations and practices	Divali/ Diwali Hannukah/ Chanukah symbol festival celebration guide
	Knowledge	Skills	Vocabulary
Year 3 Term 3 UC 2a.2 (People of God) What is it like to follow God? (Core)	The Old Testament tells the story of a particular group of people, the children of Israel known as the People of God — and their relationship with God. The People of God try to live in the way God wants, following his commands and worshipping him. They believe he promises to stay with them and Bible stories show how God keeps his promises.	Make clear links between the story of Noah and the idea of covenant. Make simple links between promises in the story of Noah and promises that Christians make at a wedding ceremony. Make links between the story of Noah and how we live in school and the wider world.	Bible book chapter verse Old and New Testament promise covenant trust obedience
Year 3 Term 4 ODBE Y3U4: Does understanding Passover make Easter more meaningful? OxS Judaism/Christianity/ Freedom	Pupils will know the key events surrounding the Passover meal in Holy Week; washing the feet, sharing the bread and wine; the symbols as Jesus explains them and what the outcome of the meal is i.e. the betrayal by Judas, the arrest in Gethsemane, trial crucifixion and resurrection. Pupils will know why the Passover was celebrated in Jesus’ day and how and why it is celebrated by Jews today. Pupils will know the central events of the Exodus story as the Israelites are lead out of Egypt (the plagues, the role of Moses, the death of the firstborn and the actual passing over of the Angle of Death). Pupils recognise that there are Bible passages that link the two events and be able to evaluate the links between the two stories. Pupils will be able to describe the link between these two stories and the Christian celebration of communion or Eucharist.	Retell the story of Passover/Easter Identify why that story is important to believers Show awareness of the similarities between Passover and Easter Suggest two things that matter to a Jew about Passover and two things that matter to a Christian about Easter Respond to an Easter hymn and talk about how it might express the feelings of Easter Talk about the meanings of Easter and Passover foods	Holy Week Passover Exodus plague symbol
	Knowledge	Skills	Vocabulary
Year 3 Term 5 UC 2a.3 (Incarnation / God) What is the Trinity? (Core)	Christians believe God is Trinity: Father, Son and Holy Spirit. Christians believe The Father creates; he sends the Son who saves his people; the Son sends the Holy Spirit to his followers. Christians find that understanding God is challenging; people spend their whole lives learning more and more about God. Christians really want to try to understand God better and so try to describe God using symbols, similes and metaphors, in song, story, poems and art. Christians worship God as Trinity. It is a huge idea to grasp and Christians have created art to help to express this belief. Christians believe the Holy Spirit is God’s power at work in the world and in their lives today, enabling them to follow Jesus.	Identify the difference between a ‘Gospel’, which tells the story of the life and teaching of Jesus, and a letter. Offer suggestions about what texts about baptism and Trinity might mean. Give examples of what these texts mean to some Christians today. Describe how Christians show their beliefs about God the Trinity in worship (in baptism and prayer, for example) and in the way they live. Make links between some Bible texts studied and the idea of God in Christianity, expressing clearly some ideas of their own about what the God of Christianity is like.	Gospel Baptism Trinity prayer blessing Grace Father, Son, Holy Spirit symbol metaphor
Year 3 Term 6 ODBE Y3U6: Can made-up stories tell the truth? OxS (Christianity)	Pupils will be able to know and retell the parables they have heard and be able to suggest a range of meanings for the stories covered, especially focusing on what Christians might take from the story. They will be able to show that they know the difference between, truths, untruths and truth that is hidden behind story. They will know some connections between the stories Jesus told and other stories they have read and the value of using story to tell truths, including those from other faiths.	Retell a parable from the Bible, suggesting a meaning that the story may have for a Christian Recognise the difference between stories that are meant to be true and those that are not Use a parable of Jesus as a basis for a story or drama that teaches a truth Make some suggestions about why stories are a good way to communicate Talk about whether everything has to be true Recognise that some questions about truth are hard to answer Suggest reasons why truth matters in society	parable disciple message metaphor truth

Year 4

Year 4 RE
	Knowledge	Skills	Key Vocabulary
Year 4 Term 1 UC 2a.4 (Gospel) What kind of world did Jesus want? (Core)	Christians believe Jesus challenges everyone about how to live — he sets the example for loving God and your neighbour, putting others first. Jesus shows love and forgiveness to unlikely people. Christians try to be like Jesus — they want to know him better and better. Christians try to put his teaching and example into practice in lots of ways, from church worship to social justice.	Identify this as part of a ‘Gospel’, which tells the story of the life and teaching of Jesus. Make clear links between the calling of the first disciples and how Christians today try to follow Jesus and be ‘fishers of people’. Offer suggestions about what Jesus’ actions towards the leper might mean for a Christian. Make simple links between Bible texts and the concept of ‘Gospel’ (good news). Give examples of how Christians try to show love to all, including how members of the clergy follow Jesus’ teaching. Make links between the Bible stories studied and the importance of love, and life in the world today, expressing some ideas of their own clearly	Parable Samaritan Charity Christianity Hypocrisy Priest Levite Pharisee Tax Crucifixion Resurrection Disciples Vicar Leprosy
Year 4 Term 2 ODBE Y4U1: Do Murtis help Hindus understand God? Hindu/Art/Symbol/ God OxS	Pupils will know the names of Brahma, Vishnu and Shiva and their consorts; they will be able to describe the characteristics of these deities and draw conclusions about Hindu views of God; they will know the key stories connected with to the deities (e.g. how Ganesh go his elephant head, Krishna and the butter, the creation of the Ganges) They will know what Hindus learn about God from the stories they will know some of the other symbols that area used for god – e.g. salt water, incense, pomegranate and aum/om. They will know that Hindus choose which deities they wish to focus on and that they will turn to different deities at different times and occasions.	Describe three Hindu deities/murtis and what they reveal about God Use the correct words to describe four ways in which Hindus use Murtis in worship Describe some symbols of that Hindus use when they worship at home or in the Mandir Ask questions and suggest answers about why Hindus choose to worship particular Murtis Make a link between their own views of God and Hindu Murtis	Brahman Trimurtis Avatars Hindu Deities Ganesh Vishnu Shiva Krishna Ganges Mandir Murtis
	Knowledge	Skills	Vocabulary
Year 4 Term 3 ODBE Y4U3: Does a holy journey benefit the individual or the community of believers? Hindu/Christianity/ Pilgrimage/Community	Pupils will know the differences between a pilgrimage and a holiday. They will know about a range of places of pilgrimage for Christianity and Hinduism and be able to say why those particular places are focused upon. They will know a range of reasons why people may choose to participate in a pilgrimage and describe the impact that the journey might have on a participant. They will know of a typical pilgrimage and be able to describe it, giving details of activities undertaken.	Describe the importance of pilgrimage to Christians and Hindus List four similarities between various places of pilgrimage Suggest reasons why people go on pilgrimage Suggest ways in which pilgrimages and holidays are different and which they think is more valuable Answer the question about whether pilgrimage is necessary, referring to both religions covered	Pilgrimage Worship Memphis Elvis Sacrifice Journey Pilgrims Hindu Magi
Year 4 Term 4 UC 2a.5 (Salvation) Why do Christians call the day Jesus died ‘Good Friday’? (Core)	Christians see Holy Week as the culmination of Jesus’ earthly life, leading to his death and resurrection. The various events of Holy Week, such as the Last Supper, were important in showing the disciples what Jesus came to earth to do. Christians today trust that Jesus really did rise from the dead, and so is still alive today. Christians remember and celebrate Jesus’ last week, death and resurrection.	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.	Salvation Creation Incarnation Resurrection Palm cross Crucifix Holy week Good Friday Disciples Clergy Last supper Communion Unleavened Maundy
	Knowledge	Skills	Vocabulary
Year 4 Term 5 UC 2a.6 (Kingdom of God) When Jesus left, what was the impact of Pentecost? (Core)	Christians believe that Jesus inaugurated the ‘Kingdom of God’ — i.e. Jesus’ whole life was a demonstration of his belief that God is King, not just in heaven but here and now (‘Your kingdom come, your will be done on earth as it is in heaven’). Christians believe Jesus is still alive, and rules in their hearts and lives by the Holy Spirit, if they let him. Christians believe that after Jesus returned to be with God the Father, he sent the Holy Spirit at Pentecost to help the Church to make Jesus’ invisible Kingdom visible by living lives that reflect the love of God. Christians celebrate Pentecost as the beginning of the Church.	Make clear links between the story of the Day of Pentecost and Christian belief about the Kingdom of God on Earth. Offer suggestions about what the description of Pentecost in Acts 2 might mean. Give examples of what Pentecost means to some Christians now. Make simple links between the description of the Day of Pentecost in Acts 2, the Holy Spirit and the Kingdom of God, and how Christians live their whole lives and in their church communities. Make links between ideas about the Kingdom of God explored in the Bible and what people believe about following God in the world today, expressing some of their own ideas.	Pentecost Resurrection Fruit of the spirit
Year 4 Term 6 ODBE Y4U6: Does prayer change things? Christianity/Hindu/Prayer OxS	Pupils know the correct terms for different types of prayer and can identify those types in written or spoken prayers. They know and can recount at least three tales from the bible and describe the impact that prayer has in these accounts and link them to some modern examples. They know the significance of prayer in the lives of historic and contemporary Christians and make some comparisons with prayer in other faiths. They will know that not everyone prays or believes that prayer has any value.	Use the correct words to describe some different types of prayer and identify the aspects within a prayer (e.g. the Lord’s Prayer) Using a Bible or other Christian story, identify the impact that prayer can have on a believer’s life Suggest reasons why people do or do not pray, and make a link to their own views Ask questions about frequency and effectiveness of prayer and interview a believer Investigate the various beliefs that are held about prayer Make a link between prayer and their own lives	Prayer Sin Salvation Miracle Hindu Meditation Contemplation Confession Intercession Supplication Adoration Thanksgiving

Year 5

Year 5 RE
		Knowledge	Skills	Key Vocabulary
	Year 5 Term 1 UC 2b.1 (God) What does it mean if God is holy and loving? (Core)	Christians believe God is omnipotent, omniscient and eternal, and that this means God is worth worshipping. Christians believe God is both holy and loving, and Christians have to balance ideas of God being angered by sin and injustice (see Fall) but also loving, forgiving, and full of grace. Christians do not all agree about what God is like, but try to follow his path, as they see it in the Bible or through Church teaching. Christians believe getting to know God is like getting to know a person rather than learning information	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.	Omnipotent Omniscient Eternal Sin Injustice forgiveness
	Year 5 Term 2 UC 2b.4 (Incarnation) Was Jesus the Messiah? Exile of the people of Israel and their expectations of messiah; messianic prophecies and how the church understands and communicates the meaning of Christmas. (Core)	Jesus was Jewish. Christians believe Jesus is God in the flesh. They believe that his birth, life, death and resurrection were part of a longer plan by God to restore the relationship between humans and God. The Old Testament talks about a ‘rescuer’ or ‘anointed one’ — a messiah. Some texts talk about what this ‘messiah’ would be like. Christians believe that Jesus fulfilled these expectations, and that he is the Messiah. (Jewish people do not think Jesus is the Messiah.) Christians see Jesus as their Saviour (See Salvation).	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.	Judaism Resurrection Anoint Messiah Saviour Exile Prophecy
		Knowledge	Skills	Vocabulary
	Year 5 Term 3 ODBE Y5U3: Does the community of the Mosque hep Muslims live better lives? Islam/Sacred Places/Mosque OxS Resources https://visitmymosque.org/for-re-teachers/	Pupils will know the key features of a mosque and be able to identify the key differences that they might find between a mosque and a church or a synagogue or a mandir. They will know how a mosque is used by Muslims and be able to give reasons for the key features, referring to Islamic teaching where appropriate. They will know that the term Ummah applies to all Muslims and refers to the unity of Islam. They will know the position of the Mosque in the life of a Muslim	Describe three things that Muslims believe and how these beliefs are shown in the Mosque - linking pictures to verses from the Qur’an perhaps Make a link between the Mosque/Ka’aba and the way that Muslims behave towards each other – annotating a picture for example List four ways in which Muslims show respect for the Mosque and the community Describe a community they are part of, indicating how the group influences them Plan some good questions to ask at the Mosque about the issues of community and behaviour Design an ideal community, making links to Islamic teaching	Islam Ummah Mosque Imam Shahada Salat Zakat Sawm Hajj Call to prayer
	HajjYear 5 Term 4 UC 2b.6 (Salvation) What did Jesus do to save human beings? Stations of the cross, death of Jesus as sacrifice; link to communion/Eucharist; resurrection, martyrs, self-sacrifice. (Core)	Christians read the ‘big story’ of the Bible as pointing out the need for God to save people. This salvation includes the ongoing restoration of humans’ relationship with God. The Gospels give accounts of Jesus’ death and resurrection. The New Testament says that Jesus’ death was somehow ‘for us’. Christians interpret this in a variety of ways: for example, as a sacrifice for sin; as a victory over sin, death and the devil; paying the punishment as a substitute for everyone’s sins; rescuing the lost and leading them to God; leading from darkness to light. Christians remember Jesus’ sacrifice through the service of Holy Communion (also called the Lord’s Supper, the Eucharist or the Mass). Christians believe that Jesus calls them to sacrifice their own needs to the needs of others, and some are prepared to die for others and for their faith.	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. Weigh up the value and impact of ideas of sacrifice in their own lives and the world today	Eucharist Death Resurrection Sacrifice Sin Victory Holy Communion Eucharist Salvation Gospel Last Supper Mass Passover
		Knowledge	Skills	Vocabulary
	Year 5 Term 5 UC 2b.5 (Gospel) What would Jesus do? The greatest commandments, Wise and foolish builders, sermon on the mount and the healing of the centurion's servant; how to make the world a better place; foundations for living, prayer, ill-health, reconciliation and generosity. (Core)	The good news is not just about setting an example for good behaviour and challenging bad behaviour: it is that Jesus offers a way to heal the damage done by human sin. Christians see that Jesus’ teachings and example cut across expectations — the Sermon on the Mount is an example of this, where Jesus’ values favour serving the weak and vulnerable, not making people comfortable. Christians believe that they should bring this good news to life in the world in different ways, within their church family, in their personal lives, with family, with their neighbours, in the local, national and global community.	Identify features of Gospel texts (for example, teachings, parables, narrative). Taking account of the context, suggest meanings of Gospel texts studied, and compare their ideas with ways in which Christians interpret biblical texts, showing awareness of different interpretations. Make clear connections between Gospel texts, Jesus’ ‘good news’, and how Christians live in the Christian community and in their individual lives. Relate biblical ideas, teachings or beliefs (for example, about peace, forgiveness, healing) to the issues, problems and opportunities of their own lives and the life of their own community in the world today, offering insights of their own.	Commandments Sermon Parables
	Year 5 Term 6 ODBE Y5U6: How far does religion help people decide what’s best for our world? OxS Christianity/Islam/Charity /Zakat Resources https://visitmymosque.org/for-re-teachers/	Pupils will know the key texts and principles that Christian and Sikh believers might acknowledge as the basis for charitable work. They will evaluate the reasons for service and be able to identify the needs of the world that are being met. They will link the religious teachings with their own responses. They will use the correct terminology to describe the principles and concepts. They will know that non-religious people also try to meet the needs of the world and run charities.	Describe some of the ways in which Sikh or Christian believers aim to meet the needs of the world Use the correct words to describe simply the work of a religiously based charity Ask questions and suggest answers about why religious believers aim to meet the needs of the world, referring to religious texts where possible Make a link between a Christian charity and the teachings of Jesus and the Bible Make a link between their own helpfulness and the work of various charities Give a presentation/prepare a leaflet about a need they have identified and how they think it should be tackled	Sikhism Devotion Charity Seva Gurdwara Discrimination Guru Granth Sahib Inequality

Year 6

Year 6 RE
		Knowledge	Skills	Key Vocabulary
	Year 6 Term 1 UC 2b.2 (Creation/Fall) Creation & Science: conflicting or complimentary? (Core)	There is much debate and some controversy around the relationship between the accounts of creation in Genesis and contemporary scientific accounts. These debates and controversies relate to the purpose and interpretation of the texts. For example, does reading Genesis as a poetic account conflict with scientific accounts? There are many scientists throughout history and now who are Christians. The discoveries of science make Christians wonder even more about the power and majesty of the Creator.	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.
	Year 6 Term 2 UC 2b.3 (People of God) How can following God bring Freedom and Justice? 8 key events from the life of Moses – Exodus and the 10 commandments; Jesus as instigator of a new covenant between people and God. Charities working for freedom and justice. (Core)	The Old Testament pieces together the story of the People of God. The story of Moses and the Exodus shows how God rescued his people from slavery in Egypt; Christians see this story as looking forward to how Jesus’ death and resurrection also rescue people from slavery to sin. Christians apply this idea to living today by trying to serve God and to bring freedom to others; for example, loving others, caring for them, bringing health, food, justice, and telling the story of Jesus.	Explain connections between the story of Moses and the concepts of freedom and salvation, using theological terms. Make clear connections between Bible texts studied and what Christians believe about being the People of God and how they should behave. Explain ways in which some Christians put their beliefs into practice by trying to bring freedom to others. Identify ideas about freedom and justice arising from their study of Bible texts and comment on how far these are helpful or inspiring, justifying their responses.
		Knowledge	Skills	Vocabulary
	Year 6 Term 3 UC 2b.7(Salvation) What difference does the resurrection male to Christians? Evidence for the resurrection and the key events of the 3 days between crucifixion and the resurrection. Church worship on Easter Sunday. (Core)	Christians read the ‘big story’ of the Bible as pointing out the need for God to save people. This salvation includes the ongoing restoration of humans’ relationship with God. The Gospels give accounts of Jesus’ death and resurrection. Belief in Jesus’ resurrection confirms to Christians that Jesus is the incarnate Son of God, but also that death is not the end. This belief gives Christians hope for life with God, starting now and continuing in a new life (heaven)	Outline the timeline of the ‘big story’ of the Bible, explaining the place within it of the ideas of Incarnation and Salvation. Suggest meanings for resurrection accounts, and compare their ideas with ways in which Christians interpret these texts, showing awareness of the centrality of the Christian belief in Resurrection. 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. Offer and justify their own responses as to what difference belief in Resurrection might make to how people respond to challenges and problems in the world today.
	Year 6 Term 4 Why and how do many believers express their beliefs visually? OxS Islam/Hijab/Sikh/Khalsa/5Ks Resources https://visitmymosque.org/for-re-teachers/	Pupils will know the names of the 5Ks, and their significance in terms of symbolic and practical application. They will know whether there are Sikh beliefs that cannot be expressed in clothing and they will know some of the ways in which other faiths express their beliefs, both with regards to clothing and behaviour. They will know some historical connections between clothing and identity, religious or otherwise.	They will investigate how the wearing of the 5Ks make young Sikh people feel and whether there are other ways that they could express their beliefs Describe and link up Sikh beliefs with Sikh behaviour, especially with regard to clothing, showing understanding of the symbols used Annotate a picture of a Sikh, showing understanding of what it means to belong to Sikhism by describing how it feels to wear the 5Ks Suggest some answers to questions about why people choose to wear certain items styles of clothing and the impact that has on the people around them Refer to religious beliefs when they describe their own values in choice of clothing, making a comparison where necessary Create a statement of personal belief in response to the main question, referring to Sikh or Christian belief as well as their own ideas
		Knowledge	Skills	Vocabulary
	Year 6 Term 5 UC 2b.8 (Kingdom of God) What kind of King is Jesus? The Lord’s Prayer; parables of the feast and the vineyard; how the church tries to live out the Kingdom of God and the difference it makes to the world not just to Christian communities. (Core)	Jesus told many parables about the Kingdom of God. These suggest that God’s rule has begun, through the life, teaching and example of Jesus, and subsequently through the lives of Christians who live in obedience to God. The Kingdom is compared to a feast where all are invited to join in. Not everyone chooses to do so. Many Christians try to extend the Kingdom of God by challenging unjust social structures in their locality and in the world.	Explain connections between biblical texts and the concept of the Kingdom of God. Consider different possible meanings for the biblical texts studied, showing awareness of different interpretations. Make clear connections between belief in the Kingdom of God and how Christians put their beliefs into practice in different ways, including in worship and in service to the community. Relate Christian teachings or beliefs about God’s Kingdom to the issues, problems and opportunities of their own lives and the life of their own community in the world today, offering insights about whether or not the world could or should learn from Christian ideas.
	Year 6 Term 6 Does it matter what we believe about creation? OxS Multi faith/ Creation/Care for the world	Pupils will know a variety of creation accounts and be able to compare and contrast at least two of them, focusing particularly on what a believer might learn from these accounts and how they might impact their views about the world.	They will be able to use other religious texts to inform their responses to environmental issues, comparing their responses with those of believers in other faiths or none. Compare two creation stories, showing understanding of at least two similarities and differences between them Make a poster showing why Christians or another faith group might engage in environmental issues Create a statement about environmental issues referring to two creation stories Examine a news story about the environment from a Christian or other faith point of view; compare it to their own point of view Describe something they find spiritual in the approach to environmental issues or respond in artistic/poetic form

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