Lincolnshire Agreed Syllabus for Re

LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION

KEY STAGE TWO (Years 3, 4, 5 & 6) Overview of Medium Term Planned Units

Please note that these eleven planned units are not the only support for the whole syllabus. Eight further units are suggested in the long term scheme of work, and are supported by the non-statutory scheme of work which QCA have provided to schools. Schools are also free to devise their own units. Many schools will use around twenty units across Key Stage Two as a whole.

Unit No.

/

Unit Title

/ Refer to Key Stage 1 Unit / Refer to QCA Units (2000) / Suggested

Time

/

Religions

/

Key Concepts

 1 / Christian Beliefs and Lifestyle / 1, 3, 7, 9 / 5D / 15hours
(1 term) / Christianity / Religious Beliefs & Lifestyle
 2 / Hindu Beliefs and Lifestyle / 2, 9 / 4A / 15hours
(1 term) / Hinduism / Religious Beliefs & Lifestyle
 3 / Muslim Beliefs and Lifestyle / 2, 9 / 5B / 15 hours
(1 term) / Islam / Religious Beliefs & Lifestyle
 4 / Jewish Beliefs and Lifestyle / 2, 4, 5, 6, 8, 9 / 1E / 15 hours
(1 term) / Judaism / Religious Beliefs & Lifestyle
 5 / Sikh Beliefs and Lifestyle / 2, 9 / 15 hours
(1 term) / Sikhism / Religious Beliefs & Lifestyle
 6 / Buddhist Beliefs and Lifestyle / 2, 9 / 15 hours
(1 term) / Buddhism / Religious Beliefs & Lifestyle
7 / Christian Journeys / 1 / 4B / 8-15 hours
(½ - 1 term) / Christianity / Religious Beliefs & Lifestyle
Celebration
8 / Beautiful World?
Wonderful God? / 6, 9 / 8-15 hours
(½ - 1 term) / Christianity and at least one other / The Sacred
9 / Symbols in Worship – at The Cathedral and / or The Mosque / 1, 3, 7, 9 / 3A, 5B, 6B, 6E / 8-15 hours
(½ - 1 term) / Christianity
Islam / The Sacred
10 / Christmas and Divali: What can we learn from the celebrations? / 1, 2, 6, 7 / 3B, 4B, 1C / 8-15 hours
(½-1 term) / Christianity
Hinduism / Celebration
11 / Religion in the Neighbourhood / 7, 8 / 4D, 6A / 8-15 hours
(½-1 term) / Christianity and one other / Religious Beliefs & Lifestyle

Unit 1 – Required

plus 2 units from 2, 3, 4, 5, 6 - Required

LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION

KEY STAGE 2 (Years 3 – 6)

Scheme of work planning sheetUnitTheme:

(Suggested time )

(Refer to Key Stage 1 Units & QCA Units )

Intended teaching outcomes & learning outcomes / Religions / Content / Key questions / Assessment Opportunities
Learning About
Religions & Exploring Human Experience
Learning From Religions & Responding to Human Experience
Pupils will be enabled to: /

Key Concepts

Suggested Resources /

Skills to be taught

Attitudes to be developed

Unit 1Theme: Christian Beliefs & Lifestyles

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 1, 3, 7 & 9.

Intended teaching outcomes & learning outcomes / Religions / Content / Key questions / Assessment Opportunities
Learning About
Religions & Exploring Human Experience
A1
Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain and their associated beliefs, experiences and practices
A2
Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures.
Learning From Religions & Responding to Human Experience
B1:1
Developing awareness of some of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them.
B1:2
Responding to such questions with reference to the teachings and practices of religions, and to their own understanding and experience.
B1:3
Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion.
B2
Develop positive attitudes of respect toward other people who hold views and beliefs that are different from their own.
Pupils will be enabled to:
Consider their own beliefs about God and understand Christian belief and teaching about God.
Know and understand what Christians believe Jesus taught about God’s intended way of life, and consider Jesus’ teachings in the light of their own rules for living.
Appreciate why Christians take part in charitable deeds, and know something of the kinds of actions Christians are involved with.
Know and understand why Christians worship together and ways in which they serve the community. / Christianity

Key Concepts

Religious Beliefs & Lifestyle
Suggested Resources
Resources teachers might use include:
Copies of the Bible.
Symbols of the Trinity or sketches showing symbols, plus artefacts such as lapel badges, brooches and other jewellery depicting Celtic designs showing three parts in one whole.
Christian creeds.
School and class rules.
Story books or video stories retelling and illustrating selected Bible stories.
Information about Christian charities.
Stories of the lives of famous Christians.
Church information boards, newsletters and magazines.
Christian artefacts used in services and aids for prayer.
The Lord’s prayer.
A copy of the Christian marriage service, showing the promises made by couples. / WORSHIP
-What is worship? What do children know already?
-Children to write a description of the school’s acts of collective worship.
-Children to plan an act of worship in groups/as a class.
-Look at the various elements of worship in school and compare with an act of worship in a Christian church.
-Explore how and why Christians pray and worship together on their special weekday – Sunday and for festival day worship.
-Look at and discuss the range of artefacts used in Christian worship e.g. Bible, the minister’s clothing, crosses, candles, communion items, music, incense.
-Explore the reasons why churches are special places for Christians.
-Contrast an everyday act of worship (in school and/or in church) with a special act of worship eg Festivals:- Harvest, Christmas, Easter – Ceremonies: baptism, marriage, funerals (if appropriate).

PRAYER

-Study Jesus’ teaching and example of prayer and consider the meaning of the Lord’s prayer.
-Considering what pupils would pray about if they had to produce a prayer for the dedication of a new church.

IDEAS OF GOD

-Explore children’s ideas of God, extend to other children and adults in school, (use discretion).
-Over a period of time recall/record where they see or hear the word God eg. Cenotaph, church notice board, words of hymns, TV or radio programmes, National Anthem, newspapers, books.
-From our findings discuss how God is thought of by different groups of people in society

THE TRINITY

-Learn about the Christian belief about one loving God involved with the world, and belief in the Trinity:
God the Father – ie. a loving parent and
creator of the world, life giving.
God the Son – ie. Jesus showing through human words and actions what God is like.
God the Holy Spirit – ie. The power of God
Working through people (in history:-
Disciples, Florence Nightingale, Mother
Theresa, St. Hugh and today:- charity
Workers, local priest, bishop, Christian
Celebrities).
-Children can discuss and write about their own beliefs about God.
-Children to study symbols of the Trinity and Christian creeds.
RULES AND VALUES
Develop understanding of some Christian rules and values (eg. 10 commandments (Exodus 20) and the teachings and actions of Jesus) – (Sermon on the Mount Matthew 5-7).
-Explore values presented in the beatitudes (sayings of Jesus in Matthew 5/Luke 6) and what each beatitude means to Christians putting them into practice today.
-Consider class and home rules and pupils own rules for living in a) school, b) in the family, c) in society.
-Putting God’s rules into practice – study of parable from Jesus about how Christians should try to live their lives, such as the lost son (Luke 10) or the unforgiving servant (Matthew 18). What can be learned from Jesus’ teaching? / -What do you think about when you hear the word God?
-Why do you think it is important for our school to have a daily act of collective worship?
-Can you name the various elements of a Christian service? (e.g. hymns / songs, use of music, Bible readings, message, prayer, silence, reflections, use of light).
-Choose a festival / ceremony, can you describe some of the special things that happened at it?
-What do Christians mean by the word ‘TRINITY’?
-Why do Christians believe that God is a loving father?
-How did Jesus deliver God’s message?
-What can Christians do today to be more like Jesus?
-How do Christians know what is right and wrong?
-Where can Christians learn about the Christian rules and values?
-Do you think Jesus was a good teacher? Why/why not?
-Who is your local church leader? What do they do?
-How does your local church get involved in the community?
-How does your local church’s involvement in the community life benefit the people it serves?
-What else do you think the church should provide for the community? / This work can be assessed by:
Pupils choose a story Jesus told or an event from his life which teaches Christians how they should live their lives, and retell it, explaining what the story teaches Christians, and how Christians might be able to put the teaching into practice. (AT1, level 2)
Pupils write an explanation of what Christianity teaches about how Christians should behave towards others. Pupils can explain where the teaching comes from, and provide examples of the behaviour being put into practice in the lives of Christians. (AT1, level 3).
Pupils can state their own ideas about God plus some different beliefs about God – for example, those of peers or of various faiths – including Christian beliefs, and explain how they think the different beliefs are reflected in different practices. (AT2, level 3).

Skills to be taught

Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Evaluation
Attitudes to be developed
Commitment
Fairness
Respect
Enquiry

Unit 2Theme: Hindu Beliefs & Lifestyle

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9.

Intended teaching outcomes & learning outcomes / Content / Key questions / Assessment Opportunities
Learning About
Religions & Exploring Human Experience
A1
Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain and their associated beliefs, experiences and practices
A2
Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures.
Learning From Religions & Responding to Human Experience
B1:2
Responding to core questions with reference to the teachings and practices of religions, and to their own understanding and experience.
B2
Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own.
Pupils will be enabled to:
Consider their own beliefs about God’s character and understand Hindu belief and teaching about Brahman and Hindu gods and goddesses.
Know and understand how Hindus worship their gods and goddesses and that this worship can take place in the home and in the temple and that certain times of the year are special for Hindus.
Appreciate Hindu teachings about dharma (duty) through family life.
Understand that Hindus regard life as a journey.. / Hinduism

Key Concepts

Religious Beliefs & Lifestyle
Suggested Resources
Salt and water (to illustrate concept of ‘Brahman’)
Artefacts including some murtis (images of gods and goddesses).
Books of names and meanings.
Items to make up a model Hindu shrine – Puja tray, flowers, murtis, food, water, decorations/garlands, cloth, incense.
Pictures, books and video clips of a Mandir (Hindu temple).
Diva lamp.
Prayer beads. / Begin by exploring children’s existing knowledge of Hinduism

Brahman & Hindu gods and goddesses

Explain to the children that the Hindus believe there is one supreme, great power or ‘universal spirit’ and this is ‘Brahman’, who does not take any human form or characteristics.
The concept of ‘Brahman’ is illustrated to Hindus by salt being dissolved into water. Salt is present but unseen in every drop of the water, as Brahman is present in everything in the universe.
-Learn that the sacred symbol used to represent Brahman is called Aum. Hindu prayers begin with this sound.
Hindus believe that this power can be best understood through the worship of Hindu gods and goddesses.
There are 3 deities which Hindus believe help them to best understand aspects of Brahman
Brahma – the creator god
Vishnu – the preserver and maintainer of life
Shiva – the destroyer – god of life, death and rebirth
Together they are know as ‘Trimurti’
-Learn about some of the other gods and goddesses that form part of Hindu worship e.g. Krishna, Ganesha, Lakshmi, Kali, Hanuman.

Note

Hindu gods and goddesses can take many forms and names to display different aspects of the divine. Teachers will want to avoid the dangers of confusion. For example Shakti , Kali, Parvati, Durga are all to be understood as aspects of divine feminine energy. This could be illustrated by children giving themselves different names/titles depending on the situation they are in eg. the carer, friend, quarreller, peacemaker, entertainer etc.
They can illustrate their characteristics in pictorial form or through drama.

Hindu Worship

-Learn that Hindu worship of gods/goddesses is called ‘puja’ and this can take place in the home or the Hindu temple (Mandir).
-Explain and describe a Hindu shrine and if possible set up a model Hindu shrine in the classroom using some artefacts: a Murti – (image of god/goddess), puja tray, simple gifts eg. flowers, food, water, decorations for the shrine.
-Describe how Hindus prepare for worship in the temple (Mandir).
-Describe and discuss an act of worship in the Mandir. Teach about the use of hymns (bhajans), prayers and offerings to the deities, arti (welcoming ceremony using lamps and incense).

Festivals

-Learn that certain times of year are special for Hindus ie. ‘Durga Puja’ or ‘Navaratri’ the nine nights festival (autumn term), Divali the festival of light (autumn term), Holi the spring festival of colours (spring term), Janmashtami, Krishna’s birthday (summer term / August)
-Learn how and why Hindus celebrate these festivals.

Ceremonies

-Choose a special occasion for Hindus and explore some of the ways in which Hindus celebrate them ie. birth and naming ceremonies, marriage, funerals (if appropriate).
-Compare with their own experiences of similar ceremonies.

Lifestyle

-Learn that many Hindus regard life as a journey of 4 stages. The ultimate goal is to be united in Brahman. Hindus believe the real self is reincarnated after death to another life as part of a continual cycle.
-Investigate the word ‘duty’ and let children define duty in their own words.
-Discuss Hindu ideas of duty (dharma), to always do your best. Such duties include honesty, kindness to animals and people, thoughtfulness, worship.
-Discuss these duties in the light of their perceptions of their own duties at home, at school and in life generally.

Mahatma Gandhi

-Find out about the life of Gandhi and how he showed the teachings of Hinduism in his life.

Food

-Investigate why some Hindus are vegetarian, and how this relates to the idea of harmlessness (ahimsa).
-Why the cow is a special or sacred animal in Hindu traditions.
-Why some Hindus fast.

Learning from Hinduism

-What can be learned from Hindu belief and lifestyle? How does it relate to pupils’ own ways of life?
-How are pupils developing their own understanding of beliefs and religion?
-How does belonging to a Hindu family influence life? What groups do pupils belong to, and what are their roles? / -What is your understanding of ‘Brahman’ to Hindus?
-What is the Trimurti?
-Why do you think some Hindu gods/goddesses have many different names?
-Why do you think some Hindu gods/goddesses have animal characteristics?
-What is a shrine?
-Why would a Hindu have a shrine in their home?
-What are the components of a Puja tray and how are they used in Hindu worship?
-What do Hindu’s do before they go into the Mandir and why?
-What do Hindu’s believe are their duties?
-What do you think your duties are in life?
-Why is it important to always do your best in your jobs?
-What do Hindu’s say is good or right?
-Why was Gandhi called Mahatma?
-Why do Hindu’s believe it is wrong to hurt or kill an animal? Do you agree?
-Why is the cow a sacred animal to some Hindu’s? / This work can be assessed through tasks such as these:
Pupils write about what Hindus believe about Brahman. Pupils write about Hindu gods and goddesses and how worship helps Hindus to understand aspects of Brahman. (AT1, level 3).
Pupils share ideas about what their duties are at home, at school and in life generally and relate these duties to the Hindu belief in ‘dharma’. (AT2, level 3).
Pupils make up a newspaper interview with a Hindu in which sensitive questions are posed and appropriate answers provided from a fictitious Hindu. The interview is about what my faith means to me and includes aspects of the Hindu’s beliefs and practices which have been covered in this unit of work. (AT2, level 4)

Skills to be taught

Investigation
Application
Reflection
Expression
Empathy
Interpretation
Synthesis
Attitudes to be developed
Commitment
Fairness
Respect

Unit 3Theme: Muslim Beliefs & Lifestyle

Suggested time: 15 hours – 1 term. Refer to Key Stage 1 Units 2 & 9.