Progression in the Other Faiths Strand
Progression in the Other Faiths Strand
Year 1
Learning objectives / Possible learning activitiesTo appreciate that Moses is spoken about in the Old Testament / Show pupils a Bible and explain that the first part concerns people before the time of Jesus
Explain that the story of Moses comes in the first part
To hear about the life of Moses and other Old Testament characters / Tell the story of Moses’ birth
Tell the story of David and Goliath
To think about how an Old Testament Jewish child might have lived in Bible times and how they might live today / Consider the life of a Jewish child today, celebrating the Sabbath by going to the synagogue.
Compare with the life of the young Samuel or Moses
Assessment in Other Faiths
Year 1
Most pupils will / Some pupils will not have made so much progress / Some pupils will have progressed further and willKnowledge / Know stories from the Old Testament and what they teach about God and humanity
Know that stories about Moses and other important figures in Judaism can be found in the Old Testament / Know some stories from the Old Testament and what they teach about God and humanity
Know that stories about Moses and other important figures in Judaism can be found in the Old Testament / Know a range of stories from the Old Testament and what they teach about God and humanity
Know that stories about Moses and other important figures in Judaism can be found in the Old Testament
Skills / Investigate the life of a modern/Bible times Jewish child / Investigate some aspects of the life of a modern/Bible times Jewish child / Investigate and consider the life of a modern/ Bible times Jewish child
Attitudes / Respect the long history of Judaism and its way of life today
Progression in the Other Faiths Strand
Year 2
Learning objectives / Possible learning activitiesTo know more about the life of Moses / Tell the story of Moses’ (birth, rescue from the Nile, upbringing, escape from Egypt, burning bush)
To learn more about the synagogue by looking at illustrations and talking about them / Explain that a synagogue is a place where
Jewish people met to pray
Show pictures of the interior of a synagogue: pick out the bema, the rabbi’s seat, the ark, lights and symbols (e.g. the star of David) and talk about them
To see religious artefacts associated with Judaism / Show a Torah scroll, skull cap, prayer shawl, phylactery or mezuzah and explain the purpose of each
Assessment of Other faiths
Year 2
Most pupils will / Some pupils will not have made so much progress and will / Some pupils will have progressed further and willKnowledge / Know more about the story of Moses
Know something about the synagogue and prayer in Judaism / Know some of the story of Moses
Begin to learn something about the synagogue and prayer in Judaism / Know the story of Moses well and be able to discuss it
Know something about the synagogue and prayer in Judaism
Skills / Be able to handle Jewish artefacts with respect / Be able to handle Jewish artefacts with respect / Be able to handle Jewish artefacts with respect
Attitudes / Appreciate that Judaism is based on a belief in God’s saving power
Progression in the Other Faiths Strand
Year 3
Learning objectives / Possible learning activitiesTo know the story of the Exodus and the
giving of the Ten commandments
Hear about other characters in the history of Israel / Tell the story of Moses’ confrontation with Pharaoh and the leading of the slaves across the Red Sea.
Analyse the story of Moses: from the story take note of the giving of the law on mount Sinai (Ten Commandments).
Talk about laws and rules. Laws are rules that the government makes. Who made rules in Old Testament times? The king, and before there was a king, the rules were given by God.
Tell the story of Esther to show how the Jewish faith was preserved
Assessment of Other Faiths
Year 3
Most children will / Some children will not have made so much progress and will / Some children will have progressed further and willKnowledge / Become familiar with the Ten Commandments
Know the stories of some outstanding Old Testament figures, especially those who contributed to the preservation of the Jewish faith and know that they are important to the Jewish as well as the Christian faith
Know about other traditions represented in their community or school / Begin to learn something of the Ten Commandments
Know some stories of outstanding Old testament figures, especially those who contributed to the preservation of the Jewish faith and know that they are important to the Jewish as well as the Christian faith
Begin to learn about other religious traditions represented in their community or school / Become familiar with the Ten Commandments and be able to discuss something of their meaning
Know the stories of some outstanding Old Testament figures, especially those who contributed to the preservation of the Jewish faith and know that they are important to the Jewish as well as the Christian faith
Investigate and learn about the other religious traditions represented in their community or school
Skills / Be able to discuss the survival of the Jewish faith in simple terms and, possibly, connect to history work / Be able to discuss in simple terms the survival of the Jewish faith and, possibly, connect this to history work / Be able to discuss in simple terms the survival of the Jewish faith and, possibly, connect this to history work
Attitudes / Begin to understand the need for tolerance for the beliefs of others
Progression in the Other Faiths Strand
Year 4
Learning objectives / Possible learning activitiesTo talk about why Moses and /or Muhammad are important / Talk about the Jewish faith and the founding role of Moses.
From the story of Moses take note of the forming of a religion in which law is central, worship is in one place (Tabernacle, later temple), Aaron (Moses’ brother) who became High Priest and the clothes he wore.
Look at pictures of Orthodox Jews.
To understand the celebration of Jewish festivals (e.g. Passover ) / Prepare Passover food and let the children taste it, explaining to them the symbolism of the parts of the meal (e.g. bitter herbs) and the Passover dish.
Explain the re-enactment aspect of the meal and the renewal and transmission of tradition through it.
Assessment of Other Faiths
Year 4
Most children will / Some children will not have made so much progress and will / Some children will have progresses further and willKnowledge / Know the story of Moses, the Exodus and the giving of the law.
Know about the Jewish festivals which are based on this. / Know something about the story of Moses, the Exodus and the giving of the law.
Know something about the Jewish festivals which are based upon this. / Know the details of the story of Moses, the Exodus and the giving of the law.
Know about the Jewish festivals which are based on this
Skills / Be able to talk about Moses and his importance in the faith and practice of Judaism / Be able to explain simply why Moses is important to the faith and practice of Judaism / Be able to talk about the importance of Moses in the faith and practice of Judaism
Attitudes / Begin to appreciate the origins of Judaism
Handle and examine Jewish artefacts with respect
Progression in the Other Faith Strand
Year 5
Learning objectives / Possible learning activitiesTo hear about the life of Muhammad / Hear about Muhammad’s life including his marriage, the recitation of the Qur’an, the journey to Medina and the subsequent establishment of a Moslem community in Mecca: introduce the five pillars in such a way as to avoid any misunderstanding
To begin to understand the basic historical sequence of Moses, Jesus and Muhammad / Revise history on time lines; begin to put dates onto the life of Moses (about 1200 BCE, Jesus and Muhammad (570-632CE) [BCE=BC; CE=AD]; show that they lived in different countries and that they never met
Assessment in the Other Faiths Strand
Year 5
Most children will / Some children will not have made so much progress and will / Some children will have progressed further and willKnowledge / Know the story of Muhammad as the founder of Islam
Know something about the Qu’ran, and the five pillars of Islam
Know the chronology of Moses, Jesus and Muhammad / Know something of the story of Muhammad
Know something about the Qu’ran , and the five pillars of Islam
Know the chronological order of Moses, Jesus and Muhammad / Know the story of Muhammad and realise his importance as the founder of Islam
Know something about the Qu’ran and the five pillars of Islam
Know the chronology of Moses, Jesus and Muhammad
Skills / Be able to talk about some of the major beliefs and practices of Islam
Begin to be able to talk about the importance of Islam in the modern world / Begin to be able to talk about some of the beliefs and practices of Islam
Begin to be able to talk about the importance of Islam in the modern world / Be able to talk about some of the major beliefs and practices of Islam
Begin to be able to talk about the importance of Islam in the modern world
Attitudes / Begin to understand the origins and practices of Islam. Learn to respect the faith and beliefs of others.
Progression in the Other Faiths Strand
Year 6
Learning objectives / Possible learning activitiesTo begin to understand the scope and function of mosaic law / Talk about law, how it is made (by councils and governments, by God), what sort of thing it covers; what sort of things it cannot cover (e.g. what you are thinking); read and talk about aspects of Mosaic law (Lev. 19.9-18) seeing how individual life, community life and national life were affected by it. Notice that it covered the upbringing of children, stipulated people you could not marry (Gen. 24.3; Jg 14.3) and what you could eat.
To appreciate what it would be like to live according to Mosaic law / Talk about the foods children like and dislike (why do some people have different tastes?); talk about diets (for health reasons, for slimming); read Lev. 11 to learn about the foods forbidden to the Israelites; discuss the ban on pork for contemporary observant Jews; talk about hair cuts (Lev. 19.27), tattoos (Lev. 1928) and show pictures of Hasidic Jews; briefly consider Jewish festivals (e.g. Hanukah); indicate that the whole of life was covered by Mosaic law.
To learn about the building of Solomon’s Temple and its later destruction / Learn about the way in which David became king, brought the Ark to Jerusalem and prepared to build a temple.
Show pictures/models of the temple of Solomon and explain how people would go to the temple during festivals.
Look at the Bible passages dealing with its construction (1 Kg 6); consider the temple as a focus for life and faith; show how the temple would have dominated Jerusalem and was one of the wonders of its day (what was the biggest building in Wales at the time?); read about its destruction (Jer. 52.13f); talk about the Jewish communities in exile worshipping without a place of worship; if it is appropriate, draw comparisons with modern refugees who reconstruct their lives a long way from home; think about the early Christians and how they worshipped.
To begin to understand how Judaism in the common era developed from Mosaic law / Talk briefly about the Talmud as a commentary on the Torah; illustrate this with pictures of the biblical text surrounded by Talmudic commentaries.
Alternatively, show the interpretation of the Torah in changing circumstances made the law bigger and bigger and more and more complicated so that only specialists (e.g. rabbis) could understand it.
Illustrate this idea by showing how rules tend to become more detailed or complex depending on different circumstances
To begin to understand Muslim festivals in relation to the life of Muhammad / Show how some Muslim festivals are linked with the life of Muhammad (e.g. it was during Ramadan that the Qur’an was first received).
Show pictures of Mecca and mosques; handle Islamic artefacts; perhaps visit a mosque
Assessment of the Other Faiths Strand
Year 6
Most children will / Some children will not have made so much progress and will / Some children will have progressed further and willKnowledge / Know that all aspects of life are covered by the law in Judaism
Learn about the development of the Torah
Know something about the Jewish worship in Temple or synagogue and Muslim worship in a mosque / Begin to learn some of the ways in which the law influences daily life in Judaism
Learn about the development of the Torah
Know something about Jewish worship in a temple or synagogue and Muslim worship in a mosque / Know , in some detail, that all aspects of life are covered by law in Judaism
Learn about the development of the Torah
Investigate and learn about Jewish worship in the temple and synagogue and Muslim worship in the mosque
Skills / Be able to discuss in simple terms the scope and function of law and the way in which belief affects lifestyle. / Be able to discuss in simple terms the scope and function of law and the way in which belief affects lifestyle.
Attitudes / Begin to appreciate the distinctiveness of the Jewish and Muslim faiths.
Handle and examine Muslim artefacts with respect.