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Religious Education Curriculum 2020 2021

Intent

In The Federation of Bedenham and Holbrook Primary Schools, we believe that RE is an exciting, creative and enriching subject allowing all children to have opportunities to explore and celebrate differences. Through an enquiry based approach, children will gain an understanding of different beliefs and practises and appreciate a variety of cultures in the world around them. These opportunities will encourage children to develop critical analysis skills and develop thinking strategies. Our RE curriculum is carefully planned using the agreed local syllabus. Living Differences III using concepts from the following beliefs:
• Christianity
• Hinduism
• Islam
• Judaism
• Humanism

 

Year 1/2 Cycle A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Concept: Bread as a symbol

Unit: Harvest

Communicate: To describe in simple terms their responses to bread as a symbol.

Apply: To identify some simple examples of how bread as a symbol relates to their own and others’ lives.

Enquire: To describe in simple terms how bread can be a symbol.

Contextualise: To describe in simple terms how Christians use bread as a symbol at Harvest.

Evaluate: To describe in simple terms the value of bread as a symbol of Harvest for Christians.

 

 

 

Concept: Candlelight as a symbol

Unit: Diwali and Advent Candlelight

Communicate: To describe in simple terms their response to candlelight.

Apply: To identify simple examples of responses to candlelight in different situations.

Enquire: To simply describe how candlelight can be a symbol and what ‘symbol’ means.

Contextualise: To describe how candles are used at Diwali and Advent.

Evaluate: To evaluate the use of candlelight as a symbol by describing, in simple terms, its value to Hindus and Christians.

 

 

 

Concept: Remembering (Vishnu)

Unit: Holi

Communicate: To describe in simple terms, what ‘remembering’ means.

Apply: To describe ways in which Hindus remember.

Enquire: To evaluate the importance of remembering by describing how Hindus value the celebrations and devotions paid to Vishnu.

Contextualise: To describe, in simple terms, ways in which they remember events or people.

Evaluate: To identify examples pf situations when remembering is important to themselves or others.

 

Concept: Welcoming

Unit: Palm Sunday – Christians welcome Jesus

Communicate: To describe in simple terms the concept of ‘welcoming’.

Apply: To simply describe how the concept ‘welcoming’ is important in the story of Palm Sunday, and how Christians recreate that welcome today.

Enquire: To evaluate the concept by simply describing the importance of welcoming in the story of Palm Sunday.

Contextualise: To describe in simple terms their ideas about the concept of ‘welcoming’ and identify examples of how they have felt welcomed.

Evaluate: To simply describe situations when welcoming is or is not important, or can change to hostility.

Concept: Protection

Unit: Raksha Bandhan

Communicate: To describe in simple terms their responses to the concept ‘protection’.

Apply: To identify simple examples of how their responses to protection relate to their own and others’ lives.

Enquire: To describe in simple terms what protection means.

Contextualise: To simply describe ways in which protection is expressed by Hindus at Raksha Bandhan.

Evaluate: To describe in simple terms the value of celebrating protection for Hindus.

 

 

Concept: God

Unit: Ideas about God

Communicate: To describe in simple terms their responses to the concept ‘God’.

Apply: To identify simple examples of when they and others think about God.

Enquire: To identify and talk about the concept of ‘God’,

Contextualise: To simply describe ways in which the concept ‘God’ is expressed in Christianity and Hinduism.

Evaluate: To evaluate the concepts by describing in simple terms the value of God to believers.

 

Year 1/2 Cycle B

Autumn 1 Autumn 2 Spring 1 Spring 1 Summer 1 Summer 2

 

Concept: Being thankful

Unit: Harvest

Communicate: To talk about being thankful in relation to their own experiences.

Apply: To identify how being thankful applies to their own lives.

Enquire: To identify and talk about being thankful.

Contextualise: To recognise ways that Christians show thanks at Harvest.

Evaluate:  To talk about the importance of thanking God to Christians at Harvest.

 

 

 

 

 

 

 

 

 

 

Concept: Celebration

Unit: Jesus’ Birthday

Communicate: To talk about their own responses to celebrating birthdays.

Apply: To identify ways in which pupils’ birthday celebrations affect their lives.

Enquire: To identify and talk about the meaning of birthday celebrations.

Contextualise: To recognise that Christians celebrate Jesus’ birthday by identifying some elements of the celebration.

Evaluate:  To talk about the importance of celebrating Jesus’ birthday for Christians.

 

Concept: Specialness

Unit: Special Places

Communicate: To talk about or describe in simple terms their ideas about special places.

Apply: To identify how their ideas about special places relate to their own lives and those of others.

Enquire: To identify and talk about or describe in simple terms the concept of ‘specialness’ in relation to special places.

Contextualise: To recognise that the church is a special place for Christians. Simply describe how a church is a special place for Christians. Recognise that the shrine at home is a special place for Hindus. Simply describe how a shrine is a special place for Hindus.

Evaluate:  To talk in simple terms or describe in simple terms the importance of the church as a special place for Christians and the shrine for Hindus.

 

 

Concept: Sadness to happiness

Unit: Easter

Communicate: To talk about their own experiences of sad then happy.

Apply: To identify feelings of sadness/ happiness in different situations and for different people.

Enquire: To identify and talk about the concepts of ‘sadness’ and ‘happiness’.

Contextualise: To recognise how sadness and happiness are significant in the Easter story.

Evaluate:  To talk about the importance of the feelings of sadness and happiness to Christians when they remember the Easter story.

Concept: Learning from stories

Unit: Jesus as a storyteller

Communicate: To identify and talk about their own experiences of stories.

Apply: To describe, in simple terms, what they have learnt from different stories.

Enquire: To identify and talk about how Jesus told many stories to help people learn about God.

Contextualise: To share their own ideas and responses about what people may have learnt from Jesus’ stories.

Evaluate:  To share their ideas about the importance to Christians today of the stories Jesus told.

 

 

Concept: Remembering (someone special)

Unit: Janmashtami (Krishna’s birthday)

Communicate: To talk about ‘remembering’.

Apply: To recognise that Hindus remember Krishna by telling the story of his birth and by celebrating.

Enquire: To talk about the importance of Hindus remembering Krishna’s birthday.

Contextualise: To talk about their own response to remembering.

Evaluate:  To identify simple examples of how their responses relate to their own lives.

Year 3/4 Cycle A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Concept: Angels

Unit: Angels

Communicate: To describe their response to angels.

Apply: To describe examples of how their responses to angels can be applied to their lives and the lives of others.

Enquire: To describe the meaning of angels.

Contextualise: To describe how angels are used in the stories of the birth of Jesus.

Evaluate:  To evaluate the importance of angels by describing their value to Christians and by identifying an issue raised.

 

 

 

Concept: Worship and Prayer

Unit: Worship and Prayer

Communicate: To describe the meaning of worship and prayer.

Apply: To describe how Christians and Muslims worship and prayer.

Enquire: To describe the significance of prayer by talking about its importance to Christians and Muslims.

Contextualise: To describe their own responses to prayer.

Evaluate: To describe examples of how their responses can be applied to their own and others’ lives.

 

 

 

 

Concept: Suffering

Unit: Easter

Communicate: To describe the concept of suffering.

Apply: To describe the suffering experienced by Jesus in the Easter story.

Enquire: To evaluate the importance of the concept of suffering by describing the value of Jesus’ suffering at Easter to Christians and talking about the issue raised.

Contextualise: To describe their own response to the idea of suffering.

Evaluate:  To identify examples of how their responses to suffering relate to their own and others’ lives.

 

Concept: Submission

Unit: Muhammad and the Qur’an

Communicate: To describe the meaning of ‘submission’ for Muslims.

Apply: To describe how submission is shown by Muslims.

Enquire: To describe the importance, or value of submission for Muslims.

Contextualise: To describe their own responses to the idea of submission in their lives.

Evaluate:  To provide and discuss examples of how submission affects their lives and the lives of others.

 

 

Concept: Ritual

Unit: Ramadan and Eid-ul-Fitr

Communicate: To explain the meaning of the word ‘ritual’.

Apply: To explain how ritual is expressed by Muslims during the festival of Ramadan and Eid-ul-Fitr.

Enquire: To evaluate the significance of ritual by explaining its importance to Muslims and identifying some of the issues raised.

Contextualise: To explain their own responses to ritual.

Evaluate:  To explain how their ideas of ritual may affect their lives and the lives of others.

 

Concept: Ceremony

Unit: Death ceremonies

Communicate: To describe their response to the idea of a death ceremony for a leaf.

Apply: To identify examples of how the idea of death ceremonies affects their lives and the lives of others.

Enquire: To identify and discuss the meaning of the word ‘ceremony’.

Contextualise: To describe how Christians perform death ceremonies.

Evaluate:  To describe the importance of death ceremonies to Christians.

 

 

 

 

 

Year 3/4 Cycle B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Concept: Welcome rituals

Unit: Baptism

Communicate: To describe their own experience of rituals in their communities.

Apply: To describe examples of the effect rituals have on their lives.

Enquire: To describe the meaning of the word ritual.

Contextualise: To describe ways in which Christians use rituals to show that they belong to communities.

Evaluate:  To describe the importance of rituals for Christian communities and talk about the issues raised.

 

 

Concept: Holy

Unit: Mary, Mother of God

Communicate: To describe the concept of ‘holy’.

Apply: To describe how Christians show that they believe Mary is ‘holy’.

Enquire: To evaluate the concept of ‘holy’ by describing the value of Mary’s holiness to believers.

Contextualise: To describe their own response to the concept of holy.

Evaluate: To describe examples of how their ideas about holiness affect their lives.

 

 

 

 

 

 

 

 

Concept: Symbol

Unit: Trees as a symbol

Communicate: To describe their own response to trees as symbols

Apply: To describe examples of when the tree symbol is used/ is useful.

Enquire: To describe what the word ‘symbol’ means.

Contextualise: To describe how the symbol of a tree is used in Christianity and Islam.

Evaluate:  To describe the importance of the tree as a symbol to Christians.

 

Concept: From darkness to light

Unit: Paschal Candle

Communicate: To describe and talk about their own responses to the concept of ‘light and dark’.

Apply: To describe how their response to ‘light and dark’ relates to their own lives.

Enquire: To describe the concept of ‘light and dark’.

Contextualise: To describe how the concept of ‘darkness to light’ is expressed by using the Paschal Candle.

Evaluate:  To evaluate the concept of ‘darkness to light’ by describing the importance of the Paschal Candle to Christians.

Concept: Creation

Unit: Creation and Environment

Communicate: To describe the concept of ‘creation’.

Apply: To describe how different cultures and religions express their ideas about creation.

Enquire: To describe the value of creation to believers and identify an issue raised.

Contextualise: To describe their own response to ‘creation’.

Evaluate:  To describe examples of how their and others’ responses to ‘creation’ affect their lives.

 

 

Concept: Umma (community)

Unit: The Five Pillars of Islam

Communicate: To describe the meaning ‘Umma’.

Apply: To describe how aspects of Muslim practice and belief develop a sense of Umma.

Enquire: To describe the concept of Umma by talking about its value to Muslims and identifying situations or issues that may arise in relation to Umma, meaning of the word ritual.

Contextualise: To express a personal response to Umma and the idea of community in their own experience.

Evaluate:  To identify examples of how their responses and ideas affect the way they behave in the communities they and others belong to.

 

 

 

 

Year 5/6 Cycle A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Concept: Justice

Unit: Stories of Justice

Communicate: To explain what the concept of ‘justice’ means.

Apply: To explain how justice is significant in the stories of Jews, Muslims and Christians.

Enquire: To describe the value of justice to Jews, Christians and Muslims and identify and describe issues raised.

Contextualise: To explain their own responses to justice.

Evaluate:  To explain how justice can be applied in their own and others’ lives.

 

 

 

 

Concept: Power

Unit: Powerful Religions

Communicate: To describe and explain what people might mean by power.

Apply: To describe and explain how God’s power is significant for Christians and Muslims.

Enquire: To evaluate, by describing and explaining, the significance of believers’ interpretations of God’s power.

Contextualise: To express a personal response to the concept of power.

Evaluate:  To describe and explain how power affects their own and other people’s lives.

 

 

Concept: Ritual

Unit: Sukkot

Communicate: To describe and explain the concept of ‘ritual’.

Apply: To describe and explain the rituals practised during Sukkot by Jews.

Enquire: To evaluate the significance of ritual by describing and explaining the value of the Sukkot rituals for Jews and by describing an issue raised.

Contextualise: To describe and explain their own responses to rituals in their experience.

Evaluate:  To describe and explain examples of how their responses to rituals can be applied to their own others’ lives.

 

Concept: Resurrection

Unit: The Empty Cross

Communicate: To describe and explain what people mean by ‘resurrection’.

Apply: To explain how resurrection is significant within the Easter story and how this is expressed through art.

Enquire: To evaluate, by explaining, the value of people’s interpretations of resurrection.

Contextualise: To express a personal response to the concept of ‘resurrection’ through painting.

Evaluate:  To explain that people will have different ideas about the concept of ‘resurrection’.

 

Concept: Symbol

Unit: Eucharist

Communicate: To explain the meaning of the concept ‘symbol’.

Apply: To explain how and why the symbols of bread and wine are used by Christians.

Enquire: To explain the importance of the symbols to Christians.

Contextualise: To explain their own responses and ideas about ‘symbols’.

Evaluate:  To explain examples of how feelings/ responses to ‘symbols’ affect their own and others’ lives.

 

Concept: Wisdom

Unit: Sacred Books

Communicate: To express a personal response to the concept of ‘wisdom’, and give examples of who and what has the right to guide them.

Apply: To describe and explain how people have different ideas about what wisdom is.

Enquire: To put forward ideas about what wisdom is.

Contextualise: To describe and explain how the Qur’an and the Bible contain wisdom.

Evaluate:  To evaluate, by describing and explaining, the importance of this wisdom in the world today.

 

 

 

 

 

Year 5/6 Cycle B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Concept: Sacred

Unit: Places of Worship

Communicate: To describe and explain the significance of sacred places for different people.

Apply: To describe and explain how and why people show that a place is sacred to them

Enquire: To describe and explain the features of a synagogue which create a sense of sacred.

Contextualise: To describe and explain features of a church which create a sense of sacred.

Evaluate:  To evaluate the concept of a ‘sacred place’ within Christianity and Judaism.

 

Concept: Sacred

Unit: Christmas: the two births narratives

Communicate: To explain the meaning of the word ‘interpretation’.

Apply: To explain why there are two interpretations of the story of the birth of Jesus in the Bible.

Enquire: To explain the value of the two interpretations for the Christians and describe some issues raised.

Contextualise: To explain a personal response to the way in which different interpretations of situations have been evident in their own experience.

Evaluate:  To explain how their ideas about interpretation may affect their experiences and others’ experiences.

Concept: Sacrifice

Unit: What does Easter mean?

Communicate: To explain the meaning of ‘sacrifice’.

Apply: To explain how sacrifice is expressed within the Christian story.

Enquire: To evaluate, by explaining, the importance and relevance of sacrifice to Christians.

Contextualise: To explain a personal response to the concept of sacrifice.

Evaluate:  To explain how the concept ‘sacrifice’ can be applied in their own and others’ lives.

 

 

Concept: Sacred

Unit: Places of Worship

Communicate: To express a personal response to the concept of ‘rites of passage’ and to explain what events have been important in their journey of life so far.

Apply: To explain how the concept of ‘life as a journey’ marked by rites of passage can be applied in their own and others’ lives.

Enquire: To explain how important events are marked in religion by rites of passage.

Contextualise: To explain the meaning of the Muslim naming ceremony and the Hajj.

Evaluate:  To evaluate, by explaining, the importance and relevance of rites of passage to believers.

Concept: Remembering

Unit: Shabbat

Communicate: To describe and explain the words associated with ‘remembering’.

Apply: To describe and explain that Jews remember creation and the day of rest when they celebrate Shabbat.

Enquire: To describe and explain why remembering is important for Jews.

Contextualise: To describe and explain their own responses to ‘remembering’.

Evaluate:  To describe and explain what it is important to remember and when.

 

Concept: Temptation

Unit: Making choices

Communicate: To describe and explain what ‘temptation’ means.

Apply: To describe and explain how Christians believe that Jesus was tempted.

Enquire: To describe and explain why it is/ is not important for Christians to recognise that Jesus was tempted.

Contextualise: To describe and explain how they feel when they are tempted.

Evaluate: To describe and explain situations when people might be tempted.