langwathby ce school long term plan religious education ... · mother’s day different types of...
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T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
LANGWATHBY CE SCHOOL
Long Term Plan
Religious Education – Early Years
Autumn Spring Summer
High Scope
Activities
People &
Communities
Availability of books, jig-saws and musical instruments with multi-cultural themes
Availability of dual language books
Opportunities to use topic related role play areas which focus on cultures and beliefs e.g stable role play (Christmas), Chinese Restaurant (Chinese New Year)
Foundation
Year A
Colour
Homes
Christmas
Dinosaurs Teddy Bears
Easter
Ourselves Travel
People &
Communities
Harvest Festival Christmas Story
Christmas Songs
Hanukkah Celebration
Christmas Party
How do you celebrate (R)
EY Nativity
Teddy Bears Picnic
Easter Story
Easter Eggs Hunt
Easter Assembly
Mother’s Day
Different types of family
and home cultures
Carnival Day
Father’s Day
Festivals &
Celebrations
Harvest Festival Bonfire Night
Hanukah Celebrations
Christmas Celebrations
Pancake Day
Valentines Day
Mother’s Day
Easter
Carnival Day
Foundation
Year B
Shape Light and Dark
Christmas
Building Changes
Easter
Growth Farms
People &
Communities
Harvest Festival Christmas Story
Christmas Songs
Christmas Party
Story of Rama &Sita
EY Nativity
How do you celebrate (R)
Mothers Day
Easter Story
Easter Egg Hunt
Easter Assembly
Father’s Day
Festivals &
Celebrations
Harvest Festival Bonfire Night
Diwali Celebrations
Christmas Celebrations
Pancake Day
Valentines Day
Mother’s Day
Easter
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Foundation
Year C
All About Me Space
Christmas
Food Toys
Easter
People Who Help Us All Around Us
People &
Communities
Who’s in your family?
Different types of families
Family pets
Christmas Story
Christmas Songs
Christmas Party
EY Nativity
How do you celebrate (R)
Special food to celebrate
events
Chinese New Year
Celebrations
Easter Story
Easter Egg Hunt
Easter Assembly
Mother’s Day
Who looks after us/ helps us
at home?
Who looks after us/ helps us
at school?
How do Refuse Collectors
help us?
How do Postal Workers help
us?
How do Doctors, Nurses and
Dentists help us?
How do the Police help us?
How do fire fighters help us?
Images from Around the World
Father’s Day
Festivals &
Celebrations
Harvest Festival Bonfire Night
Christmas Celebrations
Chinese New Year
Valentines Day
Pancake day
Mothers Day
Easter
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
LANGWATHBY CE SCHOOL
Long Term Plan
Religious Education – Key Stage 1
High Scope
Activities
Year 1&2
Year A
Change Around the World Forces
Beliefs and Practices
• Holy Days
• Artefacts
• Colour, Seasonal Changes
Christmas Celebrations–Why do Christians give gifts
at Christmas
Key Themes: Environment, Feelings, Growth
Key Themes: Celebrations, Special Times, Seasons
The Wonder of Creation
Easter
Key Themes: Celebrations, Special Times, Seasons
How do Jewish People Express their Beliefs in
Practice?
Key Themes: Homes, Leaders, Special Times
Year 1&2
Year B
Light, Sound and Electricity Ourselves Fairy Tales & Magic
Celebrations
• Light – Symbols & Images
• Festivals – Diwali, Hannukah, Advent, Christmas
Key Themes: Celebrations, Festivals of Light, Special
Times
What Does It Mean to Belong in Christianity?
• Feelings, Abilities, Interests
• Church Visit
• ‘Christening of Baby’ role play
Celebrations
• Chinese New Year
• Easter Story
Key Themes: Special Times, Celebrations, Myself
Special Books
Key Themes: Sacred Texts
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Year 1&2
Year C
Space Materials Plants and Animals
Signs and Symbols
Light and Christmas
Key Themes: Signs and Symbols, Symbolism,
Understanding, Celebration
Visiting a Place of Worship
• Langwathby Church Visit
Easter Story
Key Themes: Special Times, Worship, Special Times,
Celebrations
Why Did Jesus Tell Stories?
Key Themes: The Environment, Stories Jesus Told,
Feelings
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
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LANGWATHBY CE SCHOOL
Long Term Plan
Religious Education – Key Stage 2
Autumn Spring Summer
Year 2&3&4
Year A
Materials/Knight &
Quests
Jesus
Materials/Knight &
Quests
Symbols
Environmental Change
The Environment
God’s Beautiful World
Environmental Change
Easter
Teeth &
Eating/Victorians
The Bible
Teeth &
Eating/Victorians
Local Worship
Jesus the historical figure
Key features of his life –
stories and miracles
Key Themes: Founders
and Leaders
What do signs and
symbols mean in religion?
Christmas Celebrations
Key Themes: Signs and
Symbols, Places of
Worship, Belonging
Creation Stories from
Various
Cultures/Religions –
Jewish, Christian and
Hindu
Key Themes: Creation
and the Environment
Why is Easter Important
to Christians?
Key Themes: Leaders,
Founders, Festivals
What is the Bible and
Why is it Important to
Christians?
Key Themes: Sacred
Texts, Worship and
Prayer
What Religions are
Represented in our
Neighbourhood?
Key Themes: Belonging,
Prayer, Special Times
Year 2&3&4
Year B
Vikings/Light &
Electricity
Special Books
Vikings/Light &
Electricity
Celebrations
St Lucia/Habitats
Christianity in Action
St Lucia/Habitats
Easter
Start From A Book/ Forces & Motion
Faith and Prayer
Key Themes: Sacred
Texts
Christmas Journeys
Key Themes: Festivals,
Pilgrimage, Special Times
What is Faith and What
Difference Does It Make?
Key Themes: Founders
and Leaders
Why is Easter Important
to Christians?
Key Themes: Leaders,
Founders, Festivals
Christian Beliefs and Practices
The Teachings of Jesus
Key Themes: Faith & Prayer
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Year 2&3&4
Year C
Famous People & Inventions/ Moving & Growing
Commitment & Belief
Homes/Keeping Warm
Neighbourliness
Greeks/Helping Plants Grow Well
Judaism
Christian Beliefs
Key Themes: Commitment, Belief
How Christians/Christian organisations try to make a
difference in the world
Key Themes: Neighbourliness
What is it Like to Be a Jewish Person?
Key Themes: Places or Worship, Worship and Prayer
Year 4&5&6
Year A
Tudors/Humans and Other Animals
Christianity in Action
Ancient Egypt/Dissolving, Gases
What Do Christians Believe About Life After Death
Living Things/Rivers
Islam/Buddhism
How Do The Beliefs of Christians Influence Their
Actions?
Key Themes: Rules
What Do Christians Believe About Life After Death?
How Do Muslims and Buddhists Express Their Beliefs
Through Practices
Y6 Multicultural Experience.
Visit to a non Christian place of worship
Key Themes: Worship, Prayer, Sacred Texts
Year 4&5&6
Year B
Britain Since 1930/Forces
Places of Worship
South American Peoples/ Sound, Light
Religious Festivals
Book Theme/Plants
Buddhism
What Can We Learn From Christian Religious
Buildings?
Key Themes: Places of Worship
Comparing Different Religions and Their Festivals
(Worship & Community - Prayer)
Key Themes: Worship and Prayer, Belonging
How Do Buddhists Express Their Beliefs Through
Practices
Y6 Multicultural Experience. Visit to a non Christian
place of worship
Key Themes: Worship, Prayer, Sacred Texts
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Year 5&6
Year C
Romans/Earth
What Is the Role of the Mosque
Settlements/Electricity
Religions & their Festivals
Mountains/Materials
How Do People Express Their Faith Through the
Arts?
Where Did the Christian Bible Come From?
What is the Role of the Mosque?
(Worship & Community)
Key Themes: Places of Worship, Worship and Prayer
Comparing Different Religions and Their Festivals
(Worship & Community - Festivals)
Key Themes: Worship and Prayer, Celebrations
How Do People Express Their Faith Through the Arts?
Where Did the Christian Bible Come From?
Y6 Multicultural Experience.
Visit to a non Christian place of worship
Key Themes: Worship and Prayer, Sacred Texts
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
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RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 1&2
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Autumn A
Change (1)
Beliefs and
Practice
Year 1&2
identify a key belief and practice of a religion;
describe the celebration of a festival; recognise a
religious artefact; recount in simple terms some of
the key stories associated with a religion; identify
some aspects of their own experience
know about the basic beliefs and practices of a religion and
retell the events of the main festivals; name certain
religious artefacts and understand how and when they are
used; name a key religious leader and the events of his or
her life; recount some of the key stories in a religious
tradition and explain the contribution they make to beliefs
and practices; link some key ideas with their own and
others’ experience
explain meanings contained in a religious story that might
be given by believers; describe the relations between
festivals and the key features of the religion; make simple
links between examples of religious expression and the
beliefs, ideas and feelings that underlie them; explain in
simple terms the symbolism of some religious artefacts;
make links with their own values and those of others
Autumn A
Change (2)
Celebrations
Year 1&2
retell elements of the story of the visit of the wise
men to Jesus; describe their own feelings and
experiences of giving and receiving gifts
retell the main events of the visit of the wise men to Jesus;
understand the concept of a precious gift and relate the
ideas of giving and receiving gifts to their own experience
explain that Christians believe that Jesus is God’s gift to
the world and that this is why they give gifts at Christmas;
make connections between the story of the birth of Jesus
and Christian attitudes to gifts and giving
Spring A
Around the
World
The Wonder
of Creation
Year 1&2
know that people stories; know and retell some of
the stories about creation and how we should look
after our world
Year 1
identify a key belief and practice of a religion;
describe the celebration of Easter; recognise a
religious artefact; recount in simple terms some of
the key stories associated with a religion; identify
some aspects of their own experience
Year 2
retell the story of Easter and the main ways in
which the festival is celebrated in this country;
know something of the importance of celebrating
know that religious groups/cultures tell stories as a way of
teaching people about how things happen and how they
should behave; know and retell some stories and explain
their meaning; explain why characters in the stories might
respond or behave in different ways, depending on their
point of view
retell the story of Easter and begin to understand the
symbolism of the festival for believers; identify the main
ways in which Easter is celebrated; understand the
religious significance of the festival; connect the ideas of
celebrating in their own lives with those of others
show understanding of how the feelings in the stories
relate to Christian/religious beliefs; understand why
stories can teach moral and spiritual values;
understand that religion is a way of life for believers and
that festivals are one part of a range of experiences and
occasions; explain the significance and symbolism of the
ways in which Easter is celebrated; understand how
celebrations are important for churches and communities
Summer A
Forces
Judaism
Year 1&2
retell the story of Moses’ early life; recognise the
Jewish festivals of Passover; recognise some
religious artefacts and link them to Judaism;
identify some aspects of their own experience
recall some key events in the life of Moses; know the key
facts about Passover; begin to understand the symbolism
of Jewish artefacts, eg mezuzah, hanukiah, menorah;
identify some main features of Jewish belief and practice;
connect some key ideas with their own experience
explain the importance of Moses as a leader of the
Israelites; understand the meaning of the festivals of
Passover, and the concept of one God who has a special
relationship with the Jews; explain the significance of
some Jewish beliefs and practices; make links between
their own values and experience, and those of others
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
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RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 1&2
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Autumn B
Light
Celebrations
Year 1&2
Year 1
identify a key belief and practice of a religion;
describe the celebration of a festival; recognise a
religious artefact; recount in simple terms some of
the key stories associated with a religion; identify
some aspects of their own experience
Year 2
retell the story of the festival and the main ways in
which the festival is celebrated in this country;
know something of the importance of celebrating
retell the story behind the festival and begin to
understand the symbolism of the festival for believers;
identify the main ways in which the festival is
celebrated; know some of the cultural differences;
understand the religious significance of the festival;
connect the ideas of celebrating in their own lives with
those of others
know about the basic beliefs and practices of a religion and
retell the events of the main festivals; name certain
religious artefacts and understand how and when they are
used; name a key religious leader and the events of his or
her life; recount some of the key stories in a religious
tradition and explain the contribution they make to beliefs
and practices; link some key ideas with their own and
others’ experience
understand that religion is a way of life for believers and
that festivals are one part of a range of experiences and
occasions; explain the significance and symbolism of the
ways in which the festival is celebrated; explain meanings
contained in a religious story that might be given by
believers; describe the relations between festivals and the
key features of the religion; understand how celebrations
are important for churches and communities; explain in
simple terms the symbolism of some religious artefacts;
make links with their own values and those of others
Spring B
Ourselves
(1)
Belonging
to
Christianity
(Baptism)
Year 1&2
recall the main features of a baptism service;
describe simply their own experiences of
belonging
retell what happens at baptism services (for infants and
adult believers), giving a simple explanation of some of
the symbolism; reflect on their own understanding of
belonging; talk about what belonging means to Christians
from different traditions
explain the symbolism involved in baptism services, and
the reasons why Christians have these services; make
connections between their own experience and the
Christian beliefs about belonging
Spring B
Ourselves
(2)
Celebrations
Year 1&2
Year 1
identify a key belief and practice of a religion;
describe the celebration of a festival; recognise a
religious artefact; recount in simple terms some of
the key stories associated with a religion; identify
some aspects of their own experience
Year 2
retell the story of the festival and the main ways in
which the festival is celebrated in this country;
know something of the importance of celebrating
retell the story behind the festival and begin to understand
the symbolism of the festival for believers; identify the
main ways in which the festival is celebrated; know some
of the cultural differences; understand the religious
significance of the festival; connect the ideas of
celebrating in their own lives with those of others
understand that religion is a way of life for believers and
that festivals are one part of a range of experiences and
occasions; explain the significance and symbolism of the
ways in which the festival is celebrated; understand how
celebrations are important for churches and communities
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
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RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 1&2
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Summer B
Fairy Tales
& Magic
Special
Books
Year 1&2
know that all religions have a book that is special;
know that they teach people of different religions,
how to live; explore their own feelings about what
is precious to them
know that all religions have their own holy book and
explain how it is treated; understand that people believe
that their book teaches them how God or their version of
God wants them to live; relate the idea of something
precious to something they value in their own lives;
explore what or who guides them on how they should live
know why religious books are precious to their people;
understand that the way in which the books are made and
treated reflects beliefs about its importance; reflect on
what or who guides them and how they should live
Autumn C
Space
Signs and
Symbols
Year 1&2
Recognise and describe some of the signs and
symbols related to the Christian faiths. (Year 1)
Recognise and describe some of the signs and
symbols related to the six principal faiths. (Year 2)
Recognise and describe the signs and symbols related to
the six principal faiths and begin to discuss the meaning
behind these symbols.
Show understanding of the meaning of these symbols and
reflect upon the significance of them for individuals as
well as group of people.
Autumn C
Space
Light and
Christmas
Year 1&2
Know that light is an important symbol at
Christmas. Recall details of the Christmas Story
(Year 1).
Know that light is an important symbol in a range
of faiths. Recall details from stories heard (Diwali,
Hannukah, Christmas) (Year 2).
Know that light is an important symbol in a range of
religions and will be able to discuss why this is. Children
will be able to draw upon stories from these religions to
show understanding i.e. the light that guided Rama & Sita
home.
Show understanding towards the feelings of people who
belong to a certain religion and why light is important in
their faith.
Spring C
Materials
Visiting
Place of
Worship
Year 1&2
(Year 1)
know that a church is a special place for many
Christians; consider their experience of the
atmosphere in a church and reflect on their own
feelings in a church; recognise and describe some
Christian symbols
(Year 2)
describe some of the main features of the building
and explain how some of them are used; identify
some symbols and explain their meanings;
consider how special places are important; reflect
on their own special space
describe the main features of the religious building they
have visited, exploring how it is used by the members of
the faith community; identify symbols and explain their
meaning; know that the building is special to the people
who use it; respond to the atmosphere in the building and
describe how it feels; consider their own special places and
why they are important to them
explain some of the beliefs which underlie the ways in
which the building is used; understand the importance of
special places in our lives
Summer C
Plants &
Animals
Why Jesus
told stories?
Year 1&2
know that Jesus told stories; know and retell some
well-known parables
know that Jesus told stories as a way of teaching people
about God and how they should behave; know and retell
some well-known parables of Jesus and explain their
meaning; explain why characters in the stories might
respond or behave in different ways, depending on their
point of view
show understanding of how the feelings in the stories
relate to Christian beliefs about God; understand why
stories can teach moral and spiritual values
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
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RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 2&3&4
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Autumn A
Knights and
Quests,
Materials
What do we
know about
Jesus?
Year 2&3&4
understand that what is known about Jesus comes
mainly from the Bible; understand that people who
knew Jesus had different views of him;
Less able Y2
describe different images of Jesus
know that evidence for what is known historically
about Jesus comes mainly from the New
Testament; understand that the people who knew
Jesus had different views of him, and explain the
reasons why; know that Jesus used symbolic
language to describe himself, and give simple
explanations of what he meant; understand that
Jesus has been represented in different ways
understand that people’s perceptions of Jesus varied
according to their background and experience;
understand that artists, writers and other thinkers
continue to interpret Jesus in different ways
More Able year 4
make connections and comparisons between the different
ways Jesus is represented
Autumn A
Knights and
Quests,
Materials
Signs and
Symbols
Year 2&3&4
describe and suggest meanings for some religious
symbols, gestures and words; understand that not all
language should be taken literally
Less able Y2
Recognise and describe some of the signs and symbols
related to at least 2 different faiths
identify some key religious symbols and some
symbolic actions in a religious context; talk about
some of the beliefs or ideas which underlie them;
discuss the possible meanings of some examples
of symbolic language, eg words or phrases used
by believers to describe God
Identify similar beliefs and ideas expressed symbolically
in other religious or secular contexts, ie through symbols,
actions, or words
More Able Y4
Make connections, comparisons and links between
beliefs and ideas expressed symbolically in other
religious or secular contexts, ie through symbols, actions,
or words
Spring A
Materials,
Environmental
Change
Creation Stories
Year 2&3&4
Recall stories about the creation of the world; identify
similar features in stories from different traditions
Less able Y2
Know that people tell stories; know and retell some of
the stories about creation and how we should look
after our world
Respond to stories by asking questions; identify
how stories seek to explain why the world was
created; identify key features that are important in
the world; recognise their responsibility towards
the world
Respond to stories by asking questions and seeking
answers about the purpose of God’s creation; identify
how different stories reflect the culture of the people who
wrote them; make links between religious festivals and
the creative cycle
More Able Y4
Make connections, comparisons and links creation
stories of different cultures and religious groups
Spring A
Easter
Year 2&3&4
describe the story of the last week in the life of Jesus;
recall the basic story of Jesus’ death and resurrection;
know that the cross is an important symbol for
Christians
Less able Y2
Retell the story of Easter and the main ways in which
the festival is celebrated
describe the story of Jesus from his entry into
Jerusalem to the resurrection; name the symbols of
bread and wine from the Last Supper; understand
the basic beliefs about Jesus’ death and
resurrection; understand why the cross is a
significant symbol for Christians
know in detail the story of Palm Sunday, the events of
the Last Supper and the symbolism of bread and wine;
know and begin to understand the significance to
Christians of Jesus’ death and resurrection; identify some
experiences which cause people to wonder and question,
including questions which are difficult to answer
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
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RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 2&3&4
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Summer A
Victorians
The Bible
Year 2&3&4
know that the Bible is composed of different
types of writing; understand that the Bible is used
by Christians for guidance and teaching, both in
church and at home
Less able Y2
Know that Christians believe that the Bible is the
word of God.
know about the compilation of the Bible, ie
the Old and New Testaments, and identify
some of the types of writing, eg history, law,
poetry, parable, letters; know that the Bible is
important for Christians as a source of
guidance and teaching; understand some of
the ways in which the Bible is used by
Christians both in church and at home
identify a wide range of different types of
writing; begin to recognise the difference
between the Old and New Testaments and to
understand the importance of the Bible for
Christians; understand the significance of the
Bible within the Christian faith
More able Y4
Understand the timeline of the Bible; how and
when it was written; how historians have pieced
together its development through time and how
different languages have played their part.
Summer A
Victorians
Local Worship
Year 2&3&4
identify one religious tradition in their
neighbourhood; understand some beliefs and
practices of a local religious tradition
Less able Y2
identify one religious tradition in their
neighbourhood; understand the main belief and a
practice of a local religious tradition
identify a number of religious traditions in
their neighbourhood; write about religious
beliefs and practices involved with local
places of worship; compare and contrast key
features of religious traditions in their
neighbourhood
identify religious traditions in their
neighbourhood; show knowledge and
understanding of beliefs and practices at a local
place of worship; compare and contrast key
features of religious traditions in their
neighbourhood
Most able Y4
Recognise and identify how people from local
places of worship show commitment to their
values and beliefs in terms of serving God and
others in their local community.
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
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RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 2&3&4
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Autumn B
Light &
Electricity
Vikings
Special Books
Year 2&3&4
know that the Jewish holy book is the Torah;
know that it is special; know that it teaches
Jewish people how to live; explore their own
feelings about what is precious to them;
know that the Lindisfarne Gospels is a special
book about God and Jesus and recognise the
beauty of the artwork in its illuminated letters and
writing.
Less able Y2
Know that the Jewish holy book is a special book;
know that Jewish people try to follow the rules in
it such as the Ten Commandments. Know that the
Lindisfarne Gospels is a special book and can
express a simple opinion about the artwork in it.
know that the Jewish holy book is the Torah;
understand that Jewish people believe that the
Torah teaches them how God wants them to
live; relate the idea of something precious to
something they value in their own lives;
know that the Lindisfarne Gospels is a sacred
book about the life, death and resurrection of
Jesus and his teachings; appreciate that the
book is a very beautiful piece of artwork.
know why the sacred books are special; reflect
on what or who guides them and how they
should live; understand how people reflect their
feelings through art in sacred texts
More able Y4
Know why the Lindisfarne Gospels is a sacred
book and understand that the beauty of its
illuminated letters and writing reflects how
people feel about God then and now; appreciate
that it took many hours to copy by hand in Latin,
to be later translated into Anglo-Saxon; know
why it is a religious and artistic national treasure.
Autumn B
Light &
Electricity
Vikings
Christmas
Journeys
Year 2&3&4
know that some people of faith make special
journeys; retell the nativity story, recognising the
significance of some of the characters; begin to
understand that religious beliefs and ideas can be
conveyed through the expressive arts
Less able Y2
Know that some people of faith make a special
journey to Bethlehem; sequence the nativity story,
recognise that the birth of Jesus is special to
Christians.
know and understand the concept of special
journeys and their significance for believers;
retell the nativity story from different
versions in the Bible, recognising the
significance and the symbolism of the key
characters; understand that religious beliefs
and ideas can be conveyed through the
expressive arts
know and understand that special journeys are
related to the search for meaning; recognise the
significance and symbolism of the key
characters; understand that belief, faith and its
expression are conveyed and illuminated by the
use of the expressive arts
More able Y4
Know and understand that special journeys are
related to the search for meaning; recognise the
significance and symbolism of the key characters
and events; understand that belief, faith and its
expression are conveyed and illuminated by the
use of the expressive arts; understand that
religious vocabulary conveys meaning to a
believer.
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 2&3&4
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Spring B
St Lucia,
Habitats
Faith
Year 2&3&4
know something of the life and faith of Abraham and
one other person; understand that they were motivated
by faith; reflect on what faith inspired them to do
Less able Y2
Know the story of Abraham and one other person. Talk
about what these people did
know about the life and faith of Abraham and one
other person of faith, and evaluate their impact;
understand something of the motivating potential
of faith; reflect on the nature and expressions of
faith; follow their own lines of enquiry, and
respond appropriately
understand that faith has many expressions; explain the
difference faith can make to a person’s life
More Able Y4
Recall information about the lives of people of faith,
make links and comparisons between different people
of faith and why they acted as they did
Spring B
St Lucia,
Habitats
Easter
Year 2&3&4
describe the story of the last week in the life of Jesus;
recall the basic story of Jesus’ death and resurrection;
know that the cross is an important symbol for
Christians
describe the story of Jesus from his entry into
Jerusalem to the resurrection; name the symbols of
bread and wine from the Last Supper; understand
the basic beliefs about Jesus’ death and
resurrection; understand why the cross is a
significant symbol for Christians
know in detail the story of Palm Sunday, the events of
the Last Supper and the symbolism of bread and wine;
know and begin to understand the significance to
Christians of Jesus’ death and resurrection; identify some
experiences which cause people to wonder and question,
including questions which are difficult to answer
Summer B
Start from A
Book/ Forces &
Motion
Teachings of
Jesus
Year 2&3&4
know that Jesus told parables as a way of teaching
people about God and how they should behave; know
and retell some well-known parables of Jesus and
begin to explain their meaning and relevance to their
own lives.
Less Able Year 2
know that Jesus told stories; know and retell some
well-known parables
know that Jesus told stories as a way of teaching
people about God and how they should behave;
know and retell some well-known parables of
Jesus and explain their meaning and relevance to
their own lives; explain why characters in the
stories might respond or behave in different ways,
depending on their point of view
show understanding of how the feelings in the stories
relate to Christian beliefs about God; understand why
stories can teach moral and spiritual values. Know that
people ‘talk’ to God through prayer.
More Able Year 4
show understanding of how the parables relate to
Christian beliefs about God and his Kingdom;
understand their relevance for Christians in terms of their
beliefs and practice and apply some of these to their own
lives and other people’s lives. Know that through prayer
Christians seek God’s help for themselves and others and
give thanks.
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 2&3&4
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Autumn C
Famous People
& Inventions/
Moving &
growing
Commitment&
Belief
Year 2&3&4
know that Christians believe in God and that Jesus is
the best way to find out what God is really like.
Understand that stories in the Bible help Christians to
understand that they should live as Jesus would want
them to
Less Able Year 2
know that Christians believe in God. That the Bible
helps Christians understand the nature of God and
Christian beliefs are shown through practices in church
such as infant baptism
show understanding of Christian beliefs about
God and Jesus; understand that Christians are
committed to them. Know that the Bible can teach
moral and spiritual values which are relevant to
their own lives and other people’s lives. Show an
awareness of the Rites of Passage and know that
these are important to Christians. Know that
Christians believe they have a moral duty to God
show understanding of how Milestones in the lives of
Christians relate to Christian beliefs about God;
understand why stories can teach moral and spiritual
values. Know that Christians are committed to God in
the way in which they lead their lives such as helping
others and doing jobs in church
More Able Year 4
show understanding of Christian beliefs about God the
Trinity Father Son and Spirit and Jesus as both an
historical and religious figure; how these can be
expressed through stories, symbols and art. Understand
how Christians show their commitment to God through
service to others. That the Bible can teach moral and
spiritual values which are relevant to their own lives and
other people’s lives. Show an understanding of the Rites
of Passage in the lives of Christians. Know that
Christians believe they have a moral duty to God and
show some understanding of the Ten Commandments
and be able to discuss their appropriateness
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 2&3&4
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Spring C
Homes/Keeping
Warm
Neighbourliness
Year 2&3&4
Know that Christians believe in God and that Jesus is
the best way to find out what is meant by
‘neighbourliness.’ Know about the story of The Good
Samaritan and how this helps Christians, today and in
the past, to understand that they should live as Jesus
would want them to.
Less Able Year 2
Know some words or phrases that explain the key
ideas about ‘neighbourliness’- how people can try to
make a difference in their local community or in the
world
Show understanding of Christian ideas about
‘neighbourliness.’ Show an awareness of what
‘neighbourliness’ means in the context of the story
of The Good Samaritan-in terms of the Bible and
modern versions of the parable. Know about the
main events in the lives of significant Christian
figures and organisations and how people and
organisations try to make a difference in the
world.
Show understanding of how ‘neighbourliness’ relates to
Christian beliefs about God; understand why the story of
The Good Samaritan can teach moral and spiritual
values. Know that Christians and Christian organisations
are committed to ideas about ‘neighbourliness’ and have
tried to make a difference in the past by leading by
example such as helping others, sharing kindness and
giving to others.
More Able Year 4
Show understanding of Christian ideas about
‘neighbourliness’ and understand that Christians are
committed to them. Understand how Christians and
Christian organisations show their commitment to God
through service to others. Know that the Bible can teach
moral and spiritual values, such as the parable of The
Good Samaritan, which are relevant to the lives of caring
Christians through the ages.
Begin to understand through discussion how religious
faith helps people to deal with positive and negative
feelings and experiences and how it helps them to bring
about change for a ‘better, peaceful’ world.
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 2&3&4
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Summer C
Ancient Greece
What is it to be
Jewish?
Year 2&3&4
know that the Jewish holy book is the Torah;
describe some of the main features of the
building and explain how some of them are
used; identify some symbols and explain their
meanings; recognise that the term ‘worship’ is
connected with ideas about ‘prayer’ and ‘God’;
answer some questions about how Jews
worship and be aware that worship is an
important activity for Jews
Less able Y2
retell the story of Moses’ early life; recognise
the Jewish festivals of Passover; recognise
some religious artefacts and link them to
Judaism; identify some aspects of their own
experience
know that the Jewish holy book is the Torah and
explain how it is treated; describe the main
features of the religious building they have visited,
exploring how it is used by the members of the
faith community; identify symbols and explain
their meaning; know that the building is special to
the people who use it; respond to the atmosphere
in the building and describe how it feels; explain
what worship is, using some technical terms
accurately; describe ways in which Jews worship
and suggest why worship is important to them;
identify some of the artefacts used in Jewish
worship
know why the Torah is precious to Jewish people;
understand that the way in which the Torah scroll is
made and treated reflects Jewish beliefs about its
importance; explain some of the beliefs which underlie
the ways in which the building is used; handle technical
terms to do with worship and the Jewish religion
confidently in discussion and writing;
More Able Year 4
begin to make comparisons with how people worship in
other religions; devise questions for a member of the
Jewish community to extend their own knowledge or
begin to interrogate a variety of sources to acquire
further information
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 4&5&6
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Autumn A
Humans & other
animals, Tudors
Christian
Beliefs
Year 4&5&6
make a link between religious values and their own
behaviour; compare their own and other people’s
ideas about moral questions and making choices;
explain meanings contained in a religious story that
might be given by believers
Y4 Less able
Know that Christians believe in God and that the story
of the Good Samaritan helps Christians understand
the meaning of ‘neighbourliness’. Understand that
some Christians try and make a difference to others
and this is what is meant by ‘neighbourliness’
begin to suggest what moral and religious
implications may be involved in choices and
decisions; suggest answers to moral questions and
understand what might be regarded as right and
wrong; recognise that Christians believe that their
behaviour and the choices they make should be based
upon their faith; begin to identify the key concept of
love as being basic to Christian life
begin to recognise the basis of some of their own
decisions and choices and compare this with the
Christian view; express their own ideas and beliefs in
relation to moral questions; describe the significance
of Biblical teaching with regard to choices and
behaviour
Spring A
Ancient Egypt
Year 4&5&6
Summer A
Rivers, Living
Things
Muslim and
Buddhist Beliefs
Year 4&5&6
identify that Muslims believe in one God, Allah,
and that the prophet Muhammad is his final
messenger; recognise that the holy book is called
the Qur’an and understand its significance for
Muslims
Less able Y4
Recognise that Muslims believe in one God,
Allah and that the wise man Muhammad brought
the direct word of Allah to the people; recognise
that the holy book is called the Qur’an
retell the story of the origins of the Qur’an, and
understand the role and significance of the final
messenger – the prophet Muhammad ;
understand and recount what is involved in acts
of worship
identify the principal beliefs, ideas and
teachings of Islam; recognise the significance
to believers of acts of worship; compare and
contrast these features with those shared by
different religions
Most able Y6
Suggest possible reasons for similarities and
differences between religions in terms of
beliefs, ideas and feelings.
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 4&5&6
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Autumn B
Britain since
1930
Christian
Buildings
Year 4&5&6
name some parts of Christian religious buildings and
religious objects, and say why they have value for
members of religious communities; suggest meanings
for religious objects and words and know that not all
such words are taken literally
Less able Y4
Name Christian religious buildings and some religious
objects, recognize their position within a place of
worship and their purpose
describe the interiors and exteriors of Christian
religious buildings, identifying key features and
explaining how they are used in worship and what
they mean in terms of the religious beliefs of
worshippers; identify similarities and differences
between two contrasting Christian denominations, and
explain that metaphors, symbols and objects convey
religious meaning
explain how the key features of two contrasting
features of religious buildings relate to different
Christian traditions, beliefs and forms of worship;
explain why and how metaphors, similes and objects
convey meanings to members of religious groups and
how they relate to religious beliefs
Most able Y6
Explain the meaning and significance of different
beliefs and practices showing an understanding of
how they connect together
Spring B
South American
Peoples
Light, Sound
Religious
Festivals
Year 4&5&6
know and describe some aspects of worship using
some technical vocabulary; talk about the different
communities that they belong to; form questions to
a believer about the importance of worship and
prayer in their life
Y4 least able:
describe how worship is important to some people
e.g when I was asked to describe what is special
about going to church for Christians, discuss my
own ideas about the communities to which I
belong and ask a question to a believer about
prayer
describe the key features of worship and link them
to appropriate stories and quotes from sacred texts;
compare worship in Christianity with worship in
Judaism/Hinduism; use technical vocabulary to
describe the parts, function and message of
worship; form questions and sensitively address
them to a believer about the importance of
worship, and in particular prayer, in their life;
interpret prayers from the faith community being
studied; communicate their own thoughts, needs
and worries; explain the main features and
significance of the initiation ceremony; link certain
religious beliefs to community action
ask deeper questions about the actions of a
community in the wider world (relevant to trip to
PMC); reflect on their own community
involvement and the reasons that they might
choose to become involved in a community project
in the future; explain the responsibilities and
benefits of being part of a religious community
Y6 Most able:
explain and offer thoughtful ideas about the beliefs
and values of a community such as PMC
Summer B
Book Theme,
Plants
Buddhism
Year 4&5&6
Identify that there is a code of living for a Buddhist,
recognise and describe the symbol of the eight-spoked
wheel and the importance of the Eightfold Path using
some technical vocabulary, recognise places of
worship and describe some aspects of worship,
recognise and describe some Buddhist festivals.
Y4 Least Able: describe some Buddhist practices
and beliefs and express a view on them, e.g. when I
was asked to describe what is special about the
Eightfold Path, ask a question to a believer, recognise
and describe a Buddhist festival.
Identify Buddha’s main teaching (dharma),
understand and recount what is involved in acts of
worship, understand the significance of festivals
associated with Buddhism
Understand and reflect on the principal beliefs,
ideas and teachings of Buddhism and use
appropriate language to talk about these. Recognise
the significance to believers of acts of worship;
compare and contrast these features with those
shared by different religions, e.g. Christianity
Y6 Most Able/Gifted & Talented: explain and offer
thoughtful ideas about the beliefs and values of a
Buddhist community.
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 4&5&6
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Autumn C
Romans, Earth
What is the Role
of the Mosque
Year 4&5&6
describe a mosque using some correct terms, and
explain what it is used for; identify some aspects of
their own experience of belonging to a community
Least able Y4
describe a mosque using some technical
vocabulary; identify different communities they
belong to
describe, using correct terms, some of the key beliefs
of Islam and show understanding of how these are
expressed in worship and in the wider life of the
community which centres on the mosque; show
understanding of what is involved in belonging to
Islam; show understanding of how religious beliefs
can be expressed in a variety of ways, including art
and architecture; identify aspects of their own
experience of belonging to a community and make
connections with religious communities
identify some similarities between Islamic beliefs and
practices, and those of other religions they have
studied; show understanding of how beliefs affect the
lives of individuals and communities
More Able Y6
explain aspects of a mosque in greater detail using all
the relevant specialist vocabulary by writing
accurately and thoughtfully using a range of different
genres skilfully
Spring C
Religious
Festivals
Worship &
Community
Year 4&5&6
know and describe some aspects of a celebration
using some technical vocabulary; talk about the
different aspects of a celebration; recognise and
be able to describe artefacts associated with a
particular celebration by name and function
Y4 Least Able: describe different festivals
within world religions using some technical
vocabulary; recognise artefacts associated with a
particular festival by name
describe the key features of a festival and link
them to appropriate stories within a world
religion; compare celebrations in Christianity
with celebrations in
Judaism/Hinduism/Islam/Sikhism; use specialist
vocabulary to describe the parts, function and
message of celebration; answer questions about
the importance of a particular festival, and in
particular be able to describe how people may be
feeling
describe the key features of a festival and link
them to appropriate stories within a world
religion; compare celebrations in Christianity
with celebrations in
Judaism/Hinduism/Islam/Sikhism; use specialist
vocabulary to describe the significance, parts,
function and message of a celebration; answer
questions about the importance of a particular
festival, and in particular be able to describe how
people may be feeling during different times of
the same celebration
Y6 Most Able/Gifted & Talented: explain the
different festivals in greater detail using all the
relevant specialist vocabulary by writing
accurately and thoughtfully using a range of different genres skilfully
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
RE LONG TERM PLAN
LEARNING OUTCOMES AND ASSESSMENT
Year 4&5&6
Topic Working Below Expectations for this Unit Achieving Expectations for this Unit Working Above Expectations for this Unit
Summer C
Mountains
Religious
expression in
Art
Year 4&5&6
understand that music, art and drama are used
in some religions as a means of expressing
faith; make simple links between examples of
religious expression and the beliefs, ideas and
feelings that underlie them
Less able Y4
recognise that music, art and drama are used
in some religions as a means of expressing
faith
understand that expressing faith can involve feelings
and emotions and that in religions the arts provide a
context for this expression; understand that religious
beliefs can be expressed through creative and
expressive arts; identify the emotions of awe, peace,
joy and wonder, which can be expressed through
music, art and drama, and the significance and
symbolism of these emotions to believers
compare and contrast some of the ways in
which believers express their principal beliefs,
ideas and teachings through the arts;
understand that aspects of faith which are
difficult to verbalise, can be expressed through
music, art and drama in religion; recognise
and express feelings in response to ways in
which the religious experience is represented
through the arts
More able Y6
Recognize similarities and differences in the way
people have used the arts to express religious
beliefs over time and in different cultures
Summer C
Mountains
The Bible
Year 4&5&6
know that the Bible is a library of writing;
understand how parts of the book relate to
each other; reflect on how the Bible’s story is
known
Less able Y4
understand that the Bible is used by Christians
for guidance and teaching, both in church and
at home
know that the Bible is a collection of varied writings
compiled over millennia, each with its own distinctive
characteristics; know that the Bible is the world’s
best-selling book; understand the basic chronology of
the Bible; reflect on the nature of truth
understand the development of the Bible in the
context of other major historical developments; carry
out an enquiry based on questions
More able Y6
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
Concepts Key Skills Attitudes Cross Curricular Themes
Bel
ief
Wors
hip
Dei
ty
Au
thori
ty
Com
mit
men
t
Inves
tigati
on
Inte
rpre
tati
on
Evalu
ati
on
An
aly
sis
Syn
thes
is
Ap
pli
cati
on
Ref
lect
ion
Em
path
y
Exp
ress
ion
Fair
nes
s
Res
pec
t
Sel
f-
Un
der
stan
din
g
En
qu
iry
Cit
izen
ship
Hea
lth
En
vir
on
men
t
Eq
ual
Op
p
Mu
ltic
ult
ura
l
PS
E
Year 1&2 Aut A 1 # # # # # # # # #
Aut A 2 # # # # # # # #
Spr A # # # # # # # # # # #
Sum A # # # # # # # #
Year 1&2 Aut B # # # # # # # # # # #
Spr B 1 # # # # # # # # #
Spr B 2 # # # # # # # # #
Sum B # # # # # # # #
Year 1&2 Aut C 1 # # # # # # # # # # # # # # #
Aut C2 # # # # # # # # # # # # # # # #
Spr C # # # # # # # # #
Sum C # # # # # # # # #
Year
2&3&4
Aut A 1 # # # # # # # # # # # # # # # # # # # # # #
Aut A 2 # # # # # # # # # # # # # # # # # # # # # #
Spr A 1 # # # # # # # # # # # # # # # # # # # # # # #
Spr A 2 # # # # # # # # # # # # # # # # # # # # # # #
Sum A
1
# # # # # # #
Sum A
2
# # # # # # # # # # # #
Year 2&
3&4
Aut B 1 # # # # # #
Aut B 2 # # # # # # # #
Spr B 1 # # # # # # # # # # #
Spr B 2 # # # # # # # #
Sum B # # # # # # # # # # # # # # #
T:\teachers\Policies & Planning\SCHEMES\R.E\RELongTerm Mar17.docx
Reviewed Mar 17
Concepts Key Skills Attitudes Cross Curricular Themes
Bel
ief
Wors
hip
Dei
ty
Au
thori
ty
Com
mit
men
t
Inves
tigati
on
Inte
rpre
tati
on
Evalu
ati
on
An
aly
sis
Syn
thes
is
Ap
pli
cati
on
Ref
lect
ion
Em
path
y
Exp
ress
ion
Fair
nes
s
Res
pec
t
Sel
f-
Un
der
stan
din
g
En
qu
iry
Cit
izen
ship
Hea
lth
En
vir
on
men
t
Eq
ual
Op
p
Mu
ltic
ult
ura
l
PS
E
Year
2&3&4
Aut C # # # # # # # # # # # # # # # # #
Spr C # # # # # # # # #
Sum C # # # # # # # # # # # # #
Year 5&6 Aut A # # # # # # # # # # #
Spr A 1
Sum A # # # # # # # # # # # # #
Year 5&6 Aut B # # # # # # # # # # # # #
Spr B # # # # # # # # # #
Sum B # # # # # # # # # # # # #
Year 5&6 Aut C # # # # # # # # # # # # # #
Spr C # # # # # # # # # # # # # # # #
Sum C
1
# # # # # # # #
Sum C
2
# # # # # # # # # #