RE
Mrs Blanch is our RE Co Ordinator.
Long term planning
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Thinking about religion & Belief |
Enquiring, investigating & Interpreting |
Reflecting, evaluating & communicating |
Year 1 |
Caring: Listen to examples of care and concern shown by believers and religious communities and explore the reasons for these actions. |
Belonging: Find out about ceremonies in which special moments in the life cycle are marked. |
Celebrations: Explore the preparations for and find out about the celebration of festivals. |
Families: Listen to and ask questions about stories of individuals and their relationship with God. |
Answers: Engage with stories and extracts from religious literature and talk about their meanings. |
Worship: Find out about how and when people worship and ask questions about why this is important to believers. |
I can retell important parts of stories from different religions. I can talk about symbols, art, dance & music. I can use the correct names and words when I talk about my learning. |
I can say what I find interesting in my learning. I can ask questions about things that puzzle me. I can name some symbols in the religions that I have learnt. I can name some other ways that people express their beliefs and feelings |
I can talk about things that have happened to me and how these made me feel. I can say what is important to me. I can say what is important to somebody else. |
Year 2 |
Caring for the natural world: Explore stories from religious traditions and find out about attitudes to the natural world. |
Valuing new life: Engage with religious beliefs and ideas expressed through story, symbol and other visual forms of expression. |
Worship and ceremonies: Identify symbolic actions, gestures and rituals and talk about how they are used as part of worship and ceremonies. |
Belonging to a group: Identify the importance for some people of belonging to a religion and recognise the difference this makes to their lives. |
Story telling through sacred writings: Identify the importance for some people of belonging to a religion and recognise the difference this makes to their lives. |
Showing kindness and goodness: Listen and respond to stories highlighting the morals and values of believers in practice. |
I can retell stories that teach us something. I can talk about symbols, art, dance & music. I can use the correct names and words when I talk about my learning. |
I can answer questions about what happens to others and how it makes them feel. I can think about things that happen to me and show how they make me feel. |
I can give a reason why something is important to me. I can give a reason why something is important to others. |
Year 3/4 |
Environment (Harvest): Explore religious stories and teachings about the environment and identify and reflect their impact on behaviour. |
Landmarks in life: Investigate the importance for believers of ceremonies in which special moments in the life cycle are marked. |
Study of a chosen religion: Research some key events in the development of a religious tradition and explain the impact on believers today |
Commitment (Lent): Engage with a variety of people about their beliefs and values and ask questions about the way commitment affects their lives. |
Thinking about God: Identify some of the ways in which religions name and describe attributes of God and make links with belief and practice.
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Features and patterns of worship: Identify some of the ways in which religions name and describe attributes of God and make links with belief and practice.
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I can find somethings that are the same and some that are different about religions and beliefs I have learned about. |
I know that some questions about life are difficult to answer. I can tell what symbols mean and the way people show their religious belief. |
I can listen respectfully to what happens to other people and ask thoughtful, imaginative questions about their feelings.. |
Year 4/5 |
Sacred Writings (Hinduism): Explore a variety of forms of literature found in sacred books and investigate a range of religious teachings. |
Peace: Explore the symbolic use of a wide range of objects, sounds, visual images, actions and gestures and make suggestions as to the intended meaning they might have for believers. |
Religious diversity (Happiness): Explore the diversity of a range of religious traditions and identify and reflect on similarities and differences. |
Easter (Suffering and Hardship): Investigate and reflect upon a range of religious responses to suffering, hardship and death. |
Wise Words: Explore the origins of sacred writings and consider their importance for believers today |
Values and beliefs: Investigate the life of a person who has been inspired by their faith and make links between belief and action. |
I know that some stories affect the way some people behave. I know that what people do in their lives can be affected by what they believe. I can say what is the same and what is different between different religions and beliefs. |
I can find out different things about religions and beliefs and I can compare them. I can ask important questions about religions and what people believe. |
I can say what/who inspires me, how these influence me. I can compare what I think and feel is important to what others think and feel is important. I can give reasons to describe what is important to me. |
Year 5/6 |
Commitment: Investigate ceremonies associated with joining or belonging to a faith community and talk about the meaning of commitment. |
Words of Wisdom: Explore on the meaning of stories drawn from religious sources and reflect upon the significance of key words, phrases or expressions. |
Taking part: Find out about the activities of a local religious community and make links with key religious teachings. |
Belief in actions: Make links between beliefs and action and reflect how this might have local, national and international impact. |
The importance of hope: Raise questions about issues which cause people to wonder and investigate some answers to be found in religious writings and teachings. |
Justice (Rich and Poor): Investigate stories about God’s relationship with people and suggest how, for some people, this helps them to make sense of life
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I can see how questions, beliefs, values and actions are linked. I can describe how peoples beliefs and actions affect individuals, groups and communities. |
I can research and organise ideas about religions and beliefs. I can ask questions during my research. I can use my research to suggest answers to these questions. |
I can describe how sources of inspiration and influence can make a difference to myself and others. I can use my learning about religions and beliefs and think about how it affects my own life and the lives of others. |
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