LANGWATHBY CE SCHOOL Long Term Plan Religious Education ... · Mother’s Day Different types of family and home cultures Carnival Day Father’s Day Festivals & ... retell the main

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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


Mothers Day

Easter Story

Easter Egg Hunt

Easter Assembly

Father’s Day

Festivals &

Celebrations


Diwali Celebrations


Pancake Day

Valentines Day

Mother’s Day

Easter


Reviewed Mar 17

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


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



Chinese New Year

Valentines Day

Pancake day

Mothers Day

Easter


Reviewed Mar 17


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


Reviewed Mar 17

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


Reviewed Mar 17


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?


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


Reviewed Mar 17

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


Reviewed Mar 17

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


Reviewed Mar 17

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


describe the celebration of Easter; recognise a




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


Reviewed Mar 17

RE LONG TERM PLAN


Year 1&2


Autumn B

Light

Celebrations

Year 1&2

Year 1






Year 2

retell the story of the festival and the main ways in



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




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






Year 2

retell the story of the festival and the main ways in



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




ways in which the festival is celebrated; understand how

celebrations are important for churches and communities


Reviewed Mar 17

RE LONG TERM PLAN


Year 1&2


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


relate to Christian beliefs about God; understand why

stories can teach moral and spiritual values


Reviewed Mar 17

RE LONG TERM PLAN


Year 2&3&4


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


Reviewed Mar 17

RE LONG TERM PLAN


Year 2&3&4


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.


Reviewed Mar 17

RE LONG TERM PLAN


Year 2&3&4


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.


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.


Reviewed Mar 17

RE LONG TERM PLAN


Year 2&3&4


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


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.


Reviewed Mar 17

RE LONG TERM PLAN


Year 2&3&4


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


Reviewed Mar 17

RE LONG TERM PLAN


Year 2&3&4


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.


Reviewed Mar 17

RE LONG TERM PLAN


Year 2&3&4


Summer C

Ancient Greece

What is it to be

Jewish?

Year 2&3&4


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


Reviewed Mar 17

RE LONG TERM PLAN


Year 4&5&6


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.


Reviewed Mar 17

RE LONG TERM PLAN


Year 4&5&6


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.


Reviewed Mar 17

RE LONG TERM PLAN


Year 4&5&6


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


Reviewed Mar 17

RE LONG TERM PLAN


Year 4&5&6


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


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 # # # # # # # # # # # # # # #


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

# # # # # # # # # #

Documents

LANGWATHBY CE SCHOOL Long Term Plan Religious Education ... · Mother’s Day Different types of family and home cultures Carnival Day Father’s Day Festivals & ... retell the main