Religious Education

GCSE Exam & Specification

GCSE Exam Board:

Edexcel GCSE B Specification

Link to GCSE Specification:

https://qualifications.pearson.com/content/dam/pdf/GCSE/Religious%20Studies/2016/Specification%20and%20sample%20assessments/specification-gcse-l1-l2-religious-studies-b-issue-2.pdf

Curriculum Intent

Our curriculum is designed to meet the needs of our students in our local context and is underpinned by these 4 guiding principles:

Rich and Powerful Knowledge: At INA we equip students with the knowledge and skills to engage critically with religious texts, practices, and beliefs. They learn to analyse and reflect on the historical, cultural, and social contexts of different religions, and non-religious viewpoints fostering a nuanced understanding on the development of religions and non-religious viewpoints across the globe.

Objective and Question Driven: RE at INA allows our students to explore the big questions that have challenged the existence of humankind. The RE curriculum at INA ensures that students are intellectually and personally prepared to engage in a complex, ever changing, multi religious and multi-secular world.

Mastering The Foundations (Literacy and Numeracy): RE at INA draws links to literacy and numeracy in intentional and carefully sequenced ways. For example, in RE we introduce students to diverse range of scholarship, we analyse diverse interpretations of religious text and explore philosophical ideas through reading and research. We make links with Numeracy through looking at patterns and trends in society that reveal how individuals, communities and different societies are changing with religion.

Inclusive and Ambitious: The RE curriculum is sequenced to ensure all students can achieve the best possible outcomes in the classroom. It is designed to foster a deep, critical, and empathetic understanding of the world's diverse religious and ethical landscapes. Our ambition is to cultivate informed, respectful, and globally minded students who can navigate and contribute to a multicultural and interconnected world. Inclusivity is at the heart of our curriculum. We celebrate the diversity within our school community and the wider world, ensuring that all students see their own beliefs and those of others reflected and respected within the curriculum.

Implementation

Our curriculum implementation is shaped across all phases of the academy by a set of shared principles that underpin pedagogy at AINA.

The following curriculum map outlines the ambitious curriculum your child will experience at AINA.

Re Super Curriculum

RE Super Curriculum (230.03 KB)

Reception - Religious Education

Autumn 1	Autumn 2
Which people are special and why? Harvest: Thinking of others and being thankful Divali: Story of Rama and Sita VISIT: GURDWARA • talk about people who are special to them • say what makes their family and friends special to them • identify some of the qualities of a good friend • reflect on the question ‘Am I a good friend?’ • recall and talk about stories of Jesus as a friend to others • recall stories about special people in other religions and talk about what we can learn from them	Christmas: Birthday of Jesus (Appendix D pg. 14) Christmas: Recall the story of the birth of Jesus and say what they think about the feelings that some people had about his birth

Autumn 1

Autumn 2

Which people are special and why?

Harvest: Thinking of others and being thankful

Divali: Story of Rama and Sita

VISIT: GURDWARA

• talk about people who are special to them

• say what makes their family and friends special to them

• identify some of the qualities of a good friend

• reflect on the question ‘Am I a

good friend?’

• recall and talk about stories of Jesus as a friend to others

• recall stories about special people in other religions and talk about what we can learn from them

Christmas: Birthday of Jesus (Appendix D pg. 14)

Christmas: Recall the story of the birth of Jesus and say what they think about the feelings that some people had about his birth

Spring 1	Spring 2
What stories are special and why? • talk about some religious stories • recognise some religious words, e.g. about God • identify some of their own feelings in the stories they hear • Identify a sacred text e.g. Bible, Qur’an • talk about what Jesus teaches about keeping promises and say why keeping promises is a good thing to do • talk about what Jesus teaches about saying ‘thank you’, and why it is good to thank and be thanked	What is special about our world? Easter: Three interesting artefact (Appendix pg. 12) talk about things they find interesting, puzzling or wonderful and also about their own experiences and feelings about the world re-tell stories, talking about what they say about the world, God and human beings think about the wonders of the natural world, expressing ideas and feelings express ideas about how to look after animals and plants talk about what people do to mess up the world and what they do to look after it Easter: Recall the story and say what they think about some objects linked to Holy Week and Easter.

Spring 1

Spring 2

What stories are special and why?

• talk about some religious stories

• recognise some religious words, e.g.

about God

• identify some of their own feelings in the stories they hear

• Identify a sacred text e.g. Bible, Qur’an

• talk about what Jesus teaches about

keeping promises and say why keeping promises is a good

thing to do

• talk about what Jesus teaches about

saying ‘thank you’, and why it is good

to thank and be thanked

What is special about our world?

Easter: Three interesting artefact (Appendix pg. 12)

talk about things they find interesting, puzzling or wonderful and also about their own experiences and feelings about the world
re-tell stories, talking about what they say about the world, God and human beings
think about the wonders of the natural world, expressing ideas and feelings
express ideas about how to look after animals and plants
talk about what people do to mess up the world and what they do to look after it

Easter: Recall the story and say what they think about some objects linked to Holy Week and Easter.

Summer 1	Summer 2
Which places are special and why? • talk about somewhere that is special to themselves saying why • be aware that some religious people have places which have special meaning for them • talk about the things that are special and valued in a place of worship • identify some significant features of sacred places • recognise a place of worship • get to know and use appropriate words to talk about their thoughts and feelings when visiting a church	Being special: where do we belong? • re-tell religious stories making connections with personal experiences • share and record occasions when things have happened in their lives that made them feel special • recall simply what happens at a traditional Christian infant baptism and dedication Additional opportunity if you have children from religions other that Christianity in your setting • recall simply what happens when a baby is welcomed into a religion other than Christianit

Summer 1

Summer 2

Which places are special and why?

• talk about somewhere that is special to themselves saying why

• be aware that some religious people have places which have special meaning for them

• talk about the things that are special and valued in a place of worship

• identify some significant features of sacred places

• recognise a place of worship

• get to know and use appropriate words to talk about their thoughts and feelings when visiting a church

Being special: where do we belong?

• re-tell religious stories making connections with personal experiences

• share and record occasions when things have happened in their lives that made them feel special

• recall simply what happens at a traditional Christian infant baptism

and dedication Additional opportunity if you have children from religions other that Christianity in your setting

• recall simply what happens when a baby is welcomed into a religion

other than Christianit

All Reception Subjects Next Reception subject - Physical Education

Year 1 - Religious Education

Autumn 1	Autumn 2
What can we learn from the creation stories? (1.4) Divali: stories and meanings (Appendix pg. 16) What can we learn from the creation stories? (1.4) talk about feelings associated with making and creating things respond sensitively to ideas and feelings of other children about creating talk about what I think is wonderful in our world talk about how I think the world was made recognise that some questions are very ‘big’ and cannot be answered easily retell the Christian/Muslim creation story remember a story that we learnt about how the world was made. Show awareness of similarities in beliefs of Christians and Muslims Divali: stories and meanings (Appendix pg. 16) • show in my pictures some of the Divali story. • talk about the people in the story, and say why the story is special for Hindu people. • identify some different ways Divali is celebrated and some ways my own special days are celebrated.	What festivals do different religions celebrate? (1.6) Christmas: Gift bringers (Appendix pg. 14) What festivals do different religions celebrate? (1.6) Talk about own and others’ celebrations Describe what happened at the Birth of Jesus and suggest the signification of this for Christians Describe an important Christian belief about Jesus and say how this is shown in the Christmas Story Name some thinks that happened at Hannukah, Diwali and Christmas Retell and identify why the story of Prince Ram and Princess Sita is important to Hindus at Diwali Make links between the story of Prince Ram and Princess Sita at Diwali and the idea of good overcoming evil in life today Give a reason for the importance of the Goddess Lakshmi in the celebration of Diwali Talk about how the Hannukiah might help someone remember the story of Hannukah Describe two things that happened at Hannukah and the meaning behind these things for a Jewish person Suggest reasons why a Christian person might choose to celebrate Christmas and Hindu person to celebration Diwali and a Jewish person might celebrate Hannukah Identify similarities and differences between celebrations and meaning of two festivals studied. Christmas: Gift bringers (Appendix pg. 14) Christmas: Identify and suggest meanings for the symbols in the narrative of the wise men visiting Jesus.

Autumn 1

Autumn 2

What can we learn from the creation stories? (1.4)

Divali: stories and meanings (Appendix pg. 16)

What can we learn from the creation stories? (1.4)

talk about feelings associated with making and creating things
respond sensitively to ideas and feelings of other children about creating
talk about what I think is wonderful in our world
talk about how I think the world was made
recognise that some questions are very ‘big’ and cannot be answered easily
retell the Christian/Muslim creation story
remember a story that we learnt about how the world was made.
Show awareness of similarities in beliefs of Christians and Muslims

Divali: stories and meanings (Appendix pg. 16)

• show in my pictures some of the Divali story.

• talk about the people in the story, and say why the story is special for Hindu people.

• identify some different ways Divali is

celebrated and some ways my own special days are celebrated.

What festivals do different religions celebrate? (1.6)

Christmas: Gift bringers (Appendix pg. 14)

What festivals do different religions celebrate? (1.6)

Talk about own and others’ celebrations
Describe what happened at the Birth of Jesus and suggest the signification of this for Christians
Describe an important Christian belief about Jesus and say how this is shown in the Christmas Story
Name some thinks that happened at Hannukah, Diwali and Christmas
Retell and identify why the story of Prince Ram and Princess Sita is important to Hindus at Diwali
Make links between the story of Prince Ram and Princess Sita at Diwali and the idea of good overcoming evil in life today
Give a reason for the importance of the Goddess Lakshmi in the celebration of Diwali
Talk about how the Hannukiah might help someone remember the story of Hannukah
Describe two things that happened at Hannukah and the meaning behind these things for a Jewish person
Suggest reasons why a Christian person might choose to celebrate Christmas and Hindu person to celebration Diwali and a Jewish person might celebrate Hannukah
Identify similarities and differences between celebrations and meaning of two festivals studied.

Christmas: Gift bringers (Appendix pg. 14)

Christmas: Identify and suggest meanings for the symbols in the narrative of the wise men visiting Jesus.

Spring 1	Spring 2
Who is a Christian and what do they believe? (part 1 of 1.7) Who is a Christian and what do they believe? (part 1 of 1.7) Recognise some Bible stories told by Christians Retell a story that show that Christians might think about God Talk about their own ideas about God Retell stories told by Jesus and about Jesus in words, drama and pictures Talk about some whys that Christians describe God and Jesus Talk about why God and Jesus are important for Christian people Think, talk about and ask some thoughtful questions about how the Bible can influence them Give examples of how artwork and songs are used by Christians and can help Christians learn about God Make links between what Jesus taught and what Christians believe and do Express their own ideas about the parable that Jesus told and the stories told about Jesus	How do religions celebrate the birth of a baby? (1.9) Easter: Bread, wine, buns and gardens (Appendix pg. 12) How do religions celebrate the birth of a baby? (1.9) Show an awareness that different people belong to different religions Retell what happens at a traditional Christian infant baptism /dedication and suggest what the actions and symbols mean Recognise similarities and differences between different religious belonging ceremonies Suggest meanings behind some of the Aqiqah ceremony practices e.g. whispering of the Adhan, shaving of hair and giving money Suggest meanings behind some of the naming ceremony practices of another religion e.g. Sikh Easter: Bread, wine, buns and gardens (Appendix pg. 12) Connect a symbol with a part of the story or a memory. Identify a meaning in a symbol.

Spring 1

Spring 2

Who is a Christian and what do they believe? (part 1 of 1.7)

Who is a Christian and what do they believe? (part 1 of 1.7)

Recognise some Bible stories told by Christians
Retell a story that show that Christians might think about God
Talk about their own ideas about God
Retell stories told by Jesus and about Jesus in words, drama and pictures
Talk about some whys that Christians describe God and Jesus
Talk about why God and Jesus are important for Christian people
Think, talk about and ask some thoughtful questions about how the Bible can influence them
Give examples of how artwork and songs are used by Christians and can help Christians learn about God
Make links between what Jesus taught and what Christians believe and do
Express their own ideas about the parable that Jesus told and the stories told about Jesus

How do religions celebrate the birth of a baby? (1.9)

Easter: Bread, wine, buns and gardens (Appendix pg. 12)

How do religions celebrate the birth of a baby? (1.9)

Show an awareness that different people belong to different religions
Retell what happens at a traditional Christian infant baptism /dedication
and suggest what the actions and symbols mean
Recognise similarities and differences between different religious belonging ceremonies
Suggest meanings behind some of the Aqiqah ceremony practices e.g. whispering of the Adhan, shaving of hair and giving money
Suggest meanings behind some of the naming ceremony practices of another religion e.g. Sikh

Easter: Bread, wine, buns and gardens (Appendix pg. 12)

Connect a symbol with a part of the story or a memory.
Identify a meaning in a symbol.

Summer 1	Summer 2
In what ways are a church/mosque/mandir/ synogogue etc. important to believers – CHURCH FOCUS (1.5) VISIT: CHURCH In what ways are a church/mosque/mandir/ synogogue etc. important to believers – CHURCH FOCUS (1.5) – VISIT CHURCH Identify evidence in the church that this is a church that support a community Recognise that there are significant places where Christian go to worship and their importance to Christian believers. Identify special objects and symbols associated with different aspects of worship such as holy communion or prayer and be able to describe somethings about how these are used and what they mean to Christians Consider similarities and differences between some of the ways in which people worship in a church and a mosque Show that they have begun to be aware that some people regularly worship God in different ways and in different places Reflect on and describe their own ideas about worship and prayer; identify those things they find interesting and puzzling	Who is a Christian and what do they believe? (part 2 of 1.7) Who is a Christian and what do they believe? (part 2 of 1.7) Recognise some Bible stories told by Christians Retell a story that show that Christians might think about God Talk about their own ideas about God Retell stories told by Jesus and about Jesus in words, drama and pictures Talk about some whys that Christians describe God and Jesus Talk about why God and Jesus are important for Christian people Think, talk about and ask some thoughtful questions about how the Bible can influence them Give examples of how artwork and songs are used by Christians and can help Christians learn about God Make links between what Jesus taught and what Christians believe and do Express their own ideas about the parable that Jesus told and the stories told about Jesus

Summer 1

Summer 2

In what ways are a church/mosque/mandir/ synogogue etc. important to believers – CHURCH FOCUS (1.5)

VISIT: CHURCH

In what ways are a church/mosque/mandir/

synogogue etc. important to believers – CHURCH FOCUS (1.5) – VISIT CHURCH

Identify evidence in the church that this is a church that support a community
Recognise that there are significant places where Christian go to worship and their importance to Christian believers.
Identify special objects and symbols associated with different aspects of worship such as holy communion or prayer and be able to describe somethings about how these are used and what they mean to Christians
Consider similarities and differences between some of the ways in which people worship in a church and a mosque
Show that they have begun to be aware that some people regularly worship God in different ways and in different places
Reflect on and describe their own ideas about worship and prayer; identify those things they find interesting and puzzling

Who is a Christian and what do they believe? (part 2 of 1.7)

Who is a Christian and what do they believe? (part 2 of 1.7)

Recognise some Bible stories told by Christians
Retell a story that show that Christians might think about God
Talk about their own ideas about God
Retell stories told by Jesus and about Jesus in words, drama and pictures
Talk about some whys that Christians describe God and Jesus
Talk about why God and Jesus are important for Christian people
Think, talk about and ask some thoughtful questions about how the Bible can influence them
Give examples of how artwork and songs are used by Christians and can help Christians learn about God
Make links between what Jesus taught and what Christians believe and do
Express their own ideas about the parable that Jesus told and the stories told about Jesus

All Year 1 subjects Next Year 1 subject - Physical Education

Year 2 - Religious Education

Autumn 1	Autumn 2
Who is a Muslim and what do they believe? (part 1 of 1.8) Retell a story about Allah and Prophet Muhammad Identify some ways a Muslim might describe God Choose some of 99 names of Allah and say what they symbolise about God Reflect on and describe the significance of particular objects to Muslims Identify some ways Muslims mark Ramadan and celebrate Eid ul Fitr Give reasons why Muslims try to follow Muhammad and have great respect for him Begin to show an understand of how important the Qur’an is to Muslims and give an example of a way Muslims treat the Qur’an Describe some things that are important in Islam Describe when and how Muslims pray Consider similarities and difference between what matters to Muslims and what matters to me Express some questions about God that are hard to answer Respond thoughtfully about what is worth celebrating in my own life. Divali: Generous Lakshmi (Appendix pg. 16) Talk about times when you have been generous or received generosity. Suggest meanings and symbols associated with Lakshmi Respond sensitively to the ‘Diwali values’ such as generosity, family togetherness and kindness.	How do the stories of Jesus inspire Christians today? (1.3) Ask a Christian three questions about why stories of Jesus are important to them Recognise why sotries of Jesus are important to Christians today Retell at least one story about Jesus Recall parts of a t least one story about Jesus Name the Christian holy book and recall parts of ta story of Jesus found within it Express some ‘big questions’ about the calming of the storm/feeding of the 5000 Give thoughtful response to ‘big questions’ about the calming of the storm/feeding the 5000 Suggest meaning behind stories that Jesus told Identify what stories of Jesus’ actions might teach a Christian how to act Collect ideas about how the stories inspire acts of charity Recognise values in stories of Jesus that I think are important Consider similarities and differences between what is important in stories of Jesus and what is important to me Christmas: Bringing good news (Appendix pg. 14) Say and justify which are the most significant moments in the Christmas story

Autumn 1

Autumn 2

Who is a Muslim and what do they believe? (part 1 of 1.8)

Retell a story about Allah and Prophet Muhammad
Identify some ways a Muslim might describe God
Choose some of 99 names of Allah and say what they symbolise about God
Reflect on and describe the significance of particular objects to Muslims
Identify some ways Muslims mark Ramadan and celebrate Eid ul Fitr
Give reasons why Muslims try to follow Muhammad and have great respect for him
Begin to show an understand of how important the Qur’an is to Muslims and give an example of a way Muslims treat the Qur’an
Describe some things that are important in Islam
Describe when and how Muslims pray
Consider similarities and difference between what matters to Muslims and what matters to me
Express some questions about God that are hard to answer
Respond thoughtfully about what is worth celebrating in my own life.

Divali: Generous Lakshmi (Appendix pg. 16)

Talk about times when you have been generous or received generosity.
Suggest meanings and symbols associated with Lakshmi
Respond sensitively to the ‘Diwali values’ such as generosity, family togetherness and kindness.

How do the stories of Jesus inspire Christians today? (1.3)

Ask a Christian three questions about why stories of Jesus are important to them
Recognise why sotries of Jesus are important to Christians today
Retell at least one story about Jesus
Recall parts of a t least one story about Jesus
Name the Christian holy book and recall parts of ta story of Jesus found within it
Express some ‘big questions’ about the calming of the storm/feeding of the 5000
Give thoughtful response to ‘big questions’ about the calming of the storm/feeding the 5000
Suggest meaning behind stories that Jesus told
Identify what stories of Jesus’ actions might teach a Christian how to act
Collect ideas about how the stories inspire acts of charity
Recognise values in stories of Jesus that I think are important
Consider similarities and differences between what is important in stories of Jesus and what is important to me

Christmas: Bringing good news (Appendix pg. 14)

Say and justify which are the most significant moments in the Christmas story

Spring 1	Spring 2
In what ways are a church/mosque/mandir/ synogogue etc. important to believers – MOSQUE FOCUS (1.5) – VISIT: MOSQUE Identify evidence in the mosque that many activities happened in this building that support the community Recognise that many Muslims go to the mosque but that prayer can take place anywhere Identify special objects and symbols associated with different aspects of worship and be able to describe somethings about how these are used and what they mean to Muslims Identify significant objects or actions associated with Salah for Muslims and be able to describe how they are used or their significance. Consider similarities and differences between some of the ways in which people worship in a church and a mosque Show that they have begun to be aware that some people regularly worship God in different ways and in different places Reflect on and describe their own ideas about worship and prayer; identify those things they find interesting and puzzling.	What do Christians do at Easter and why is it important to them? (1.1) Recall that the story of Easter is in the Bible and some of the events that happened to Jesus in Holy Week Retell some of the stories of Jesus in Holy Week (e.g. entering Jerusalem, washing his friends’ feet, being arrested, being deserted, crucifixion and resurrection) Recall and name what Christians do in Holy Week to remember the stories of Jesus on Palm Sunday, Maundy Thursday, Good Friday and Easter Sunday Find out what these actions and practices mean to Christians and be able to suggest a meaning of Easter for Christians (e.g. new life, love, forgiveness, friendship and salvation) Name some of the items related to the celebration of Easter for Christians and non-religious people (e.g. palm leaves, donkeys, hot cross buns, bread, wine, crucifixes, Easter eggs, simnel cakes and chicks) Suggest how some of theirs items are relevant to the celebration of Easter for Christians Recognise that Easter is an important time for Christians Ask questions about why Christians celebrate Easter and find out some answers Express their own ideas about the importance of Easter in a variety of ways Easter: Feelings from the story (Appendix pg. 12) Say which moments are happy, puzzling and sad within the Easter story.

Spring 1

Spring 2

In what ways are a church/mosque/mandir/ synogogue etc. important to believers – MOSQUE FOCUS (1.5) – VISIT: MOSQUE

Identify evidence in the mosque that many activities happened in this building that support the community
Recognise that many Muslims go to the mosque but that prayer can take place anywhere
Identify special objects and symbols associated with different aspects of worship and be able to describe somethings about how these are used and what they mean to Muslims
Identify significant objects or actions associated with Salah for Muslims and be able to describe how they are used or their significance.
Consider similarities and differences between some of the ways in which people worship in a church and a mosque
Show that they have begun to be aware that some people regularly worship God in different ways and in different places

Reflect on and describe their own ideas about worship and prayer; identify those things they find interesting and puzzling.

What do Christians do at Easter and why is it important to them? (1.1)

Recall that the story of Easter is in the Bible and some of the events that happened to Jesus in Holy Week
Retell some of the stories of Jesus in Holy Week (e.g. entering Jerusalem, washing his friends’ feet, being arrested, being deserted, crucifixion and resurrection)
Recall and name what Christians do in Holy Week to remember the stories of Jesus on Palm Sunday, Maundy Thursday, Good Friday and Easter Sunday
Find out what these actions and practices mean to Christians and be able to suggest a meaning of Easter for Christians (e.g. new life, love, forgiveness, friendship and salvation)
Name some of the items related to the celebration of Easter for Christians and non-religious people (e.g. palm leaves, donkeys, hot cross buns, bread, wine, crucifixes, Easter eggs, simnel cakes and chicks)
Suggest how some of theirs items are relevant to the celebration of Easter for Christians
Recognise that Easter is an important time for Christians
Ask questions about why Christians celebrate Easter and find out some answers
Express their own ideas about the importance of Easter in a variety of ways

Easter: Feelings from the story (Appendix pg. 12)

Say which moments are happy, puzzling and sad within the Easter story.

Summer 1	Summer 2
Who is a Muslim and what do they believe? (part 2 of 1.8) Retell a story about Allah and Prophet Muhammad Identify some ways a Muslim might describe God Choose some of 99 names of Allah and say what they symbolise about God Reflect on and describe the significance of particular objects to Muslims Identify some ways Muslims mark Ramadan and celebrate Eid ul Fitr Give reasons why Muslims try to follow Muhammad and have great respect for him Begin to show an understand of how important the Qur’an is to Muslims and give an example of a way Muslims treat the Qur’an Describe some things that are important in Islam Describe when and how Muslims pray Consider similarities and difference between what matters to Muslims and what matters to me Express some questions about God that are hard to answer Respond thoughtfully about what is worth celebrating in my own life.	Who influences our lives? (1.2) Retell stories about Jesus and a religious figure from another faith that led people to admire and follow them (e.g. Prophet Muhammad) Describe a way in which a Muslim or a Christian might be influenced or inspired by a story from their faith Use religious vocabulary such as ‘Lord’ or ‘Prophet’ to describe who influences and inspires Muslims, Christians and Sikhs. Talk about the feeling and emotions experience by a leader being studied when they were called by God to be a leader Talk about how stories of religious leaders are important for all religions Talk about what can be good and bad about following others Identify some good things people admire in influential or inspiring people in religious figures and talk about how they might show these same qualities in their own lives. Make links between the qualities and teaching of people who influence them and their own attitudes and behaviour.

Summer 1

Summer 2

Who is a Muslim and what do they believe? (part 2 of 1.8)

Retell a story about Allah and Prophet Muhammad
Identify some ways a Muslim might describe God
Choose some of 99 names of Allah and say what they symbolise about God
Reflect on and describe the significance of particular objects to Muslims
Identify some ways Muslims mark Ramadan and celebrate Eid ul Fitr
Give reasons why Muslims try to follow Muhammad and have great respect for him
Begin to show an understand of how important the Qur’an is to Muslims and give an example of a way Muslims treat the Qur’an
Describe some things that are important in Islam
Describe when and how Muslims pray
Consider similarities and difference between what matters to Muslims and what matters to me
Express some questions about God that are hard to answer
Respond thoughtfully about what is worth celebrating in my own life.

Who influences our lives? (1.2)

Retell stories about Jesus and a religious figure from another faith that led people to admire and follow them (e.g. Prophet Muhammad)
Describe a way in which a Muslim or a Christian might be influenced or inspired by a story from their faith
Use religious vocabulary such as ‘Lord’ or ‘Prophet’ to describe who influences and inspires Muslims, Christians and Sikhs.
Talk about the feeling and emotions experience by a leader being studied when they were called by God to be a leader
Talk about how stories of religious leaders are important for all religions
Talk about what can be good and bad about following others
Identify some good things people admire in influential or inspiring people in religious figures and talk about how they might show these same qualities in their own lives.
Make links between the qualities and teaching of people who influence them and their own attitudes and behaviour.

All Year 2 subjects Next Year 2 subject - Physical Education

Year 3 - Religious Education

Autumn 1	Autumn 2
What do religions teach about the natural world and why we should care about it (2.8) Ask some questions and suggest some answers about what different people believe about creation and the natural world including non-religious perspectives Make links between the Biblical creation story and the activities of Christians relating to care for the Earth Make links between their own values about animals and the idea of God as creator of the world Describe and show understanding of resources and teachings of other religions about creation and human responsibility for the environment identify and describe the impact of these beliefs on how people live reflect upon and express their own understanding of ideas and beliefs about car for creation in the light of their learning, through story, art, drama, music and ICT Divali: Making sense of the stories (Appendix pg. 16) Describe key features of the stories, and of celebrations of Divali, linking sources (text), beliefs (about the gods) and forms of expression (drama, puppets, dance). Compare features of these traditional stories from other cultures with other narratives (literacy). Suggest meanings and values in the story of Divali and link the values in the story to my own life and ideas.	What does it mean to be a Hindu? (part 1 of 2.10) Consider my own ideas about God and give thoughtful responses Use good religious vocabulary to describe at least 3 things that Hindus believe about God Notice features of Hindu gods and goddesses on pictures and murtis and link these with what Hindus believe about God Make links between stories about the gods and what these teach Hindus Describe some of the things that Hindus do to worship God and why they do them Christmas: Light (Appendix pg. 14) Express their ideas about the meaning of light in the narrative of Jesus birth.

Autumn 1

Autumn 2

What do religions teach about the natural world and why we should care about it (2.8)

Ask some questions and suggest some answers about what different people believe about creation and the natural world including non-religious perspectives
Make links between the Biblical creation story and the activities of Christians relating to care for the Earth
Make links between their own values about animals and the idea of God as creator of the world
Describe and show understanding of resources and teachings of other religions about creation and human responsibility for the environment
identify and describe the impact of these beliefs on how people live
reflect upon and express their own understanding of ideas and beliefs about car for creation in the light of their learning, through story, art, drama, music and ICT

Divali: Making sense of the stories (Appendix pg. 16)

Describe key features of the stories, and of celebrations of Divali, linking sources (text), beliefs (about the gods) and forms of expression (drama, puppets, dance).
Compare features of these traditional stories from other cultures with other narratives (literacy).

Suggest meanings and values in the story of Divali and link the values in the story to my own life and ideas.

What does it mean to be a Hindu? (part 1 of 2.10)

Consider my own ideas about God and give thoughtful responses
Use good religious vocabulary to describe at least 3 things that Hindus believe about God
Notice features of Hindu gods and goddesses on pictures and murtis and link these with what Hindus believe about God
Make links between stories about the gods and what these teach Hindus
Describe some of the things that Hindus do to worship God and why they do them

Christmas: Light (Appendix pg. 14)

Express their ideas about the meaning of light in the narrative of Jesus birth.

Spring 1	Spring 2
Why is Jesus important to Christians? (2.1) Identify the qualities they admire in their heroes/ role models, explain why they admire them and how this may influence their own lives Use religious vocabulary to describe aspects of the life and teachings of Jesus, giving examples of how these have influenced the lives of Christians Describe events in the life of at least one modern day Christian making a link between their actions and the teachings and example of Jesus Ask and respond to questions raised by the stories from the life of Jesus and contemporary followers Use a widening religious vocabulary to show some understanding of Jesus’ teaching and events in Jesus’ life; Use religious vocabulary to show an understanding of what it means to some people to be a Christian Apply ideas from what they have learned to their own beliefs, comparing and contrasting them to those of believers.	Why do religious people celebrate? (2.5) Reflect on what is worth celebrating and remembering in their own life and community Explain using religious vocabulary the religious expression and beliefs shown through Easter, Pesach and another festival Identify some differences between religious festivals and other types of celebrations Connect stories, symbols and beliefs with what happens at Easter, Pentecost, Pesach and another festival Identify similarities and differences in the way festivals are celebrated within and between religions Use religious vocabulary, symbols, art, music, dance, drama, ICT to express their understanding of the meaning of religious festivals for believers Express their own responses that show their understanding of the values and beliefs at the heart of each festival studied Ask and respond to questions raised by the stories behind religious festivals Easter: Six emotions of mine (Appendix pg. 12) Express their ideas about the emotions of Good Friday and Easter Sunday in designs and captions for two greetings cards.

Spring 1

Spring 2

Why is Jesus important to Christians? (2.1)

Identify the qualities they admire in their heroes/ role models, explain why they admire them and how this may influence their own lives
Use religious vocabulary to describe
aspects of the life and teachings of Jesus, giving examples of how these
have influenced the lives of Christians
Describe events in the life of at least one modern day Christian making a
link between their actions and the teachings and example of Jesus
Ask and respond to questions raised by the stories from the life of Jesus and contemporary followers
Use a widening religious vocabulary to show some understanding of Jesus’
teaching and events in Jesus’ life;
Use religious vocabulary to show an understanding of what it means to some people to be a Christian

Apply ideas from what they have learned to their own beliefs, comparing and contrasting them to those of believers.

Why do religious people celebrate? (2.5)

Reflect on what is worth celebrating and remembering in their own life and community
Explain using religious vocabulary the religious expression and beliefs shown through Easter, Pesach and another festival
Identify some differences between religious festivals and other types of celebrations
Connect stories, symbols and beliefs with what happens at Easter, Pentecost, Pesach and another festival
Identify similarities and differences in the way festivals are celebrated within and between religions
Use religious vocabulary, symbols, art, music, dance, drama, ICT to express their understanding of the meaning of religious festivals for believers
Express their own responses that show their understanding of the values and beliefs at the heart of each festival studied
Ask and respond to questions raised by the stories behind religious festivals

Easter: Six emotions of mine (Appendix pg. 12)

Express their ideas about the emotions of Good Friday and Easter Sunday in designs and captions for two greetings cards.

Summer 1	Summer 2
What does it mean to be a Hindu? (part 2 of 2.10) VISIT: MANDIR Ask questions and give reasoned responses to how Hindus show their beliefs when they worship at a mandir Describe what can be learnt from the story of Diwali or Holi Describe some of the things that Hindus do at Diwali or Holi or Raksha Bandhan and make links with why they do them Reflect upon how karma and dharma affect the way Hindus live their lives and consider what influences my own life. Reflect upon the importance of pilgrimage for Hindus and explain some of the practices and events associated with it.	How do people express their faith through the arts? (2.3) Describe how important Christian beliefs are shown through a piece of art Describe and show understanding of signs and symbols that are used to express Christian beliefs Describe how Christians use music to show their beliefs Make links between Christian beliefs and music that is used in worship Describe some ways in which the beliefs of Christianity are seen in drama and story Show, using religious vocabulary, that I understand how different art forms can express Christian beliefs Develop and show understanding of the way triptychs, banners, icons and / or stained glass windows enable Christians to express their worship, beliefs, thoughts and / or feelings Show, I understand the ‘rules’ of Islamic art and the reasons that Muslims apply these rules Describe and show that I understand some of the ways Muslims paint, build and write about Allah Describe some different ways in which Mosques express Muslim ideas Show that I understand key features of the architecture of a mosque

Summer 1

Summer 2

What does it mean to be a Hindu? (part 2 of 2.10)

VISIT: MANDIR

Ask questions and give reasoned responses to how Hindus show their beliefs when they worship at a mandir
Describe what can be learnt from the story of Diwali or Holi
Describe some of the things that Hindus do at Diwali or Holi or Raksha Bandhan and make links with why they do them
Reflect upon how karma and dharma affect the way Hindus live their lives and consider what influences my own life.

Reflect upon the importance of pilgrimage for Hindus and explain some of the practices and events associated with it.

How do people express their faith through the arts? (2.3)

Describe how important Christian beliefs are shown through a piece of art
Describe and show understanding of signs and symbols that are used to express Christian beliefs
Describe how Christians use music to show their beliefs
Make links between Christian beliefs and music that is used in worship
Describe some ways in which the beliefs of Christianity are seen in drama and story
Show, using religious vocabulary, that I understand how different art forms can express Christian beliefs
Develop and show understanding of the way triptychs, banners, icons and / or stained glass windows enable Christians to express their worship, beliefs, thoughts and / or feelings
Show, I understand the ‘rules’ of Islamic art and the reasons that Muslims apply these rules
Describe and show that I understand some of the ways Muslims paint, build and write about Allah
Describe some different ways in which Mosques express Muslim ideas
Show that I understand key features of the architecture of a mosque

All Year 3 subjects Next Year 3 subject - Physical Education

Year 4 - Religious Education

Autumn 1	Autumn 2
What does it mean to be Jewish? (part 1 of 2.9) Ask important questions about Judaism and investigate their answers Describe three things that Jewish people believe about God and connect at least one of them to the shema Begin to identify the impact of theTorah on the lives of Jewish people Recognise similarities and differences between stories in the Torah and in other religious tradition Consider my own reflections on some of the commandments within the Torah Divali: What matters most at Divali?(Appendix pg. 16) Describe how the Divali celebrations express some Hindu ideas such as community, remembering, sharing, light winning over darkness. Rank ‘what matters at Divali’ thoughtfully, making links to my own experience, and asking ‘what matters to me?’	Where, how and why do people worship? (2.4) Describe and compare meanings of actions, symbols or ritual in worship for a believer Use religious vocabulary to identify and suggest meanings for some symbolic objects, actions and sounds found in a church/mandir/synagogue) and say how these help people worship Identify and understand some differences in the ways Christians worship in two denominations Identify similarities and differences between Eucharist/Lord’s Supper/Communion for Christians and Puja forHindus or Sabbath prayers and reading of the Sefer Torah scrolls and say why it matters so much for believers Suggest meanings for sentences in the Lord’s prayer and Shema and explain its importance for Christians/Jewish people Explain the key functions of the Church, Synagogue and Mandir, comparing them to worship in the home, where appropriate. Ask thoughtful questions about why worshippers choose to attend a church, mandir or synagogue and suggest some possible answers Describe what happens on two different pilgrimages and explain how taking part in pilgrimage can make a difference to how pilgrims choose to live the rest of their lives Christmas: Journeys – Mary’s milestones (Appendix pg. 14) Express their ideas about the emotions of Mary on the different journeys

Autumn 1

Autumn 2

What does it mean to be Jewish? (part 1 of 2.9)

Ask important questions about
Judaism and investigate their answers
Describe three things that Jewish people believe about God and connect at least one of them to the shema
Begin to identify the impact of theTorah on the lives of Jewish people
Recognise similarities and differences between stories in the Torah and in other religious tradition
Consider my own reflections on some of the commandments within the Torah

Divali: What matters most at Divali?(Appendix pg. 16)

Describe how the Divali celebrations express some Hindu ideas such as community, remembering, sharing, light winning over darkness.
Rank ‘what matters at Divali’ thoughtfully, making links to my own experience, and asking ‘what matters to me?’

Where, how and why do people worship? (2.4)

Describe and compare meanings of actions, symbols or ritual in worship for a believer
Use religious vocabulary to identify and suggest meanings for some symbolic objects, actions and sounds found in a church/mandir/synagogue) and say how these help people worship
Identify and understand some differences in the ways Christians worship in two denominations
Identify similarities and differences between Eucharist/Lord’s Supper/Communion for Christians and Puja forHindus or Sabbath prayers and reading of
the Sefer Torah scrolls and say why it matters so much for believers
Suggest meanings for sentences in the Lord’s prayer and Shema and explain its importance for Christians/Jewish people
Explain the key functions of the Church, Synagogue and Mandir, comparing them to worship in the home, where appropriate.
Ask thoughtful questions about why worshippers choose to attend a church, mandir or synagogue and suggest some possible answers
Describe what happens on two different pilgrimages and explain how taking part in pilgrimage can make a difference to how pilgrims choose to live the rest of their lives

Christmas: Journeys – Mary’s milestones (Appendix pg. 14)

Express their ideas about the emotions of Mary on the different journeys

Spring 1	Spring 2
Who should inspire us? (2.2) Reflect on how having a code for living might help believers with difficult decisions Use religious vocabulary to describe aspects of lives and teachings of inspiring leaders, giving examples of how these have influenced the lives of followers Describe similarities and differences between the codes for living used by Christians and the followers of at least one other religion or non-religious belief system; Describe events in the life of at least one modern day Muslim or Sikh making links between their actions and the teachings and example of Muhammad or Guru Nanak Identify personal, family, school values/codes for living which influence their own behaviour Ask and respond to questions about the importance of having a set of beliefs or values to guide choices and decisions in daily life Apply ideas about what really matters for themselves, including ideas about love, forgiveness, truth, consequences and honesty Identify the qualities they admire in their heroes/ role models, explain why they admire them and how this may influence their own lives Ask and respond to questions raised by the stories from the lives of key religious figures and contemporary followers	What does it mean to be Jewish? (part 2 of 2.9) VISIT: SYNAGOGUE Use a good religious vocabulary to describe the laws of kosher and how these affect what a Jewish person might eat Suggest reasons why a Jewish person might keep kosher Describe what Jews believe about creation and connect this with what happens at Shabbat Reflect on what matters most in the story of the Exodus Explore and explain the symbolism behind Jewish practice at Pesach Apply the idea of marking an important religious event with symbolic food and actions to an event in my own life Easter: Text, art and music (Appendix pg. 12) Link up different forms of spiritual expression (text, music, art) and make links to their own responses to the Easter story

Spring 1

Spring 2

Who should inspire us? (2.2)

Reflect on how having a code for living might help believers with difficult decisions
Use religious vocabulary to describe aspects of lives and teachings of inspiring leaders, giving examples of how these have influenced the lives of followers
Describe similarities and differences between the codes for living used by Christians and the followers of at least one other religion or non-religious belief
system;
Describe events in the life of at least one modern day Muslim or Sikh making links between their actions and the teachings and example of Muhammad or Guru Nanak
Identify personal, family, school values/codes for living which influence their own behaviour
Ask and respond to questions about the importance of having a set of beliefs or values to guide choices and decisions in daily life
Apply ideas about what really matters for themselves, including ideas about love, forgiveness, truth, consequences and honesty
Identify the qualities they admire in their heroes/ role models, explain why they admire them and how this may influence their own lives
Ask and respond to questions raised by the stories from the lives of key religious figures and contemporary followers

What does it mean to be Jewish? (part 2 of 2.9)

VISIT: SYNAGOGUE

Use a good religious vocabulary to describe the laws of kosher and how these affect what a Jewish person might eat
Suggest reasons why a Jewish person might keep kosher
Describe what Jews believe about creation and connect this with what happens at Shabbat
Reflect on what matters most in the story of the Exodus
Explore and explain the symbolism behind Jewish practice at Pesach
Apply the idea of marking an
important religious event with
symbolic food and actions to an event in my own life

Easter: Text, art and music (Appendix pg. 12)

Link up different forms of spiritual expression (text, music, art) and make links to their own responses to the Easter story

Summer 1	Summer 2
How and why do religious believers show their commitments during the journey of life? (2.6) Suggest some reasons why life is often described as a journey and express their own metaphors for life, giving their reasons Use religious vocabulary to describe and explain why baptism and confirmation are important to some Christians Use religious vocabulary to describe what happens in a ritual of belonging and say why it is important for young people from that religion Describe the impact of ceremonies that mark important stages in people’s lives Make links to their own lives and the important stages and ceremonies that may mark these Express their own responses to questions of meaning and purpose showing understanding of religious ideas and using a variety of media	What matters most to Humanists of Christians? (2.7) Use correct vocabulary to describe a religious and a non-religious way of life Describe some values that matter to Humanists and some values that matter to Christians Make links from their own ideas about good and bad to other people’s ideas Understand similarities and differences between Christian and Humanist values Identify some of their own values and consider what behaviour goes with a value like forgiveness, truth telling or kindness to animals Ask and respond to questions about values and why we find it hard to always be good (Level 3); Make links between what matters most to Humanists or Christians and what matters most to them Apply ideas about values in Christianity and humanism for themselves

Summer 1

Summer 2

How and why do religious believers show their commitments during the journey of life? (2.6)

Suggest some reasons why life is often described as a journey and express their own metaphors for life, giving their reasons
Use religious vocabulary to describe and explain why
baptism and confirmation are important to some Christians
Use religious vocabulary to describe what happens in a ritual of belonging and say why it is important for young people from that religion
Describe the impact of ceremonies that mark important stages in people’s lives
Make links to their own lives and the important stages and ceremonies that may mark these
Express their own responses to questions of meaning and purpose showing understanding of religious ideas and using a variety of media

What matters most to Humanists of Christians? (2.7)

Use correct vocabulary to describe a religious and a non-religious way of life
Describe some values that matter to Humanists and some values that matter to Christians
Make links from their own ideas about good and bad to other people’s ideas
Understand similarities and differences between Christian and Humanist values
Identify some of their own values and consider what behaviour goes with a value like forgiveness, truth telling or kindness to animals
Ask and respond to questions about values and why we find it hard to always be good (Level 3);
Make links between what matters most to Humanists or Christians and what matters most to them
Apply ideas about values in Christianity and humanism for themselves

All Year 4 subjects Next Year 4 subject - Physical Education

Year 5 - Religious Education

Autumn 1	Autumn 2
What do different people belive about God? (2.11) Know and define the terms theist, atheist and agnostic. Reason why a Christian believes in God and an atheist does not. Describe a Christian’s understanding of what God is like using examples and evidence Justify ways in which believeing in God is valuable in the lives of Christians, and whys in which is can be challenging. Express throughtful ideas about the impact of believing and not believing in God on someone’s life. Explain the Hindu belief in Brahman and how it is expressed through the trimurti . Use accurate vocabulary to explain the idea of Tawhid. Refe to the Muslim use of the 99 names of Allah in explanation of the Muslim understanding of God. Describe the similatrities and differences in beliefs about God held by Christians, Hindus and Muslims. Divali Explore and debate the following questions: Who is most important in Divali festivities: goddess Lakshmi or Prince Ram? What would happenin if Divali was banned?	What does it mean to be a Muslin? (2.19) VISIT: MOSQUE Describe and explain the significance of the 5 pillars of Islam. Explain and reflect on the significance of the religious expression and beliefs shown through whorship, prayer, fasting, festival and pilgrimage. Describe and explain the key functions of the Mosque, comparing them to another place of worship the children have learnt about. Identify the difference and similarities between prayer in Islam and prayer in another religion. Describe the forms of guidance a Muslim uses and compare them to forms of guidance experienced by the pupil. Describe and reflect on the significatce of the Qur’an to Muslims Describe and give reason for the celebration of Eid Christmas – Peace at Christmas Show that I understand the importance of the idea of peace within Christianity. Describe the impact of the importance of the message of peace on Christian practice.

Autumn 1

Autumn 2

What do different people belive about God? (2.11)

Know and define the terms theist, atheist and agnostic.
Reason why a Christian believes in God and an atheist does not.
Describe a Christian’s understanding of what God is like using examples and evidence
Justify ways in which believeing in God is valuable in the lives of Christians, and whys in which is can be challenging.
Express throughtful ideas about the impact of believing and not believing in God on someone’s life.
Explain the Hindu belief in Brahman and how it is expressed through the trimurti .
Use accurate vocabulary to explain the idea of Tawhid.
Refe to the Muslim use of the 99 names of Allah in explanation of the Muslim understanding of God.
Describe the similatrities and differences in beliefs about God held by Christians, Hindus and Muslims.

Divali

Explore and debate the following questions:

Who is most important in Divali festivities: goddess Lakshmi or Prince Ram?
What would happenin if Divali was banned?

What does it mean to be a Muslin? (2.19)

VISIT: MOSQUE

Describe and explain the significance of the 5 pillars of Islam.
Explain and reflect on the significance of the religious expression and beliefs shown through whorship, prayer, fasting, festival and pilgrimage.
Describe and explain the key functions of the Mosque, comparing them to another place of worship the children have learnt about.
Identify the difference and similarities between prayer in Islam and prayer in another religion.
Describe the forms of guidance a Muslim uses and compare them to forms of guidance experienced by the pupil.
Describe and reflect on the significatce of the Qur’an to Muslims
Describe and give reason for the celebration of Eid

Christmas – Peace at Christmas

Show that I understand the importance of the idea of peace within Christianity.
Describe the impact of the importance of the message of peace on Christian practice.

Spring 1	Spring 2
Why is prayer important for religious believers? (2.13) Ask and respond to interesting questions surrounding prayer Express views on the importance of prayer, relating them to relevant hadith Describe similarities and differences between prayer in at least two religions Make connections between a Christian, Muslim and Sikh prayer and the beliefs that they show, recognising similarities and differences Use religious vocabulary to show understanding of the role of the Church/Gurdwara/Mosque in prayer Express views on the appropriate purposes of prayer in response to studying prayer as a concept and considering prayers from 3 faiths Recognise diversity within religions surrounding commitment and attitudes towards prayer Compare two different Christian/Muslim/Sikh attitudes to prayer with my own viewpoint Use investigational skills in order to be able to describe and suggest reasons why people may or may not choose to pray	What does it mean to be a Christian? (2.18) VISIT: CHURCH Apply ideas from different points of view to develop their own beliefs about the existence and nature of God Explain the impact of belief in God on a person’s lifestyle Express thoughtful views about what God is like and whether or not God exists Explain, with reasons, why the Trinity is an important idea for Christians Describe and show understanding of sources, beliefs and ideas and make links between them. Use a developing religious vocabulary, including ideas such as guidance, comfort, strength or inspiration to show their understanding of the impact belief in the Bible can have on Christian people Describe some different ideas about the meanings of Bible stories Raise and suggest answers to, questions about the Bible and its place and use in Christian communities Explain the big story of the bible giving examples of bible characters and stories that exemplify different parts of the big story Easter: What matters at Easter today (Appendix pg. 12) show that I understand the sources of Easter celebration, and their practices, and apply ideas about celebration to my own life

Spring 1

Spring 2

Why is prayer important for religious believers? (2.13)

Ask and respond to interesting questions surrounding prayer
Express views on the importance of prayer, relating them to relevant hadith
Describe similarities and differences between prayer in at least two religions
Make connections between a Christian, Muslim and Sikh prayer and the beliefs that they show, recognising similarities and differences
Use religious vocabulary to show understanding of the role of the Church/Gurdwara/Mosque in prayer
Express views on the appropriate purposes of prayer in response to studying prayer as a concept and considering prayers from 3 faiths
Recognise diversity within religions surrounding commitment and attitudes towards prayer
Compare two different Christian/Muslim/Sikh attitudes to prayer with my own viewpoint
Use investigational skills in order to be able to describe and suggest reasons why people may or may not choose to pray

What does it mean to be a Christian? (2.18)

VISIT: CHURCH

Apply ideas from different points of view to develop their own beliefs about the existence and nature of God
Explain the impact of belief in God on a person’s lifestyle
Express thoughtful views about what God is like and whether or not God exists
Explain, with reasons, why the Trinity is an important idea for Christians
Describe and show understanding of sources, beliefs and ideas and make links between them.
Use a developing religious vocabulary, including ideas such as guidance, comfort, strength or inspiration to show their understanding of the impact belief in the
Bible can have on Christian people
Describe some different ideas about the meanings of Bible stories
Raise and suggest answers to, questions about the Bible and its place and use in Christian communities
Explain the big story of the bible giving examples of bible characters and stories that exemplify different parts of the big story

Easter: What matters at Easter today (Appendix pg. 12)

show that I understand the sources of Easter celebration, and their practices, and apply ideas about celebration to my own life

Summer 1	Summer 2
Justice and poverty: Can religions help to build a fair world? (2.17) Describe some of the problems of poverty in the world today, and some ways that charities, including religious charities, respond and make a difference Make connections between the teachings of Paul and Jesus and the work of one Christian agency today Make links between the teachings of Islam and the work of an agency such as Islamic Relief or Muslim Aid today Make links between the Sikh values of Sewa, Kirat Karna and Vand chhakna and charity work for Sikhs Explain with reasons some similarities and differences between the work of the two charities and give reasons for these similarities and differences; Use the terminology of Islam, Christianity and Sikhism to explain the impact of some projects of each of the charities; Explain my own views about the differences and similarities between the charities clearly. Apply the ideas of fellowship, stewardship, zakat, ummah, sewa, vand chhakna, generosity and charity to my own attitudes to money.	Why are sources of wisdom important to people? (2.12) Describe/Explain sources of inspiration and influence upon my own moral code Thoughtfully express my views on the importance of following specific lessons for life Explain the impact of following given sources of wisdom on the lives of believers Show my understanding of meanings of wise sayings from 2 or more religions Identify differences and similarities between positive values expressed in wise sayings and stories from at least 2 religions. Connect the words of religious texts with how religions are practised today Connect up wise words from faith traditions and what their followers believe about God Make links between wise words from faith traditions and how these might help followers answer ultimate questions Suggest 3 or more well thought out reasons about why sources of wisdom are important to religious people Express thoughtful views on what makes a text wise Express thoughtful views on what would make a good source of wisdom

Summer 1

Summer 2

Justice and poverty: Can religions help to build a fair world? (2.17)

Describe some of the problems of poverty in the world today, and some ways that charities, including religious charities, respond and make a difference
Make connections between the teachings of Paul and Jesus and the work of one Christian agency today
Make links between the teachings of Islam and the work of an agency such as Islamic Relief or Muslim Aid today
Make links between the Sikh values of Sewa, Kirat Karna and Vand chhakna and charity work for Sikhs
Explain with reasons some similarities and differences between the work of the two charities and give reasons for these similarities and differences;
Use the terminology of Islam, Christianity and Sikhism to explain the impact of some projects of each of the charities;
Explain my own views about the differences and similarities between the charities clearly.
Apply the ideas of fellowship, stewardship, zakat, ummah, sewa, vand chhakna, generosity and charity to my own attitudes to money.

Why are sources of wisdom important to people? (2.12)

Describe/Explain sources of inspiration and influence upon my own moral code
Thoughtfully express my views on the importance of following specific lessons for life
Explain the impact of following given sources of wisdom on the lives of believers
Show my understanding of meanings of wise sayings from 2 or more religions
Identify differences and similarities between positive values expressed in wise sayings and stories from at least 2 religions.
Connect the words of religious texts with how religions are practised today
Connect up wise words from faith traditions and what their followers believe about God
Make links between wise words from faith traditions and how these might help followers answer ultimate questions
Suggest 3 or more well thought out reasons about why sources of wisdom are important to religious people
Express thoughtful views on what makes a text wise
Express thoughtful views on what would make a good source of wisdom

All Year 5 subjects Next Year 5 subject - Physical Education

Year 6 - Religious Education

Autumn 1

Autumn 2

What does it mean to be a Sikh? (part 1 of 2.20)

Connect Sikh stories and history withvalues and attitudes that are important in Sikhism today
Make thoughtful connections between the Sikh story of Diwali and values I consider to be important
Explain some of the commitments and challenges of belonging to a religious or secular group
Explain the impact of Sikh values and beliefs on the lifestyles of many Sikhs today and consider values and beliefs that affect my own lifestyle

Divali: Explaining questions, expressing informed views (Appendix pg. 16)

Respond thoughfully with reference to examples of relfious techings and practices to the following questions:

Who is most important in Divali festivities: goddess Lakshmi or Prince Ram?
What would happen if Divali was banned?
Should all Hindus in Britain be given a day off work for Divali? Why or why not?
What is the real meaning of Divali
Show that I understand the celebrations.
Express clear and well informed views on some of these questions in the light of my learning about Hindu tradition, giving reasons for my answers.

What does it mean to be a Sikh? (part 2 of 2.20)

VISIT: GURDWARA

Outline how Sikhs use symbolism in their architecture to express their beliefs
Use the right specialist terms to explainhow Sikhs express their beliefs throughsymbols and actions in the gurdwara
Say what is most important to Sikhs and explain how this is revealed through the Sikh way of life, giving examples
Create a statement of my own beliefs after thoughtfully reflecting on ideas fromboth Sikhism and elsewhere.

Christmas: Incarnation – God becoming human (Appendix pg. 14)

Apply my own ideas of the Christmas story to choosing a suitable piece of art to display in a church.
Explain clearly connections between art work depicting the birth of Jesus and the meaning of this story for Christians.

Spring 1	Spring 2
What do religions say to us when life gets hard? (2.14) ask some puzzling questions and talk about why they are interesting identify some ‘big questions’ about life and the world that make people wonder and are difficult to answer suggest things that help Christians and another religious community during difficult times and say why (e.g. worship, prayer, service/sewa, loving others, charity) suggest what difference following a religion can make to life, including when life gets hard, making links to their own ideas of keeping going when facing difficulties talk about what Christians and another religion (e.g. Islam or Sikhism) say about what happens when we die, describing and explaining similarities and differences explain how believing in life after death, e.g. heaven, Paradise, moksha, might make a difference to how someone lives explain how not believing in life after death might make a difference to how someone lives ask questions and suggest some responses about what others believe, showing awareness that not all questions can be answered create a statement of their own ideas about life after death reflecting on ideas from at least two religions studied. Explain what has inspired and influenced them to form this view.	Why do people make vows and commitments to one another? (2.15) Describe and explain the events of and symbolism behind wedding ceremonies from at least 2 traditions Explain the impact of religion in people’s decisions relating to getting married and their wedding ceremony Consider reasons why people make vows and commitments to each other and reflect upon and express my own views in light of this Compare wedding ceremonies from different traditions, make connections between them and describe similarities and differences Explain and give reasons for words said in wedding ceremonies Reflect upon words and actions that I think are important to be included in wedding ceremonies and thoughtfully apply my ideas Consider and express my own views about what makes a good marriage Ask questions about why people choose a religious or non-religious wedding, explain my own considered viewpoint in light of the answers Easter: Eucharist – Remembering Jesus worldwide (Appendix pg. 12) explain some ways that Eucharist relates to Jesus’ last supper, and consider the significance of bread and wine, relating this to their own ideas about remembrance. explain clearly connections between modern Christian worship and ancient story, and express my views about a spiritual question such as ‘What should always be remembered?

Spring 1

Spring 2

What do religions say to us when life gets hard? (2.14)

ask some puzzling questions and talk about why they are interesting
identify some ‘big questions’ about life and the world that make people wonder and are difficult to answer
suggest things that help Christians and another religious community during difficult times and say why (e.g. worship, prayer, service/sewa, loving others, charity)
suggest what difference following a religion can make to life, including when life gets hard, making links to their own ideas of keeping going when facing difficulties
talk about what Christians and another religion (e.g. Islam or Sikhism) say about what happens when we die, describing and explaining similarities and differences
explain how believing in life after death, e.g. heaven, Paradise, moksha, might make a difference to how someone lives
explain how not believing in life after death might make a difference to how someone lives
ask questions and suggest some responses about what others believe, showing awareness that not all questions can be answered
create a statement of their own ideas about life after death reflecting on ideas from at least two religions studied. Explain what has inspired and influenced them to form this view.

Why do people make vows and commitments to one another? (2.15)

Describe and explain the events of and symbolism behind wedding ceremonies from at least 2 traditions
Explain the impact of religion in people’s decisions relating to getting married and their wedding ceremony
Consider reasons why people make vows and commitments to each other and reflect upon and express my own views in light of this
Compare wedding ceremonies from different traditions, make connections between them and describe similarities and differences
Explain and give reasons for words said in wedding ceremonies
Reflect upon words and actions that I think are important to be included in wedding ceremonies and thoughtfully apply my ideas
Consider and express my own views about what makes a good marriage
Ask questions about why people choose a religious or non-religious wedding, explain my own considered viewpoint in light of the answers

Easter: Eucharist – Remembering Jesus worldwide (Appendix pg. 12)

explain some ways that Eucharist relates to Jesus’ last supper, and consider the significance of bread and wine, relating this to their own ideas about remembrance.
explain clearly connections between modern Christian worship and ancient story, and express my views about a spiritual question such as ‘What should always be remembered?

Summer 1	Summer 2
What will make our city/town/borough a more respectful place? (Run as a possible RE week? – 2.16) Recognise diversity within and between faiths in my local community. Make links between my understanding of religion in Redbridge/Havering and my understanding of religion in other locations. Describe the impact of religion locally. Explain the impact of religion in my local community. Use religious vocabulary to show understanding of teachings and practice regarding respect and how to live responsibly in the community in at least 2 religions Ask questions to followers of faiths about living respectfully, identify similarities and differences in answers. Link viewpoints expressed by people of faith with my own ideas. Describe similarities and differences between teachings about how to live respectfully in different religions. Apply my learning about respect, human responsibility, justice and fairness in at least 2 religions to help me express my own views about how to make our city/town more respectful Describe why places of worship and religious communities are important to believers	Moving on – transition unit

Summer 1

Summer 2

What will make our city/town/borough a more respectful place? (Run as a possible RE week? – 2.16)

Recognise diversity within and between faiths in my local community.
Make links between my understanding of religion in Redbridge/Havering and my understanding of religion in other locations.
Describe the impact of religion locally.
Explain the impact of religion in my local community.
Use religious vocabulary to show understanding of teachings and practice regarding respect and how to live responsibly in the community in at least 2 religions
Ask questions to followers of faiths about living respectfully, identify similarities and differences in answers.
Link viewpoints expressed by people of faith with my own ideas.
Describe similarities and differences between teachings about how to live respectfully in different religions.
Apply my learning about respect, human responsibility, justice and fairness in at least 2 religions to help me express my own views about how to make our city/town more respectful
Describe why places of worship and religious communities are important to believers

Moving on – transition unit

All Year 6 subjects Next Year 6 subject - Physical Education

Year 7 - Religious Education

Autumn 1 - Biblical literacy: Old Testament	Autumn 2 - Biblical literacy: Old Testament
To explain why the Bible is important for Christians. To explain the importance of the creation story. To explain the importance of ‘The fall’. To explain the importance of the story of Cain & Abel. To the importance of the story of Noah’s Ark. To explain the significance of the story of Abraham and Isaac. To Explain the significance of the story of Jacob & his sons. To explain how Joseph become the most powerful man in Egypt.	To explain how Moses escaped slavery. To explain the significance of Moses interaction with God. To explain how Moses freed the Israelites. To explain how the 10 commandments influence Christians. To explain the importance of the Judges. To explain how David became the king of the Israelites. To analyse whether David was a good leader to the Israelites. To explain why the Israelites were exiled to Babylon.

Autumn 1 - Biblical literacy: Old Testament

Autumn 2 - Biblical literacy: Old Testament

To explain why the Bible is important for Christians.
To explain the importance of the creation story.
To explain the importance of ‘The fall’.
To explain the importance of the story of Cain & Abel.
To the importance of the story of Noah’s Ark.
To explain the significance of the story of Abraham and Isaac.
To Explain the significance of the story of Jacob & his sons.
To explain how Joseph become the most powerful man in Egypt.

To explain how Moses escaped slavery.
To explain the significance of Moses interaction with God.
To explain how Moses freed the Israelites.
To explain how the 10 commandments influence Christians.
To explain the importance of the Judges.
To explain how David became the king of the Israelites.
To analyse whether David was a good leader to the Israelites.
To explain why the Israelites were exiled to Babylon.

Spring 1 - Biblical literacy: New Testament	Spring 2 - Biblical literacy: New Testament
To explain the importance of Luke and Matthew’s account of the birth of Jesus. To explain how Jesus reacted to the devil’s temptations. To explain the miracles Jesus performed. To explain why Jesus came into conflict with the Pharisees. To explain the importance of the parable of the good Samaritan. To explain the importance of the parable of the prodigal son. To explain why Jesus was a controversial figure in the Middle East.	To explain the impact of the cleansing of the temple. To explain the importance of the Last Supper. To explain why Pontius Pilate sentenced Jesus to death. To explain why the crucifixion of Jesus is important to Christians. To explain the importance of the resurrection of Jesus. To explain Christian beliefs on the death and resurrection of Jesus. To explain what happened to Saul on the Road to Damascus.

Spring 1 - Biblical literacy: New Testament

Spring 2 - Biblical literacy: New Testament

To explain the importance of Luke and Matthew’s account of the birth of Jesus.
To explain how Jesus reacted to the devil’s temptations.
To explain the miracles Jesus performed.
To explain why Jesus came into conflict with the Pharisees.
To explain the importance of the parable of the good Samaritan.
To explain the importance of the parable of the prodigal son.
To explain why Jesus was a controversial figure in the Middle East.

To explain the impact of the cleansing of the temple.
To explain the importance of the Last Supper.
To explain why Pontius Pilate sentenced Jesus to death.
To explain why the crucifixion of Jesus is important to Christians.
To explain the importance of the resurrection of Jesus.
To explain Christian beliefs on the death and resurrection of Jesus.
To explain what happened to Saul on the Road to Damascus.

Summer 1 - History & Belief & Judaism	Summer 2 - Modern World & Judaism
To explain the key features of Judaism today. To explain how Judaism began. To explain why the temple is important to Jews. To explain Jewish beliefs about the Messiah. To explain the importance of the Tanakh and Talmud. To explain why Jewish people, follow the mitzvot. To explain the importance of the synagogue. To explain how and why Jewish people pray.	To explain the importance of Shabbat. To explain the importance of Jewish festivals. To explain the importance of Jewish rituals. To explain how marriage and funeral ceremonies create a unique Jewish identity. To explain Jewish beliefs about human life. To explain why Jewish people have been persecuted throughout history. To explain Jewish responses to the Holocaust.

All Year 7 subjects Next Year 7 subject - Physical Education

Year 8 - Religious Education

Autumn 1 - History and Belief & Christianity	Autumn 2 - Modern World & Christianity
To explain Christian beliefs about God. To explain the role of Paul in spreading Christianity around the globe. To explain the problems faced by the Early Church. To explain how life changed for Christians after the conversion of Constantine. To explain why Catholic beliefs, differ from other Christian denominations. To explain why pope Francis is significant to Catholics. To explain why the reformation led to a split in Western Christianity in the 16th century. To explain the similarities and differences of the beliefs and practices of Quaker & Amish Christians.	To evaluate the importance of the Bible. To explain how the influence of Christianity in Britian has changed over time. To explain the relationship between religion and the media. To explain the position of women in Church leadership. To explain the role of Christianity in slavery & the first crusades. To explain the problem of evil in Christianity. To explain how Charismatic Christian’s practise their faith. To explain the reasons Christians were persecuted between 2006 and 2010.

Autumn 1 - History and Belief & Christianity

Autumn 2 - Modern World & Christianity

To explain Christian beliefs about God.
To explain the role of Paul in spreading Christianity around the globe.
To explain the problems faced by the Early Church.
To explain how life changed for Christians after the conversion of Constantine.
To explain why Catholic beliefs, differ from other Christian denominations.
To explain why pope Francis is significant to Catholics.
To explain why the reformation led to a split in Western Christianity in the 16th century.
To explain the similarities and differences of the beliefs and practices of Quaker & Amish Christians.

To evaluate the importance of the Bible.
To explain how the influence of Christianity in Britian has changed over time.
To explain the relationship between religion and the media.
To explain the position of women in Church leadership.
To explain the role of Christianity in slavery & the first crusades.
To explain the problem of evil in Christianity.
To explain how Charismatic Christian’s practise their faith.
To explain the reasons Christians were persecuted between 2006 and 2010.

Spring 1 - History & Belief & Islam	Spring 2 - Modern World & Islam
To explain the origins of Islam. To explain how Prophet Muhammad established Islam in Arabia. To explain how Prophet Muhammad combined his radical religious message with political and military power. To explain why Islam split after the death of the Prophet. To explain the importance of the Quran to Muslims. To explain the nature of God in Islam. To explain the importance of the prophets before Prophet Muhammad. To explain Muslims beliefs on life after death (Akhirah).	To explain why the five pillars are important to Muslims. To explain how Muslims worship. To explain link between Ramadan and Eid ul-Fitr. To explain the purpose of Hajj for Muslims. To explain the impact of the Sunni & Shia split on the modern world. To explain the different views on women’s religious clothing. To explain the importance of Lesser and Greater Jihad. To explain the modern challenges Muslims face in Britain.

Spring 1 - History & Belief & Islam

Spring 2 - Modern World & Islam

To explain the origins of Islam.
To explain how Prophet Muhammad established Islam in Arabia.
To explain how Prophet Muhammad combined his radical religious message with political and military power.
To explain why Islam split after the death of the Prophet.
To explain the importance of the Quran to Muslims.
To explain the nature of God in Islam.
To explain the importance of the prophets before Prophet Muhammad.
To explain Muslims beliefs on life after death (Akhirah).

To explain why the five pillars are important to Muslims.
To explain how Muslims worship.
To explain link between Ramadan and Eid ul-Fitr.
To explain the purpose of Hajj for Muslims.
To explain the impact of the Sunni & Shia split on the modern world.
To explain the different views on women’s religious clothing.
To explain the importance of Lesser and Greater Jihad.
To explain the modern challenges Muslims face in Britain.

Summer 1 - History & Belief & Hinduism	Summer 2 - Modern World & Hinduism
To explain the key beliefs of Hindu’s. To explain the different ideas about God. To explain how Hindu’s use symbolism. To explain the importance of Hindu scared texts. To explain Hindu beliefs about life after death. To explain how Hindu’s follow Dharma. To explain how yoga can help people escape the cycle of samsara. To explain how extraordinary people have inspired Hindu’s today.	To explain how Hindus express their devotion in worship. To explain why Hindus go on pilgrimage. To explain the meanings of Hindu festivals. To explain how Hindu beliefs about Caste changed. To explain Hindu beliefs about violence. To explain Hindu beliefs on gender equality. To explain how Hindus respond to environmental problems.

All Year 8 subjects Next Year 8 subject - Physical Education

Year 9 - Religious Education

Autumn 1 - History & Belief & Buddhism	Autumn 2 - Modern World & Buddhism
To explain the Origins of Buddhism. To explain the early life of Siddhartha Gautama. To explain the significance of the four sights. To explain how the Buddha reached enlightenment. To explain why the Four Noble Truths are important for Buddhists. To explain how the Eightfold path helps Buddhists reach enlightenment. To explain how the 5 moral precepts influence the lives of Buddhists. To explain how the Sangha honour the teachings of the Buddha.	To explain the different schools of Buddhism. To explain Tibetan Buddhist beliefs and practices. To explain the importance of Buddhist meditation. To explain how Buddhist use art to express their beliefs. To explain the importance of Buddhist festivals. To explain the importance of Pilgrimage. To explain the impact of Buddhist religious leaders in spreading Buddhism. To explain how Buddhism became established in the UK.

Autumn 1 - History & Belief & Buddhism

Autumn 2 - Modern World & Buddhism

To explain the Origins of Buddhism.
To explain the early life of Siddhartha Gautama.
To explain the significance of the four sights.
To explain how the Buddha reached enlightenment.
To explain why the Four Noble Truths are important for Buddhists.
To explain how the Eightfold path helps Buddhists reach enlightenment.
To explain how the 5 moral precepts influence the lives of Buddhists.
To explain how the Sangha honour the teachings of the Buddha.

To explain the different schools of Buddhism.
To explain Tibetan Buddhist beliefs and practices.
To explain the importance of Buddhist meditation.
To explain how Buddhist use art to express their beliefs.
To explain the importance of Buddhist festivals.
To explain the importance of Pilgrimage.
To explain the impact of Buddhist religious leaders in spreading Buddhism.
To explain how Buddhism became established in the UK.

Spring 1 - Philosophy of Religion	Spring 2 - Ethics
To explain Plato’s theory of the forms. To explain Descartes trademark argument. To explain different philosophical views of the first cause argument. To explain whether religious experiences provide evidence that God exists. To explain different interpretations of the Genesis creation story. To explain Sigmund Freud’s wish-fulfilment hypothesis. To explain the role of religion in maintaining social class differences	To explain how the problem of evil poses challenges to monotheism. To explain how New Atheists challenge religion. To explain the different religious groups in the UK. To explain how humans know what is right & wrong. To explain Friedrich Nietzche’s argument against atheists. To explain what utilitarianism is. To explain Philippa Foot’s runaway train thought experiment. To explain the banality of evil. To explain what makes us human. To explain whether artificial intelligence is ethical.

Spring 1 - Philosophy of Religion

Spring 2 - Ethics

To explain Plato’s theory of the forms.
To explain Descartes trademark argument.
To explain different philosophical views of the first cause argument.
To explain whether religious experiences provide evidence that God exists.
To explain different interpretations of the Genesis creation story.
To explain Sigmund Freud’s wish-fulfilment hypothesis.
To explain the role of religion in maintaining social class differences

To explain how the problem of evil poses challenges to monotheism.
To explain how New Atheists challenge religion.
To explain the different religious groups in the UK.
To explain how humans know what is right & wrong.
To explain Friedrich Nietzche’s argument against atheists.
To explain what utilitarianism is.
To explain Philippa Foot’s runaway train thought experiment.
To explain the banality of evil.
To explain what makes us human.
To explain whether artificial intelligence is ethical.

Summer 1 - History & Belief & Sikhism	Summer 2 - Modern World & Sikhism
To explain how Sikhism began. To explain how Nanak spread his message. To explain the importance of the Gurus. To explain how Sikhism survived persecution. To explain the importance of the Khalsa in Sikhism. To explain the purpose of the 5 K’s. To explain how Sikh’s show their respect to the Guru Granth Sahib. To explain Sikh beliefs about God.	To explain Sikh beliefs about death. To explain how Sikh beliefs are expressed in a gurdwara. To explain the importance of the langar. To explain how Sikhs serve others. To explain the significance of the Golden Temple of Amritsar. To explain the importance of Sikh festivals. To explain Sikh beliefs about war.

All Year 9 subjects Next Year 9 subject - Physical Education

Year 10 - Religious Education

Autumn 1 - Muslim Beliefs	Autumn 2 - Living the Muslim Life
To explain the origins of Islam. To explain the importance of the 6 articles of faith. To explain the importance of Usul-ad in. To explain why the Sunni/Shia split happened. To explain Muslim beliefs on the Nature of Allah. To explain the importance of Tawhid. To explain the importance of Rishalah. To explain the importance of the Quran in Islam. To explain the importance of Holy Books in Islam. To explain the purpose of Angels in Islam. To explain how the belief in predestination influences the lives of Muslims. To explain how the belief in Life after Death impacts Muslims. To explain how the Sunni & Shia split influences the way Muslims express their beliefs. To explain the importance of the Imamate in Shia Islam.	To explain the importance of the 10 Obligatory Acts in Shia Islam. To explain the importance of the five pillars in Islam. To explain the importance of the Shahadah in a Muslims life. To explain the purpose of prayer in a Muslims life. To explain why Muslims, give to charity. To explain the importance of Sawm. To explain the purpose of Hajj. To explain the importance of lesser Jihad. To explain the importance of Great Jihad.To explain the different Islamic celebrations. To explain how Muslim beliefs influence the way Muslims live today. To explain the importance of Islamic practices.

Autumn 1 - Muslim Beliefs

Autumn 2 - Living the Muslim Life

To explain the origins of Islam.

To explain the importance of the 6 articles of faith.

To explain the importance of Usul-ad in.

To explain why the Sunni/Shia split happened.

To explain Muslim beliefs on the Nature of Allah.

To explain the importance of Tawhid.

To explain the importance of Rishalah.

To explain the importance of the Quran in Islam.

To explain the importance of Holy Books in Islam.

To explain the purpose of Angels in Islam.

To explain how the belief in predestination influences the lives of Muslims.

To explain how the belief in Life after Death impacts Muslims.

To explain how the Sunni & Shia split influences the way Muslims express their beliefs.

To explain the importance of the Imamate in Shia Islam.

To explain the importance of the 10 Obligatory Acts in Shia Islam.

To explain the importance of the five pillars in Islam.

To explain the importance of the Shahadah in a Muslims life.

To explain the purpose of prayer in a Muslims life.

To explain why Muslims, give to charity.

To explain the importance of Sawm.

To explain the purpose of Hajj.

To explain the importance of lesser Jihad.

To explain the importance of Great Jihad.To explain the different Islamic celebrations.

To explain how Muslim beliefs influence the way Muslims live today.

To explain the importance of Islamic practices.

Spring 1 - Crime & Punishment	Spring 2 - Peace & Conflict
To explain the importance of Justice in Islam. To explain the different causes of crime. To explain Muslim attitudes to good, evil and suffering. To explain Muslim attitudes to punishment. To explain the aims of punishment. To explain the importance of punishment in society. To explain the importance of Shariah law. To explain the importance of forgiveness in Islam. To explain Islamic beliefs on the treatment of Criminals. To explain the different Islamic views on the death penalty.	To explain Muslim attitudes to peace. To explain the role of Muslims in peace making. To explain the different Muslim attitudes to conflict.To explain how the prophet responded to conflict. To explain the importance of Pacifism. To explain the Just war theory. To explain Holy war in Islam. To explain Islamic attitudes to weapons of mass destruction. To explain the impact of conflict. To explain the work of Muslims in resolving conflict.

Spring 1 - Crime & Punishment

Spring 2 - Peace & Conflict

To explain the importance of Justice in Islam.

To explain the different causes of crime.

To explain Muslim attitudes to good, evil and suffering.

To explain Muslim attitudes to punishment.

To explain the aims of punishment.

To explain the importance of punishment in society.

To explain the importance of Shariah law.

To explain the importance of forgiveness in Islam.

To explain Islamic beliefs on the treatment of Criminals.

To explain the different Islamic views on the death penalty.

To explain Muslim attitudes to peace.

To explain the role of Muslims in peace making.

To explain the different Muslim attitudes to conflict.To explain how the prophet responded to conflict.

To explain the importance of Pacifism.

To explain the Just war theory.

To explain Holy war in Islam.

To explain Islamic attitudes to weapons of mass destruction.

To explain the impact of conflict.

To explain the work of Muslims in resolving conflict.

Summer 1 - Christian Beliefs	Summer 2 - Living the Christian life
To explain the importance of the trinity. To explain the creation of the universe. To explain the Christian accounts of the creation of humanity. To explain the importance of the incarnation. To explain the events of Jesus last days. To explain the importance of Jesus last day. To explain the nature of salvation. To explain Christian beliefs of life after death. To explain Christian views on the problem of evil and suffering. To explain solutions to the problem of evil and suffering.	To explain how Christins worship. To explain the importance of worship. To explain the importance of sacraments for Christians. To explain the importance of prayer. To explain the importance of pilgrimage. To explain how Christians celebrate Jesus’ life.

Summer 1 - Christian Beliefs

Summer 2 - Living the Christian life

To explain the importance of the trinity.

To explain the creation of the universe.

To explain the Christian accounts of the creation of humanity.

To explain the importance of the incarnation.

To explain the events of Jesus last days.

To explain the importance of Jesus last day.

To explain the nature of salvation.

To explain Christian beliefs of life after death.

To explain Christian views on the problem of evil and suffering.

To explain solutions to the problem of evil and suffering.

To explain how Christins worship.

To explain the importance of worship.

To explain the importance of sacraments for Christians.

To explain the importance of prayer.

To explain the importance of pilgrimage.

To explain how Christians celebrate Jesus’ life.

All Year 10 subjects Next Year 10 subject - Physical Education

Year 11 - Religious Education

Autumn 1 - Living the Christian life	Autumn 2 - Marriage & the family
To explain the importance of religious celebrations. To explain the importance of the church. To explain the importance of the local church. To explain the influence of the world wide church.	To explain the importance of marriage to Christians. To explain different Christian attitudes to sexual relationships. To explain different Christian attitudes to human sexuality. To explain different Christina attitudes to same sex marriage. To explain Christin attitudes to different family types. To explain how the local Parish supports families. To explain Christian attitudes to family planning. To explain Christian attitudes to divorce and remarriage. To explain Christian attitudes to gender roles in society. To explain Christian attitudes to gender roles within the family. To explain Christin attitudes to gender discrimination.

Autumn 1 - Living the Christian life

Autumn 2 - Marriage & the family

To explain the importance of religious celebrations.

To explain the importance of the church.

To explain the importance of the local church.

To explain the influence of the world wide church.

To explain the importance of marriage to Christians.

To explain different Christian attitudes to sexual relationships.

To explain different Christian attitudes to human sexuality.

To explain different Christina attitudes to same sex marriage.

To explain Christin attitudes to different family types.

To explain how the local Parish supports families.

To explain Christian attitudes to family planning.

To explain Christian attitudes to divorce and remarriage.

To explain Christian attitudes to gender roles in society.

To explain Christian attitudes to gender roles within the family.

To explain Christin attitudes to gender discrimination.

Spring 1 - Matters of life & death	Spring 2 - Revision
To explain the origins and value of the universe. To explain scientific theories of the creation of the universe. To explain the importance of sanctity of life. To explain the origins and value of human life. To explain the different Christian views on abortion. To explain different Christian views on death and the after life. To explain non religious arguments about death and the after life. To explain the different Christian views on Euthanasia. To explain the role of Christians in protecting the natural world.

Spring 1 - Matters of life & death

Spring 2 - Revision

To explain the origins and value of the universe.

To explain scientific theories of the creation of the universe.

To explain the importance of sanctity of life.

To explain the origins and value of human life.

To explain the different Christian views on abortion.

To explain different Christian views on death and the after life.

To explain non religious arguments about death and the after life.

To explain the different Christian views on Euthanasia.

To explain the role of Christians in protecting the natural world.

Summer 1 - Revision	Summer 2 - Revision & GCSE Exam

All Year 11 subjects Next Year 11 subject - Physical Education

Year 12 - Religious Education

Autumn 1	Autumn 2
Christianity: 1ABC – Jesus – What is his birth and resurrection portrayed in the Bible? Philosophy: 1ABC – What are the arguments for God, cosmological, teleological, inductive? Ethics: 1ABC – What is divine command theory, virtue theory and egoism?	Christianity: 4ABC What do Baptism, Eucharist and diversity in festivals tell us about worship? Philosophy: 1ABC – What are the arguments for God, cosmological, teleological, inductive? Ethics: 2ABC – What is Natural law?

Autumn 1

Autumn 2

Christianity: 1ABC – Jesus – What is his birth and resurrection portrayed in the Bible?

Philosophy: 1ABC – What are the arguments for God, cosmological, teleological, inductive?

Ethics: 1ABC – What is divine command theory, virtue theory and egoism?

Christianity: 4ABC What do Baptism, Eucharist and diversity in festivals tell us about worship?

Philosophy: 1ABC – What are the arguments for God, cosmological, teleological, inductive?

Ethics: 2ABC – What is Natural law?

Spring 1	Spring 2
Christianity: 2ABC – What is the Nature of God, the trinity and atonement? Philosophy: 2ABC – What is the problem of evil and theodicy? Ethics: 3ABC – What is situation ethics?	Christianity: 2DEF – What is religious life, faith and works, the community and key moral principles? Philosophy: 1DEF – What is the ontological argument? Ethics: 3DEF – What is Utilitarianism?

Spring 1

Spring 2

Christianity: 2ABC – What is the Nature of God, the trinity and atonement?

Philosophy: 2ABC – What is the problem of evil and theodicy?

Ethics: 3ABC – What is situation ethics?

Christianity: 2DEF – What is religious life, faith and works, the community and key moral principles?

Philosophy: 1DEF – What is the ontological argument?

Ethics: 3DEF – What is Utilitarianism?

Summer 1	Summer 2
Christianity: Revision Philosophy: 3ABC – What is religious and mystical experience? Ethics: Revision	Christianity: 3ABC – What are social attitudes to wealth, migration, and feminism? Philosophy: 3DEF – What is religious experience and miracles Ethics: 1DEF – What is meta-ethics?

Summer 1

Summer 2

Christianity: Revision

Philosophy: 3ABC – What is religious and mystical experience?

Ethics: Revision

Christianity: 3ABC – What are social attitudes to wealth, migration, and feminism?

Philosophy: 3DEF – What is religious experience and miracles

Ethics: 1DEF – What is meta-ethics?

All Year 12 Subjects Next Year 12 Subject - Music

Year 13 - Religious Education

Autumn 1	Autumn 2
Christianity: 3DEF – What is secularisation, science and pluralism? Philosophy: 2DEF – What is religious belief as a product of the human mind and Athiesm? Ethics: 2DEF – What are the foundations of Deontological ethics – proportionalism?	Christianity: 1DEF – What do attitudes towards the Bible, the church and views of Jesus differ? Philosophy: 4ABC – What is religious language? Ethics:4ABC –What is free will and determinism?

Autumn 1

Autumn 2

Christianity: 3DEF – What is secularisation, science and pluralism?

Philosophy: 2DEF – What is religious belief as a product of the human mind and Athiesm?

Ethics: 2DEF – What are the foundations of Deontological ethics – proportionalism?

Christianity: 1DEF – What do attitudes towards the Bible, the church and views of Jesus differ?

Philosophy: 4ABC – What is religious language?

Ethics:4ABC –What is free will and determinism?

Spring 1	Spring 2
Christianity: 4DEF – What are teachings on unification, religious experience, poverty and justice? Philosophy: 4DEF - How is religious language examined? Ethics: 4DEF – Libertarianism and free will – what are the arguments in favour and against?	Revision

Spring 1

Spring 2

Christianity: 4DEF – What are teachings on unification, religious experience, poverty and justice?

Philosophy: 4DEF - How is religious language examined?

Ethics: 4DEF – Libertarianism and free will – what are the arguments in favour and against?

Revision

Summer 1	Summer 2
Revision and A-level exams	Revision and A-level exams

All Year 13 Subjects Next Year 13 Subject - Music

Support from Home

Recommended websites/online platforms for home/independent learning:

https://www.bbc.co.uk/bitesize/subjects/zb48q6f

https://revisionworld.com/gcse-revision/rs-religious-studies

https://www.revisely.com/gcse/religious-studies/edexcel

Revision guide to buy: https://www.amazon.co.uk/Edexcel-Religious-Studies-Christianity-Revision/dp/1292148829

Film to watch: The passion of the Christ

Books to read

Islam - a new approach Thompson, Jan

Islam - a very short introduction Ruthven, Malise

Muhammad and Islam White-Thomson, Stephen

Nine parts of desire - the hidden world of Islamic women Brooks, Geraldine

The Secret Diary of a British Muslim Aged 13 ¾ Ilyas, Tez Ilyas, T

Why do people fight wars? Brownlie, Alison

Discussing abortion Biram, Tracy

Animal rights James, Barbara

A right to life- and death? Boyd, Kenneth M

Christianity - a short introduction Ward, Keith

The pilgrim's guide to Lourdes and the surrounding area Houseley, David

For further reading and support:

RE Super curriculum: https://isaacnewtonacademy.org/sites/default/files/2024-04/RE%20Super%20Curriculum.pdf

Feedback

Our aim is to ensure feedback helps drive student achievement by providing meaningful information that helps to address misconceptions and close curriculum and knowledge gaps.

Every piece of feedback given to our students should results in an action by the student. The following types of feedback that are given to students at AINA are:

Self and peer assessment

Written feedback

Verbal feedback

Students receive written teacher feedback after formative diagnostic or interim assessments. The cycle is as follows:

A score/percentage for the assessment

Precise teacher comment/s linked to the curriculum/knowledge gap written in red

A response/action/redo by the student in green pen

Career Pathways

Studying Religious Education (RE) equips students with a diverse skill set that is highly valuable at higher education and across various career pathways. Critical thinking and analytical skills are honed through the examination of complex religious texts and ethical dilemmas. Communication skills are developed through discussions and written assignments, enabling clear and effective articulation of ideas. Empathy and intercultural competence are fostered by exploring diverse religious and cultural perspectives, preparing students for roles in international environments. Ethical reasoning and moral reflection equip students to navigate and address contemporary social issues thoughtfully. Additionally, research skills gained from studying RE are applicable in academic, professional, and community settings, making RE graduates well-rounded candidates for careers in education, social work, community development, counselling, international relations, Civil service, Journalism, research and more.

Success in this subject can lead to:

University courses in:

Religious Studies & Ancient History

Religious Studies

History

Ancient History

Archaeology

Anthropology

Sociology

Journalism

Theological studies

Philosophy

Philosophy, Politics, Economics (PPE)

Middle Eastern studies

International politics

Careers in:

Advice worker

Archivist

Charity officer

Civil Service administrator

Community development worker

Diplomatic service officer

Equality, diversity and inclusion officer

International aid/development worker

Newspaper journalist

Policy officer

Solicitor

Youth worker

Enrichment & Educational Visits

Enrichment and educational visits in this subject include:

Cambridge Mosque

British Museum – Look at religious artefacts

St Paul’s Cathedral

Weiner Library

Jewish Museum, London

Chester Cathedral, Cheshire

Enlightenment Gallery, British Museum, London

Birmingham Central Mosque

London Central Mosque

Christ Church Cathedral, Oxford

Buddhapadipa Temple, London

Crawley Hindu Temple

Religious Education

GCSE Exam & Specification

Re Super Curriculum

Reception - Religious Education

Year 1 - Religious Education

Year 2 - Religious Education

Year 3 - Religious Education

Year 4 - Religious Education

Year 5 - Religious Education

Year 6 - Religious Education

Year 7 - Religious Education

Year 8 - Religious Education

Year 9 - Religious Education

Year 10 - Religious Education

Year 11 - Religious Education

Year 12 - Religious Education

Year 13 - Religious Education

Support from Home

Feedback

Career Pathways

Enrichment & Educational Visits

info@isaacnewtonacademy.org

020 8911 6666

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Communication

Religious Education

GCSE Exam & Specification

Re Super Curriculum

Reception - Religious Education

Year 1 - Religious Education

Year 2 - Religious Education

Year 3 - Religious Education

Year 4 - Religious Education

Year 5 - Religious Education

Year 6 - Religious Education

Year 7 - Religious Education

Year 8 - Religious Education

Year 9 - Religious Education

Year 10 - Religious Education

Year 11 - Religious Education

Year 12 - Religious Education

Year 13 - Religious Education

Support from Home

Feedback

Career Pathways

Enrichment & Educational Visits