Subject Progression Map for RE

Autumn 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

C: Creation

Does God want Christians to look after the world?

Concept:God/Creation

C: What did Jesus teach?

Is it possible to be kind to everyone all of the time? 

H: Divali

Would celebrating Divali at

home and in the community

bring a feeling of belonging to a Hindu child?

B: Buddha’s Teachings

Is it possible for everyone to be happy?

S: Belief into Action

How far would a Sikh go for his/her religion? 

I: Beliefs and Practices

What is the best way for a

Muslim to show commitment to God?

Key Content (Skills/

knowledge)

I can say how it felt to make something.

I can remember the Christian Creation story and talk

about it.

I can express an opinion about the Christian belief

about creation.

I can tell you when I have been kind to others even when it was difficult. I can re-tell a story Jesus told about being kind or give an example of when Jesus showed kindness. I can say if I think Christians should be kind and give a reason.

I can tell you three important actions I could take to support a group I belong to. I can discuss my understanding of my

group’s symbol.

I can describe some of the ways Hindus celebrate Divali and start to explain how I think Hindu children might feel at Divali.

I can start to say why Divali might bring a sense of

belonging to Hindus.

I can start to show an understanding of why people think it is difficult to be happy all the time.

I can tell you some of the things Siddhattha did to try to be happy and explain why I think they didn’t work for him.

I can begin to show an understanding of what being happy means to Buddhists.

I can identify the different levels of commitment I show to different things and explain these priorities.

I can make links between how Sikhs practise their religion and the beliefs that underpin this.

I can respectfully ask questions about some of the ways Sikhs choose to behave and the levels of commitment they show.

I can show an understanding of why people show commitment in different ways.

I can describe how different practices enable Muslims to show their commitment to God and understand that some of these will be more significant to some Muslims than others.

I can think of some ways of showing commitment to God that would be better than others for Muslims.

KPIs

I can remember the Christian Creation story and talk about it. [Blue]

Knowledge and understanding

Does God want Christians to look after the world?

Working Towards

I can say something about the Christian Creation story.

Working At

I can remember the Christian Creation story and talk about it.

Working Beyond

I can re-tell the Christian Creation story and say some things that they believe God created on different days.

I can re-tell a story Jesus told about being kind or give an example of when Jesus showed kindness. [Blue]

Knowledge and understanding

Is it possible to be kind to everyone all of the time?

Working Towards

I can remember something Jesus said or did to be kind.

Working At

I can re-tell a story Jesus told about being kind or give an example of when Jesus showed kindness.

Working Beyond

I can tell you some ways Christians try to follow Jesus’ example of being kind.

I can describe some of the ways Hindus celebrate Divali and start to explain how I think Hindu children might feel at Divali. [Blue]

Knowledge and understanding

Would celebrating Divali at home and in the community bring a feeling of belonging to a Hindu child?

Working Towards

I can describe some of the things Hindus do at home or at the temple during Divali.

Working At

I can describe some of the ways Hindus celebrate Divali and start to explain how I think Hindu children might feel at Divali.

Working Beyond

I can describe some of the ways Hindus celebrate Divali and start to understand which of these may bring the greatest sense of belonging.

I can tell you some of the things Siddhattha did to try to be happy and explain why I think they didn’t work for him. [Blue]

Knowledge and understanding

Is it possible for everyone to be happy?

Working Towards

I can tell you important parts of the Buddha’s life story in the right sequence and start to explain how he felt at certain points.

Working At

I can tell you some of the things Siddhattha did to try to be happy and explain why I think they didn’t work for him.

Working Beyond

I can make a link between trying to live a good life by following the 8-fold path and the suffering Siddhattha saw.

I can make links between how Sikhs practise their religion and the beliefs that underpin this. [Blue]

Knowledge and understanding

How far would a Sikh go for his/her religion?

Working Towards

I can use the right words to describe some of the ways Sikhs show their religion is important to them and start to explain why not all Sikhs practise their religion in the same way

Working At

I can make links between how Sikhs practise their religion and the beliefs that underpin this.

Working Beyond

I can use a wide range of religious vocabulary in suggesting reasons for the differences in the ways Sikhs choose to commit to and express their religion.

I can describe how different practices enable Muslims to show their commitment to God and understand that some of these will be more significant to some Muslims than others. [Blue]

Knowledge and understanding

What is the best way for a Muslim to show commitment to God?

Working Towards

I can describe some of the ways that Muslims choose to show commitment to God.

Working At

I can describe how different practices enable Muslims to show their commitment to God and understand that some of these will be more significant to some Muslims than others.

Working Beyond

I can explore why Muslims choose to show commitment to God in the ways that they do and how this might impact on their lives.

Core Vocabulary

Creation Story: Found in Genesis Chapter 1, the first book of the Bible (the Christian sacred text).

 Adam : The first man

Eve: The first woman

Samaritan: One belonging to a race who did not normally associate with Jews.

Parable: Story with a moral or meaning about everyday life

Divali :Festival of Lights at the end of one year to mark the beginning of the next in the Hindu calendar

Ramayana: The Hindu epic tale which relates the story of Rama and Sita.

 Rama:The incarnation of the Lord and hero of the Ramayana.

 Sita: The divine consort of Rama.

 Lakshmi:  The goddess of fortune, an aspect of Brahman.

Rangoli patterns :Patterns created on the floor in living rooms or courtyards using materials such as coloured rice, dry flour, coloured sand or flower petals.

Diva lamp: Oil lamp usually made from clay, with a cotton wick dipped in ghee or vegetable oils.

 Puja tray: Puja means worship. Puja tray contains items used in worship namely a bell, a pot of water, a diva lamp, an incense burner, a pot of kum powder, and a spoon. Puja involves offering light, incense, flowers and food to the deities (the gods). During Puja the worshippers will chant mantras, which are prayers and verses from the Hindu holy books.

 Mandir:Mandir: Hindu place of worship (Temple).

Buddha:Awakened or enlightened one.

 Bodhi: Tree under which Buddha reached enlightenment: known as the tree of wisdom.

8-fold path:The eightfold path is Right Understanding, Right Intent, Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.

 Prince Siddhattha: Prince who became Buddha.

 Gautama Yasodhara: Siddhattha’s wife

Guru:Teacher: used in Sikhism to refer to the ten human Gurus and the Guru Granth Sahib.

  Amrit: The Sikh rite of initiation into the Khalsa.

 Khalsa:  “The community of the pure”. The initiated Sikh community

Karah Prashad:Sanctified food distributed at Sikh ceremonies.

  5 Ks: The symbols of Sikhism worn by Sikhs.

 Kirpan:Sword: one of the 5 Ks, which signifies protection.

  Kesh:Uncut hair: one of the 5Ks, which signifies spirituality.

  Kara :Steel band worn on the right wrist: one of the 5Ks which signifies good deeds.

 Kangha:Comb worn in the hair: one of the 5Ks which signifies cleanliness.  Kachera: Traditional underwear/shorts: one of the 5Ks which signifies self-discipline.

Guru Granth Sahib: Sikh Holy Book.

Langar : Gurdwara dining hall and the food served in it.

Golden Temple of Amritsar : The holiest Sikh gurdwara located in the city of Amritsar, Punjab, India.

Guru Nanak: The first Guru and founder of the Sikh faith (1469-1539).

Five Pillars: The framework of the Muslim life. They are the testimony of faith, prayer, giving zakah (support of the needy), fasting during the month of Ramadan, and the pilgrimage to Makkah once in a lifetime for those who are able.

 Zakah :Giving money to charity

 Sawm: Fasting during the month of Ramadan.

 Qu’ran: The Holy book of Islam revealed to the Prophet Muhammad.

 Hajj: Pilgrimage to Makkah.

Makkah/Mecca : City where the Prophet Muhammad was born and where the Ka’bah is located.Qur’an :The Holy book of Islam revealed to the Prophet Muhammad..

Ramadan is the ninth month of the Islamic calendar and marks the revelation of the Quran to the Prophet Muhammad:it is one of the Five Pillars of Islam, which Muslims follow. It  is the most holy month in the Islamic calendar, during which worshippers take part in fasting from sunrise to sunset.

Autumn 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

C: Christmas

Concept: Incarnation

What gifts might Christians In

my town have given Jesus if he had been born here rather than in Bethlehem?

C: Christmas

Concept: Incarnation

Why do Christians believe God gave Jesus to the world?

C: Christmas

Concept: Incarnation

Has Christmas lost its true meaning?

C: Christmas

Concept: Incarnation

What is the most significant part of the nativity story for Christians today?

C: Christmas

Concept: Incarnation

Is the Christmas story true?

C: Christmas

Concept: Incarnation

Key Question:

Do Christmas celebrations

and traditions help Christians

understand who Jesus was and

why he was born?

Key Content

(Skills/knowledge)

I can talk about a gift that is special to me

I can remember some of the Christmas story.

I can suggest a gift I would give to Jesus.

I can say how I could help solve a problem by showing love.

I can remember the Christmas story and start to explain that Christians believe Jesus was a gift from God.

I can tell you why Christians think God gave Jesus to the world.

I can explain what Christmas means to me and talk about whether this involves giving and receiving gifts.

I can start to explain the Christian belief that Jesus was God in human form and why God gave him to the world.

I can start to tell you what Christmas means to Christians and what it means to me.

I can design a symbolic object to show the significance of Christmas or the Christmas holiday to me.

 I can describe one thing a Christian might learn about Jesus from a Christmas symbol.

 I can ask questions about what Christmas means to Christians and compare this with what it means to me.  

I can start to explain how ‘true’ could mean different things to different people, and how stories can be ‘true’ in different ways.

 I can start to explain the Christian belief that Jesus was the Incarnation of God.

 I can start to express an opinion on whether the Christmas story is true and what this might mean to Christians.  

I can start to explain how some of the ways I choose to celebrate are directly linked to the event I am celebrating, and how other ways are not.

 I can describe some of the ways that Christians would celebrate Christmas and start to understand which of these would help them understand who Jesus was and why he was born.

 I can explain that people may celebrate Christmas in different ways and say whether or not I feel this relates to Jesus.

KPIs

I can suggest a gift I would give to Jesus. [Red]

Evaluation/ critical thinking in relation to the enquiry

What gifts might Christians in my town have given Jesus if he had been born here rather than in Bethlehem?

Working Towards

I can show some awareness that Jesus is special to Christians.

Working At

I can suggest a gift I would give to Jesus.

Working Beyond

I can think of a gift Christians might choose for Jesus and start to explain why He is special to them. (Incarnation).

I can tell you why Christians think God gave Jesus to the world. [Red]

Evaluation/ critical thinking in relation to the enquiry

Why do Christians believe God gave Jesus to the world?

Working Towards

I can start to say why Christians think God gave Jesus to the world.

Working At

I can tell you why Christians think God gave Jesus to the world.

Working Beyond

I can explain the Christian belief that God gave Jesus to the world to rescue/save it.

I can start to tell you what Christmas means to Christian and what it means to me. [Red]

Evaluation/ critical thinking in relation to the enquiry

Has Christmas lost its true meaning??

Working Towards

I can talk about some of the different ways Christmas is celebrated by Christians and non-Christians.

Working At

I can start to tell you what Christmas means to Christian and what it means to me.

Working Beyond

I can recognise that Christmas means different things to different people.

I can ask questions about what Christmas means to Christians and compare this with what it means to me. [Red]

Evaluation/ critical thinking in relation to the enquiry

What is the most significant part of the Nativity story for Christians today?

Working Towards

I can ask questions about something I find puzzling in the Christmas story.

Working At

I can ask questions about what Christmas means to Christians and compare this with what it means to me.

Working Beyond

I can reflect on how I feel about Christian beliefs about Christmas and the Incarnation.

I can start to express an opinion on whether the Christmas story is true and what this might mean to Christians. [Red]

Evaluation/ critical thinking in relation to the enquiry

Is the Christmas story true?

Working Towards

I can start to explain that true can mean different things relating to the Christmas story.

Working At

I can start to express an opinion on whether the Christmas story is true and what this might mean to Christians.

Working Beyond

I can explain my own opinion on whether the Christmas story is true and say what Christians might think of my opinion.

I can start to consider my own response to the Christian belief in the Virgin birth, showing respect to Christian views. [Red]

Evaluation/ critical thinking in relation to the enquiry

How significant is it that Mary was Jesus’ mother?

Working Towards

I can start to think through why Mary being Jesus’ mother is important to Christians and what I think about this.

Working At

I can start to consider my own response to the Christian belief in the Virgin birth, showing respect to Christian views.

Working Beyond

I can explain my own response to the Christian belief in the Virgin birth.

Core Vocabulary

Mary :The Mother of Jesus, also referred to as Mother of God (as Christians believe Jesus was God incarnate.

Joseph:Mary’s husband, Jesus’ earthly father.

Frankincense: An aromatic resin used in incense and perfumes.

Myrrh:

Advent: The period beginning on the 4th Sunday before Christmas. Literal translation is “coming” so this is a time of preparation, waiting for Jesus’ birth.

Advent :The period beginning on the 4th Sunday before Christmas. Literal translation is “coming” so this is a time of preparation.

 Incarnation:The Christian belief that God took human form in Jesus Christ.

Frankincense: An aromatic resin used in incense and perfumes.

Myrrh: An anointing oil.

Christingle: Means ‘Christ Light’ and is used to celebrate Jesus Christ as the “Light of the World”.

Advent:The period beginning on the 4th Sunday before Christmas. Literal translation is “coming” so this is a time of preparation.

 Incarnation:The Christian belief that God took human form in Jesus Christ.

 

Incarnation:The Christian belief that God took human form in Jesus Christ.

 Crib :The place where Jesus was laid as a baby but sometimes refers to whole nativity scene.

 Carols:  Songs about Christmas and the birth of Jesus.

Spring 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

C: Jesus as a friend

Concept: Incarnation

Was it always easy for Jesus to show friendship?

J: Passover

How important is it for Jewish people to do what God asks

them to do?

C: Jesus’ Miracles

Concept: Incarnation

Could Jesus heal people? Were these miracles or is there some other explanation?

B: The 8-Fold Path

Can the Buddha’s teachings

make the world a better place?

S: Beliefs and Moral Values

Are Sikh stories important

today?

C: Beliefs and Meaning

Concept: Salvation

Is anything ever eternal?

Key Content (Skills/knowledge)

I can talk about my friends and why I like them.

I can remember a story about Jesus showing

friendship and talk about it.

I can say how Jesus tried to be a good friend.

I can talk about why I do as some people ask but not others.

I can talk about the Seder meal, or another Jewish practice, with some detail and some of the correct vocabulary, and start to explain why they choose to do this.

I can suggest what I think are the most and least important things Jews do that God asks them to do and add at least one reason.

I can talk about some of the things in the world that people think of as miracles and begin to tell you about a miracle I would like to see happen today. I can explain one Christian viewpoint about one of Jesus’ healing miracles. I can start to say whether I believe Jesus actually healed people or not.

I can suggest why there may be problems in the world and how people could help solve them.

 I can recall one of the Buddha’s stories and start to explain what the Buddha was teaching through it.

 I can give an example of how Buddhists could learn from this and put the teaching into practice to make the world a better place.

I can explain how some stories can teach people about what is important and how to behave.

 I can recognise that stories can be an important way of expressing belief and meaning and can explain the relevance of a Sikh story.

 I can explain how some stories can teach Sikhs about what is important in life and relate this to non-Sikhs.

I can express the feelings I have when I think about situations or things I would like to last forever.

I can make links between different Christian beliefs and their views on whether anything is ever eternal.

I can reflect on my own beliefs about whether anything is eternal.

KPIs

I can talk about my friends and why I like them. [Green]

Personal resonance with or reflection on…

Was it always easy for Jesus to show friendship?

Working Towards

I can tell you who is my friend.

Working At

I can talk about my friends and why I like them.

Working Beyond

I can talk about times when I have been a good friend.

I can talk about why I do as some people ask but not others. [Green]

Personal resonance with or reflection on…

How important is it for Jewish people to do what God asks them to do?

Working Towards

I can talk about people I listen to/respect.

Working At

I can talk about why I do as some people ask but not others.

Working Beyond

I can say what makes me do as some people ask but not others, and explain what influences my choices.

I can talk about some of the things in the world that people think of as miracles and begin to tell you about a miracle I would like to see happen today. [Green]

Personal resonance with or reflection on…

Could Jesus heal people?

Working Towards

I can talk about what I think a miracle is.

Working At

I can talk about some of the things in the world that people think of as miracles and begin to tell you about a miracle I would like to see happen today.

Working Beyond

I can explain why some people may describe something they see as a miracle when there may also be another explanation.

I can suggest why there may be problems in the world and how people could help solve them. [Green]

Personal resonance with or reflection on…

Could the Buddha’s teachings make the world a better place?

Working Towards

I can talk about some situations which are wonderful or problematic.

Working At

I can suggest why there may be problems in the world and how people could help solve them.

Working Beyond

I can start to consider the extent to which I can help make the world a better place.

I can explain how some stories can teach people about what is important and how to behave. [Green]

Personal resonance with or reflection on…

Are Sikh stories important today?

Working Towards

I can give an example of a story that teaches me how to behave towards other people.

Working At

I can explain how some stories can teach people about what is important and how to behave.

Working Beyond

I can give my opinion as to why stories may be important to people today.

I can express the feelings I have when I think about situations or things I would like to last forever. [Green]

Personal resonance with or reflection on…

Is anything ever eternal?

Working Towards

I can start to show an understanding of the concept of eternity.

Working At

I can express the feelings I have when I think about situations or things I would like to last forever.

Working Beyond

I can explain the difference it would make to me to know that something was eternal.

Core Vocabulary

Zacchaeus :An unpopular tax-collector whom Jesus befriended.

Mary, Martha and Lazarus:Siblings who were friends of Jesus. Christians believe Jesus brought Lazarus back from the dead.

Pesach Passover: Festival commemorating the Exodus from Egypt.

Seder: Home-based ceremonial meal during Pesach. Hagadah :Book used at Pesach.

Matzah:Flat cracker-like bread.

Charoset :Sweet, dark-coloured paste made of apple, cinnamon, nuts etc.

Zeroah: Roasted bone to remind Jews of the Pesach offering that was offered in the Temple in Jerusalem.

Beitzah: Hard-boiled egg.

Maror:Horseradish root: bitter herbs symbolize the harsh suffering and bitter times endured when Jews were slaves in Egypt.

Karpas: Green vegetables or herbs which are dipped in salt water, representing the tears cried as slaves.

Chazeret: Romaine lettuce: eaten with the Maror.

Exodus:The departure of the Israelites from Egypt under the leadership of Moses.

Moses:A prophet who became a religious leader, to whom the authorship of the Torah is traditionally attributed.

Kashrut: Laws relating to keeping a kosher home and lifestyle.

Kosher: Fit and proper. Also refers to foods allowed by Jewish law.

Miracle: An event not explicable by natural or scientific laws.

Buddha: Awakened or enlightened one.

 Bodhi: Tree under which Buddha reached enlightenment: known as the tree of wisdom.

 8-fold path: The eightfold path is Right Understanding, Right Intent, Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration.

Guru:Teacher: used in Sikhism to refer to the ten human Gurus and the Guru Granth Sahib.

 Guru Granth Sahib: Sikh Holy Book.

 Guru Nanak:The first Guru and founder of the Sikh faith (1469-1539).

 Khalsa:“The community of the pure”. The initiated Sikh community

Agape:(Pronounced a-ga-pay) Unconditional love.

 Ten Commandments :Laws or rules handed down to Moses by God on Mount Sinai.


Spring 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

C: Easter

Concept: Salvation

Why was Jesus welcomed like a king or celebrity by the

crowds on Palm Sunday?

C: Easter

- Resurrection

Concept: Salvation

How important is it to Christians that Jesus came back to life after His crucifixion?

C: Easter

- Forgiveness

Concept: Salvation

What is ‘good’ about Good Friday?

C: Easter-Forgiveness

Concept: Salvation

Is forgiveness always possible

for Christians?

C: Easter

Concept: Salvation

How significant is it for Christians to believe God intended Jesus to die?

C: Easter

Concept: Gospel

Is Christianity still a strong

religion 2000 years after Jesus

was on Earth?

Key Content

(Skills/knowledge)

I can talk about a person I admire. I can recall parts of the Easter story. I can recognise some symbols in the story. I can start to show understanding that Jesus is special to Christians and say why.

I can say what I believe happens to you when you die and tell you how I remember people close to me. I can recall what Christians believe happened on Easter Sunday. I can start to suggest a different explanation as to what happened to Jesus after the empty tomb and offer my opinion.

I can suggest how a person may rescue/help others who are in difficult situations. I can start to tell you why Christians believe Jesus’ death is important. I can start to reflect on whether I agree with Christian beliefs about Jesus’ death.

I can talk about what sort of help I might need to show forgiveness.

I can describe what a Christian might learn about forgiveness from a Biblical text.

 I can show an understanding of how Christians believe God can help them show forgiveness.

 I can give an example of someone with a strong sense of purpose for their life and give my opinions on this.

 I can start to explain whether God intended Jesus to be crucified or whether Jesus’ crucifixion was the consequence of events during Holy Week.

I can start to express my opinion about Jesus’ crucifixion being his destiny/purpose.

I can explain how the influence people have had on me has affected what I see as important.

 I can explain how one of the reasons people use to suggest that Christianity is a strong religion today can be counteracted.

I can give my opinion as to whether Christianity is a strong religion now and say why I think this.

KPIs

I can recall parts of the Easter story. I can recognise some symbols in the story. [Blue]

Knowledge and understanding

Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday?

Working Towards

I can tell you something about Palm Sunday.

Working At

I can recall parts of the Easter story. I can recognise some symbols in the story.

Working Beyond

I can recall what happened on Palm Sunday and can say what some of the symbols in the Easter story mean.

I can recall what Christians believe happened on Easter Sunday. [Blue]

Knowledge and understanding

How important is it to Christians that Jesus came back to life after his crucifixion?

Working Towards

I can recall parts of the Easter story.

Working At

I can recall what Christians believe happened on Easter Sunday.

Working Beyond

I can tell you about the Christian belief in Jesus’ resurrection and start to explain why this is so important to them.

I can start to tell you why Christians believe Jesus’ death is important. [Blue]

Knowledge and understanding

What is ‘good’ about Good Friday?

Working Towards

I can say what some of these symbols represent e.g. cross: cross/bread/wine.

Working At

I can start to tell you why Christians believe Jesus’ death is important.

Working Beyond

I can start to explain why Christians see Jesus’ death as ‘good’.

I can describe what a Christian might learn about forgiveness from a Biblical text. [Blue]

Knowledge and understanding

Is forgiveness always possible for Christians?

Working Towards

I can recall a Christian story about forgiveness and say what it tells people about how to treat each other.

Working At

I can describe what a Christian might learn about forgiveness from a Biblical text.

Working Beyond

I can explain how Christians might try to put into practice Jesus’ teachings about forgiveness.

I can start to explain whether God intended Jesus to be crucified or whether Jesus’ crucifixion was the consequence of events during Holy Week. [Blue]

Knowledge and understanding

How significant is it for Christians to believe God intended Jesus to die?

Working Towards

I can say how some events in Holy Week tell Christians about Jesus’ purpose/destiny.

Working At

I can start to explain whether God intended Jesus to be crucified or whether Jesus’ crucifixion was the consequence of events during Holy Week.

Working Beyond

I can consider whether God intended Jesus to be crucified or whether Jesus’ crucifixion was the consequence of events during Holy Week and find supporting evidence.

I can explain how one of the reasons people use to suggest that Christianity is a strong religion today can be counteracted. [Blue]

Knowledge and understanding

Is Christianity still a strong religion 2000 years after Jesus was on Earth?

Working Towards

I can describe one way that Christianity seems to be a strong religion today.

Working At

I can explain how one of the reasons people use to suggest that Christianity is a strong religion today can be counteracted.

Working Beyond

I can explain a range of arguments to suggest Christianity is a strong religion today and also give you the opposing arguments.

Core Vocabulary

Palm Sunday : The Sunday before Easter: it

commemorates Jesus’ triumphal

entry into Jerusalem.

Palm cross: A cross made out of a palm, given to Christians who go to church on Palm Sunday.

Easter Egg: Symbol of new life.

Hot cross bun: Symbolic of the shape of the stone across the front of Jesus’ tomb. Cross representing crucifixion.

Resurrection:The Christian belief of the rising from the dead of Jesus on the third day after crucifixion. Celebrated on Easter Sunday.

Jesus:The central figure of Christian devotion. The second person of the Trinity.

 Palm Sunday:The Sunday before Easter: it commemorates Jesus’ triumphal entry into Jerusalem.

 The Last Supper: The Passover meal that Jesus shared with his 12 disciples: commemorated on the Thursday before Easter. This meal is commemorated in Communion or Eucharist.

 Cross: The shape of wood that Jesus was

nailed to when he was crucified on

Good Friday.

 Tomb: The cave where Jesus was laid after his crucifixion. It was dug out of the ground with a stone rolled in front of it.

 Bread and Wine: Eaten and drunk at the Last Supper: Jesus told his disciples it was to symbolise his body and blood and that they should repeat these actions in memory of him. This has become Communion or Eucharist.

 Maundy Thursday:Thursday before Easter Sunday, traditionally when the Last Supper and Jesus’ arrest in the Garden of Gethsemane are remembered.

 Good Friday:Day after Maundy Thursday: day to commemorate Jesus’ crucifixion.

 Disciples:Jesus’ 12 special friends and followers who shared the Last Supper with him.

Judas:Disciple who led guards to Jesus and caused his arrest.

The Lord’s Prayer: Also known as “The Our Father”: prayer Jesus taught the disciples.

 The Last Supper:The Passover meal that Jesus shared with his 12 disciples: commemorated on the Thursday before Easter. This meal is commemorated in Communion or Eucharist.

 Peter: Disciple who denied knowing Jesus 3 times.

Holy Week:The week from Palm Sunday to Easter Sunday.

 Pilate;He convicted Jesus of treason and declared that Jesus thought himself King of the Jews, and had Jesus crucified.

 Herod:Roman King at the time of Jesus’ crucifixion.

 Mount of Olives:Site of the Garden of Gethsemane.

 Garden of Gethsemane: Place where Jesus went to pray and was arrested.

Lent : 40 days leading up to Easter. Ash Wednesday:First day of Lent: Christians can receive the sign of the cross in ash on their foreheads (the ash is made from burning the previous year’s palm crosses from Palm Sunday).

 Shrove Tuesday: The day before Ash Wednesday: typically a time to finish up rich food ready for fasting in Lent; traditionally called Pancake Day in UK.

 Fish symbol: Known as ichthys: means fish in Greek, but the letters are also the initials of five Greek words that mean “Jesus Christ, Son of God, Saviour”.

CAFOD : Catholic Agency for Overseas Development.

Ten Commandments: Laws or rules handed down to Moses by God on Mount Sinai.

 

Summer 1

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

J: Shabbat

Is Shabbat important to Jewish

children?

I: Community and Belonging

Does going to a Mosque give

Muslims a sense of belonging?

S : Sharing and Community

Do Sikhs think it is important to share?

J: Rites of Passage and Good Works

What is the best way for a Jew to show commitment to God?

H: Beliefs and Moral

Values

Do beliefs in Karma, Samsara and Moksha help Hindus lead

good lives?

I: Beliefs and Moral Values

Does belief in Akhirah (life after death) help Muslims lead good

lives?

Religion: Islam

NB: This enquiry is taught in 2 sections over the term

Key Content (Skills/knowledge)

I can tell you which is my favourite day of the week and talk about food I would like to share in a special meal. I can use the right names for things that are special to Jewish people during Shabbat and explain why. I can start to make a connection between being Jewish and decisions about behaviour.

I can understand how meeting in a certain place could make me feel like I belong. I can explain what happens when Muslims pray alone or at the mosque. I can talk about how Muslims feel a sense of belonging when they are with other Muslims or when they pray on their own and say why this might be.

I can discuss why it is important to share even though it is not always easy. I can describe some ways that Sikhs share and begin to explain why this is important to them because of their beliefs. I can begin to tell you if I think sharing is important or not to Sikhs.

 I can explain why I think some things need to wait until you are a certain age.  I can give you examples of things I am committed to and explain which ones are more or less important to me.

 I can describe some of the ways that Jews choose to show commitment to God and am starting to understand that they do this in different ways.

 I can express an opinion on which ways I think might be the best ways for Jews to show their commitment to God and start to give reasons.

I can start to express my own views about life after death.

 I can compare Hindu and Christian beliefs relating to life after death and tell you how these make a difference to believers’ lives.

 I can express my own views about Hindu beliefs and whether they make sense to me or not.

I can give examples of times when I misinterpreted something.

 I can explain two different Muslim interpretations of Jihad.

 I can recognise what motivates me or influences me to lead a good life and compare it with what motivates and influences Muslims.

KPIs

I can use the right names for things that are special to Jewish people during Shabbat and explain why. [Blue]

Knowledge and understanding

Is Shabbat important to Jewish children?

Working Towards

I can tell you something on the special Shabbat table.

Working At

I can use the right names for things that are special to Jewish people during Shabbat and explain why.

Working Beyond

I can talk about some of the things that Jewish people do to celebrate Shabbat.

I can explain what happens when Muslims pray alone or at the mosque. [Blue]

Knowledge and understanding

Does going to a mosque give Muslims a sense of belonging?

Working Towards

I can use the right words to describe what Muslims do and feel when they attend prayer at the mosque.

Working At

I can explain what happens when Muslims pray alone or at the mosque.

Working Beyond

I can describe how a Muslim achieves a sense of belonging through praying.

I can describe some ways that Sikhs share and begin to explain why this is important to them because of their beliefs. [Blue]

Knowledge and understanding

Do Sikhs think it is important to share?

Working Towards

I can talk about some of the ways Sikhs share.

Working At

I can describe some ways that Sikhs share and begin to explain why this is important to them because of their beliefs.

Working Beyond

I can use the right religious words to describe some of the practices and experiences Sikhs have which enable them to follow the Guru’s teaching of sharing and explain why this is important to them.

I can describe some of the ways that Jews choose to show commitment to God and am starting to understand that they do this in different ways. [Blue]

Knowledge and understanding

What is the best way for a Jew to show commitment to God?

Working Towards

I can describe one of the ways Jews show commitment to God.

Working At

I can describe some of the ways that Jews choose to show commitment to God and am starting to understand that they do this in different ways.

Working Beyond

I can describe how different practices enable Jews to show their commitment to God and understand that some of these will be more significant to some Jews than others.

I can compare Hindu and Christian beliefs relating to life after death and tell you how these make a difference to believers’ lives. [Blue]

Knowledge and understanding

Do beliefs in Karma, Samsara and Moksha help Hindus lead good lives?

Working Towards

I can describe a Hindu belief relating to life after death and begin to explain the impact of this on a Hindu’s life.

Working At

I can compare Hindu and Christian beliefs relating to life after death and tell you how these make a difference to believers’ lives.

Working Beyond

I can start to explain how beliefs about life after death make an impact on the ways Hindus choose to live their lives.

I can explain how believing in Akhirah influences Muslims to do their best to lead good lives. [Blue]

Knowledge and understanding

Does belief in Akhirah (life after death) help Muslims lead good lives? Part 1

Working Towards

I can describe some of the ways that Muslims try to lead lives respectful to God and start to say why this is important to them.

Working At

I can explain how believing in Akhirah influences Muslims to do their best to lead good lives.

Working Beyond

I can explain how the belief in Akhirah influences Muslim decisions and choices as to how to behave towards God and other people.

Core Vocabulary

Shabbat : Day of spiritual renewal and rest beginning at sunset on a Friday and finishing at nightfall on Saturday. Challah:Bread eaten on Shabbat, usually plaited.

Mosque: Place of worship for Muslims.

Minaret: Slim tower used as a high point from which to make the call to prayer.

Musalla:Prayer hall.

Mihrab: An ornamental indentation in the wall of a mosque, which marks the direction of the qiblah.

Minbar:Raised platform in the front area of a mosque, from which sermons or speeches are given.

Qur’an: The Holy book of Islam revealed to the Prophet Muhammad. Wudu : Washing/ablution before prayer.

Prayer mats: A rug or piece of fabric placed between the ground and the worshipper for cleanliness.

Hajj:Annual pilgrimage to Makkah that each Muslim must undertake once in their lifetime if they have adequate health and wealth.

Guru: Teacher: used in Sikhism to refer to the ten human Gurus and the Guru Granth Sahib.

 Vaisakhi Festival : A major Sikh festival celebrating the formation of the Khalsa and new year.

Gurdwara:Sikh place of worship: literally means the doorway to the Guru.

Divali:For Sikhs, it celebrates the release from prison of the sixth guru, Guru Hargobind, and 52 other princes with him, in 1619.

 Guru Hargobind:6th Sikh Guru.

 Guru Granth Sahib: Sikh Holy Book.

 Langar: Gurdwara dining hall and the food served in it.

Karah Parshad :Sanctified food distributed at Sikh ceremonies.

Ten Commandments:Laws or rules handed down to Moses by God on Mount Sinai.

 Shabbat:Day of spiritual renewal and rest beginning at sunset on a Friday and finishing at nightfall on Saturday.

 Seder:Home-based ceremonial meal during Pesach.

 Synagogue: Jewish place of worship used for public prayer, study and meeting.

 Torah : Jewish Law/Teaching. The five books of Moses/first 5 books of the Bible.

Bar Mitzvah: A boy’s coming of age at 13 years old. Usually marked by a synagogue ceremony and family celebration.

 Bat Mitzvah :A girl’s coming of age at 12 years old. May be marked differently between communities.

Mitzvot :The Torah contains 613 Mitzvot or commandments. Commonly known as good deeds.

Tu B’Shevat:Jewish holiday occurring on the 15th day of the Hebrew month of Shevat known as the New Year for Trees.

 Shema: Jewish prayer affirming belief in one God.

Karma: The action of cause and effect.

 Samsara: The cycle of birth, death and rebirth (transmigration of the soul).

 Moksha: Ultimate liberation from transmigration: the cycle of birth and death.

 Bhagavad Gita: “The Song of the Lord”: spoken by Krishna, the most important scripture for most Hindus.

 Upanishads:Sacred text.

 Atman: The real self/soul.

 Sadhu: Holy man.

 

 Akhirah: Muslim belief in life after death.

 Muhammad: The final prophet.

 Qu’ran : The Holy book of Islam revealed to the Prophet Muhammad.

 Five Pillars: The framework of the Muslim life. They are the testimony of faith, prayer, giving zakah (support of the needy), fasting during the month of Ramadan, and the pilgrimage to Makkah once in a lifetime for those who are able.

 Jihad : Personal individual struggle against evil / making effort.

 Ummah: World-wide community of Muslims the nation of Islam.

Summer 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Topic Title

J:Rosh Hashanah and Yom Kippur

Are Rosh Hashanah and Yom Kippur important to Jewish

children?

I: Hajj

Does completing Hajj make a person a better Muslim?

H: Pilgrimage to the River Ganges

Would visiting the River Ganges feel special to a non-Hindu?

C: Prayer and Worship

Do people need to go to church to show they are Christians?

C: Beliefs and Practices

What is the best way for a Christian to show commitment to God?

I: Beliefs and Moral values

Does belief in Akhirah (life after death) help Muslims lead good

lives?

Religion: Islam

NB: This enquiry is taught in 2 sections over the term

Key Content

(Skills/knowledge)

I can say how it feels to say sorry and what I have said sorry for. I can tell you something that either Rosh Hashanah or Yom Kippur is about. I can choose a picture and give my thinking on why this might be important to Jewsih children at Rosh Hashanah or Yom Kippur.

I can tell you about a special journey and why it was special to me. I can remember some of the events that happen during Hajj and start to explain why these are important to Muslims. I can start to think about the significance of Hajj to a Muslim.

I can explain why water is important. I can describe a Hindu ritual that happens at/in the River Ganges and explain why this is important and significant to the Hindus taking part in it. I can empathise with the special feelings a Hindu might experience when taking part in a ritual at the River Ganges

I can explain some of the feelings my special place gives me and suggest why that is.

I can describe some of the ways Christians use churches to worship/celebrate Holy Communion or participate in baptism.

I can start to understand the impact a Christian’s special place has on him/her.

I can show an understanding of why people show commitment in different ways.

 I can describe how different practices enable Christians to show their commitment to God and understand that some of these will be more significant to some Christians than others.

 I can explain why I think some ways of showing commitment to God would be better than others for Christians.  

I can give examples of times when I misinterpreted something.

 I can explain two different Muslim interpretations of Jihad.

 I can recognise what motivates me or influences me to lead a good life and compare it with what motivates and influences Muslims.

KPIs

I can say how it feels to say sorry and what I have said sorry for. [Green]

Personal resonance with or reflection on…

Are Rosh Hashanah and Yom Kippur important to Jewish children?

Working Towards

I can tell you a time I said sorry.

Working At

I can say how it feels to say sorry and what I have said sorry for.

Working Beyond

I can tell you how it feels to forgive someone.

I can tell you about a special journey and why it was special to me. [Green]

Personal resonance with or reflection on…

Does completing Hajj make a person a better Muslim?

Working Towards

I can tell you about a special journey I have made.

Working At

I can tell you about a special journey and why it was special to me.

Working Beyond

I can explain why a journey was special to me and how I felt about it.

I can explain why water is important. [Green]

Personal resonance with or reflection on…

Would visiting the River Ganges feel special to a non-Hindu?

Working Towards

I can explain the effects of water on me.

Working At I can explain why water is important.

Working Beyond

I can describe some ways that people use water in groups and start to explain how that gives a sense of community.

I can explain some of the feelings my special place gives me and suggest why that is. [Green]

Personal resonance with or reflection on…

Do people need to go to church to show they are Christians?

Working Towards

I can discuss my special place, tell you why it is special and how I feel when I am there.

Working At

I can explain some of the feelings my special place gives me and suggest why that is.

Working Beyond

I can reflect on a range of special places and identify why they have the impact on me that they do.

I can show an understanding of why people show commitment in different ways. [Green]

Personal resonance with or reflection on…

What is the best way for a Christian to show commitment to God?

Working Towards

I can express why showing commitment to something may be a good thing.

Working At

I can show an understanding of why people show commitment in different ways.

Working Beyond

I can explain why one way of showing commitment may not be better than another.

I can give examples of times when I misinterpreted something. [Green]

Personal resonance with or reflection on…

Does belief in Akhirah (life after death) help Muslims lead good lives? Part 2

Working Towards

I can explain how sometimes people see/interpret things in different ways.

Working At

I can give examples of times when I misinterpreted something.

Working Beyond

I can start to explain how my beliefs about right and wrong make a difference to how I see things.

Core Vocabulary

Rosh Hashanah: ‘beginning of the year’

Yom Kippur: Jewish New Year.

 Shofar:Ancient musical horn made of ram’s horn (or other Kosher animal).

Hajj:Annual pilgrimage to Makkah that each Muslim must undertake once in their lifetime if they have adequate health and wealth.

Hajj robes : Simple white garments, commonly called ihram. The required pilgrimage dress for men is two white cloths, one of which covers the body from the waist down, and one that is gathered around the shoulder. Women usually wear a simple white dress and headscarf. The ihram is a symbol of purity and equality, and signifies that the pilgrim is in a state of devotion. Makkah/Mecca : City where the Prophet Muhammad was born and where the Ka’bah is located.Qur’an :The Holy book of Islam revealed to the Prophet Muhammad..

Grand Mosque: Largest mosque in the world and surrounds Islam’s holiest place, in the city of Makkah/Makkah, Saudi Arabia.

Mount Arafat : Granite hill east of Makkah in the plain of Arafat.

Five Pillars : The framework of the Muslim life. They are the testimony of faith, prayer, giving zakat (support of the needy), fasting during the month of Ramadan, and the pilgrimage to Makkah once in a lifetime for those who are able.

Pilgrimage: Journey of spiritual significance.

Ganga :The Ganges: most sacred river in India.

Varanasi: City in the Indian state of Uttar Pradesh, regarded as the spiritual capital of India.

Brahman : The ultimate reality or all-pervading reality, from which everything emanates (so present in the water of the Ganges).

Pilgrimage: Journey of spiritual significance.

Church: Christian place of worship.

Baptism:Rite of initiation involving sprinkling with or immersion in water.

 John the Baptist :Jesus’ cousin and person who baptised Jesus in the River Jordan.

Eucharist/Holy Communion: A sacrament instituted by Jesus during his Last Supper. Giving his disciples bread and wine during the Passover meal, Jesus commanded his followers to “do this in memory of me,” while referring to the bread as “my body” and the wine as “my blood.” Through the Eucharistic celebration Christians remember Jesus’ sacrifice.

 Ten Commandments :Laws or rules handed down to Moses by God on Mount Sinai.

 Confirmation:Rite of initiation normally carried out through anointing, the laying on of hands, and prayer, for the purpose of bestowing the Gifts of the Holy Spirit.

 Lord’s Prayer:Also known as “The Our Father”: prayer Jesus taught the disciples.

 

Akhirah: Muslim belief in life after death.

 Muhammad: The final prophet.

 Qu’ran : The Holy book of Islam revealed to the Prophet Muhammad.

 Five Pillars: The framework of the Muslim life. They are the testimony of faith, prayer, giving zakah (support of the needy), fasting during the month of Ramadan, and the pilgrimage to Makkah once in a lifetime for those who are able.

 Jihad : Personal individual struggle against evil / making effort.

 Ummah: World-wide community of Muslims the nation of Islam.