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RE CURRICULUM OVERVIEW
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RE CURRICULUM OVERVIEW - 2023/24

TERM 1: AUTUMN TERM

TERM 2: SPRING TERM

TERM 3: SUMMER TERM

YEAR GROUP

T1a

T1b

T2a

T2b

T3a

T3b

Year 5

Judaism

U2.9 Why is the Torah so important to Jewish People?

  • Identify and explain Jewish beliefs about God
  • Make clear connections between Jewish beliefs about the Torah and how they use and treat it.
  • Make connections between Jewish commandments and how Jews live
  • Make connections between Jewish Beliefs studied and explain how and why they are important to Jewish people today.
  • Consider and weight up the value of tradition, ritual, community, study and worship in the lives of Jews today

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Hinduism

U2.7 Why do Hindus want to be good?

  • Identify and explain Hindu beliefs
  • Make clear connections between Hindu beliefs
  • Connect the four Hindu aims of life and the four stages of life.
  • Give evidence and examples to show how Hindus put their beliefs into practice in different ways
  • Make connections between the Hindu beliefs studied and explain how and why they are important to Hindus
  • Reflect on what impact belief in Karma and dharma might have on individuals and the world

Christianity

U2.4 How do Christians decide how to live?

  • Identify features of Gospel texts
  • Suggest meanings of Gospel texts and compare to own ideas
  • Make clear connections between Gospel texts, Jesus’ ‘good news’ and how Christians live.
  • Make connections between Christian teachings and the Issues, problems and opportunities in the world today.
  • Articulate own responses to the issues studied, recognising different points of view.

The Northern Saints

 - Investigating the Local Saints of Northumberland (St Oswald, St Bede, St Aidan, St Cuthbert, St Wilfred and St Hild)

- Why were they important to the spreading of Christianity in England?

- Link to history with Local Study

Year 6

 Islam

U2.8 What does it mean to be a Muslim in Britain today?

  • Identify and explain Muslim Beliefs about God, the Prophet* and the Holy Qur’an
  • Describe ways in which Muslim sources of authority guide Muslims living.
  • Make clear connections between Muslim beliefs and ibadah
  • Give evidence and examples to show how Muslims put their beliefs into practice in different ways
  • Make connections between Muslim beliefs and Muslim ways of living in Britain/Northumberland today
  • Consider the value of submission, obedience, generosity, self-control and worship in the lives of Muslims today and compare how valuable these are to people who are not Muslim

                                        Creation

U2.2 Creation and Science: conflicting or complementary?

  • Identify what type of Text some Christians say Genesis 1 is, and its purpose
  • Explore what Genesis 1 might mean and compare with different ways that Christians might interpret it
  • Explore other theories of creation in relation to other beliefs.
  • Show understanding of why many Christians find Science and faith go together
  • Compare and make connections between the viewpoints of different faiths, different backgrounds and creation
  • Weigh up how far the Genesis 1 (and other) creation narrative is in conflict, or is complementary, with a scientific account

Dilemmas 

U 2.12 How does Faith help people when Life gets hard?

  • Describe at least three examples of way in which religions guide people in how to respond to good and hard times in life
  • Identify belief about life after death in at least two religious traditions, comparing and explaining similarities and differences
  • Make clear connections between what people believe about God and how they respond to challenges in life
  • Give examples of ways in which beliefs about resurrection/judgement/heaven/karma/reincarnation make a difference to how someone lives
  • Interpret a range of artistic expressions of afterlife

Year 7

                             Buddhism

U3.8 The Buddha: how and why do his experiences and teachings have meaning for people today?

  • Describe how the life of the Buddha led to his teachings
  • Explain the Buddhist dhamma
  • Compare some varieties of Buddhist traditions and describe how they relate to dhamma
  • Give reasons and examples to explain how and why Buddhists put teaching into action in different ways
  • Show how Buddhist teachings guide them into making moral decisions
  • Offer an account of what difference it makes that overcoming dukkha and attaining enlightenment is achievable without supernatural help
  • Evaluate how far the ideas of the Buddhist dhamma help students to make sense of the world and their own experience.

                                               Commitment

U3.5 What do Christans do when life gets hard?

  • Suggest meaning of Biblical concepts and texts to do with wisdom, suffering, evil and the meaning of life
  • Give reasons and examples to explain the range of ways Christans respond to and are influenced by Bible texts about meaning of life, suffering and wisdom, and the key concepts studied
  • Explore the lives of key figures (Corrie Ten Boom, Nicky Cruz ect) and make connections between their beliefs and how they used these when they faced challenges
  • Respond to the challenges of biblical ideas and teachings in the world today and their own lives

Beliefs about God

U3.1 What does it mean for Christians to believe in God as Trinity?

  • Clarify what Christians mean by the term ‘God’
  • Make links between the concept of ‘Trinity’ and the roles and actions of God.
  • Make connections of the ‘Trinity’ with other religions (Hinduism)
  • Explore arguments for the existence of God (Teleological/Cosmological) and examples of beliefs against the existence of God
  • Evaluate own beliefs for the existence of God, giving a coherent account and offering reasons for their responses

Year 8

Humanism

U3.13 What difference does it make to be non-religious in Britain today?

  • Explain what is meant by the terms ‘atheist’ and ‘agnostic’
  • Explain what sources of authority non-religious people might use and why, to decide how to live
  • Give reasons and examples to explain how and why non-religious people put their beliefs into action in different ways
  • Show how Humanist beliefs/principles guide some non-religious people in making moral decisions
  • Offer and account of the significance and impact of non-religious beliefs in the changing religious landscape of the UK
  • Evaluate how far the non-religious beliefs and practices studies helps make sense of the world

 Sikhism

U3.12 How are the Sikh teachings on equality and service put into practice today?

  • Explain the key beliefs of Sikhism and their importance for Sikhs living in Britain today
  • Explain how the Sikhs interpret the Mool Mantar and what it tells them about God, life and how to live
  • Give reasons and examples to explain how and why Sikhs put their faith into action in different ways
  • Show how beliefs and teachings guide Sikhs in responding to the challenges of life in Britain today
  • Offer and account of the value and impact of Sikh practice of service and equality in the UK today
  • Comment on whether the Sikh emphasis on equality and service has any impact on their own views of life.  

Faith in Action

U3.14 Good, bad; right, wrong: how do I decide?

  • Explain the difference between absolute and relative morality and what difference they make for how people decide what is right and wrong
  • Explain how and why people use and make sense on different sources of authority in deciding how to live
  • Show how some religious and Non-religious ideas, teachings and beliefs guide people in making moral decisions
  • Give reasons and examples to explain why people come to different views on moral issues
  • Offer a coherent account of the impact of beliefs on how people decide what is right and wring, comparing two views
  • Evaluate how far the beliefs and principles studies help make sense of the world

Make sense of belief

Understand the impact

Make connections