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					Key Stage Plan: KS2           Coverage: 12 units to cover the 12 terms in KS2. These can be taken in any order to suit the school

                                                          Christianity: 1. The Bible

Programme of study                               Suggested teaching and learning activities         Suggested teaching and learning activities
                                                 for AT1, Learning about religion                   for AT2, Learning from religion

What the Bible contains:                         Christian beliefs about the Bible:                    Put together a class book using writing of
                                                                                                        different sorts about the school, eg history
   Old Testament: Jewish scriptures                That the Bible comprises many different            of the school, school rules, stories of
   New Testaments                                   books, like a library.                             famous characters, sayings, poems about
   The 4 Gospels (meaning Good News)               Create a Bible bookcase to identify Old            school, letters related to school activities
   Christian view of how the Bible is               Testament and New Testament.                      Write a poem in praise of nature
    organised into 66 books (39 Old                 Written by many people, not one, over             Write your own advice to a young person
    Testament and 27 New Testament),                 hundreds of years                                  in the form of proverbs
    chapters and verses.                            Gospels are main source of authority on           Discuss ideas of „holy‟, „sacred‟. How can
   Examples of different types of writing:          what Jesus did                                     a book be a guide for life? What kind of
   Sagas, eg Joseph (Gen 37, 39-47:12)             Learn to find Bible references                     authority does a Bible have?
   Poems eg Psalms (23,150)                        Explore and familiarise with all different        Begin a display of inspirational writing to
   Laws eg Ten Commandments (Exodus                 types of writing                                   be added to
    20:3-17                                         Study a variety of passages from the Bible,       Show a collection of many different types
   History eg Jeremiah (40:7 to 41:18)              illustrating different types of writing (any       of Bibles
   Prophesy eg Amos (5 :16-20)                      suitable examples);                               Write a guide to a passage from the Bible
   Sayings eg Proverbs (15:1-4)                    Different books and types of literature;           for younger pupils
   Letters eg Paul                                 Research key figures in Old and / or New          Choose a verse as your personal text and
                                                    Testaments and create a class book.                memorise it. Discuss why you like it.




                                                                                                                                                   1
Programme of study                               Suggested teaching and learning activities        Suggested teaching and learning activities
                                                 for AT1, Learning about religion                  for AT2, Learning from religion

Uses of the Bible - to teach moral values:          Study a passage from the Ten                     Discuss passages which give guidance on
                                                     Commandments or the Sermon on the                 issues such as jealousy, honesty,
   The Bible contains stories to teach moral        Mount                                             friendship, in the light of pupils‟ own
    values and rules of behaviour                                                                      experiences.
                                                                                                      Talk about implications for daily life; the
                                                                                                       need for rules; express own views and
                                                                                                       conclusions.
                                                                                                      Emphasise that even if people do not
                                                                                                       believe in God, most of these rules would
                                                                                                       apply

Uses of the Bible - in public worship:              Video or in practice - see how the Bible is      Explore how written material influences
                                                     used in church service                            life, belief, action
   As basis for preaching and teaching, eg in      Sing songs/hymns based on Biblical               Pick favourite verse/quotation and say
    Church services                                  passages                                          how this is important to you.
   Special status of the Gospel                    Listen to psalms being sung
   Psalms sung in worship


Uses of the Bible - in personal devotion:           Listen to Christians talking about why they      Produce a class guide to the Bible for KS1
                                                     read the Bible and what it means to them;         pupils.
   Source of inspiration                           Look at Bible reading notes for children         Discuss other sources of inspiration to
   Read regularly                                   and adults. What do we learn?                     them eg their own experiences and belief
   Used as basis for prayer and meditation                                                            in themselves, people they can turn to, to
   Source of doctrine and belief for                                                                  reinforce their sense of self worth.
    Christians




                                                                                                                                                     2
Key Stage Plan: KS2
                                                             Christianity: 2. Jesus
Programme of study                               Suggested teaching and learning activities         Suggested teaching and learning activities
                                                 for AT1, Learning about religion                   for AT2, Learning from religion
Jesus as a boy:                                     Place of life of Jesus in historical context      Similarities and differences between Jesus‟
                                                     through map; what Roman occupation                 life and ours
   Life in Palestine: home, food, climate,          meant                                             Imaginative and creative work on life in 1st
    school, religious upbringing, political         Research and record information about              Century Palestine
    scene, occupied country                          family life, synagogue, education                 Jesus in the Temple – reflect on how a 12
   Baptism by John the Baptist                     Role of the Temple in Jerusalem and in             year old child can have a discussion with a
                                                     major festivals – Passover, Pentecost.             group of adults.
                                                    Jesus and His family in the Temple -
                                                     reflects on the significance of the story in
                                                     Jesus‟ understanding of himself
                                                     (Vocabulary to use: vocation, calling,
                                                     family expectations).

The teachings of Jesus:                             Discuss meanings of stories                       Explore variety of stories with meaning eg
                                                    Define what parables are; they also occur          fables, moral stories, modern parables –
   Use of parables, part of tradition at that       other religions: Judaism, Islam                    link with Literacy lessons
    time, to teach people how to respond to         Difference between a kingdom in                   What would an ideal world be like? What
    God, eg                                          geography and God‟s Kingdom (place                 rules would I have in it?
                                                     rather than people)                               Create own parables to illustrate a truth
     Parables of the Kingdom:
                                                    What the parables tell us about the               Express ideas through art and drama
      - The Great Feast (Lk 14:16-24)
                                                     Kingdom of God
      - The Mustard Seed (Mk 4:30-32)
                                                    Express ideas through art and drama
      - The House Owner ( Mt 24:42-44)
      - The Ten Girls (Mt 25:1-13)

     Response to God:
      - Parable of Pharisee and tax
         collector (Lk 18:9-14)
      - The Sower (Lk 8:4-15)
      - The Lost Son (Lk 15:11-32)

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Programme of study                              Suggested teaching and learning activities        Suggested teaching and learning activities
                                                for AT1, Learning about religion                  for AT2, Learning from religion

     Jesus’ concept of God:
      - Caring and all-knowing ( Mt 5:5-8)
      - A judge (Mt 25:31-46)
      - Father, provider, forgiver ( Lk 11:1-
         4)
      - Three in one ( Mt 28:16-20)
      - Stories told by Jesus
      - The Good Samaritan
      - The Lost Sheep
      - The Talents


The work of Jesus:                                 That sickness was believed to be caused          What it would be like to be forgiven
                                                    by evil spirits in Jesus‟ time; healing was      Uses of the word miracle – examples from
   Miracles: illustrations of Jesus‟ healing       forgiveness of sins                               their experiences
    power over sickness and the natural world,     Discuss points of view of different              Art and drama as methods of exploring
    and how this was interpreted by His             participants, eg by hot-seating                   and understanding these stories
    followers, eg:                                 News bulletins                                   Empathy: what it would be like to be blind
    - Healing of Jairus‟ daughter (Lk 8:49-        Discuss whether miracles occur today              or deaf – what would you miss?
        56)                                                                                          How we can make life better for disabled
    - Healing of centurion‟s servant ( Mt                                                             people
        8:5-13)                                                                                      Believing in yourself, that you can achieve
    - Healing of leper (Mk 1:40-45)                                                                   your goals
    - Healing of man with withered arm (                                                             Different types of healing –is it possible to
        Mk 3:1-6)                                                                                     “wish” someone better?
    - Feeding of five thousand ( Mk 6:30-44)
                                                                                                     What does this mean for you personally?
    - Effect Jesus had on people, eg                                                                  for Christians?
        Zaccheus (Lk 19:1-10)




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Programme of study                               Suggested teaching and learning activities         Suggested teaching and learning activities
                                                 for AT1, Learning about religion                   for AT2, Learning from religion

Jesus’ death and resurrection:                      Read different versions of Easter story           Look at how feelings about events of Holy
                                                    Diary of Easter week, to retell Easter story       Week are conveyed in paintings
   The events of Palm Sunday                        from viewpoint of a character                     What these feelings are
   Holy/Easter Week                                Newspaper reports                                 Why artists want to convey them
   The Last Supper                                 Letters between people                            Listen and respond to music which tells
   Arrest and trial                                Make tape of radio broadcast                       story of Holy Week eg Handel‟s Messiah
   Crucifixion and resurrection                    Video interviews with participants                 (how are tone, tempo etc used to convey
                                                    Follow events of Good Friday by looking            emotions)
                                                     at stations of the cross                          Reflect on contemporary Easter symbols
                                                    Consider paintings depicting events of             of new life eg eggs, spring flowers
                                                     Holy Week                                         Design own representation of new life


What Christians believe about Jesus                 Revisit nativity stories; recount main            What aspects of the stories show Jesus‟
                                                     events through art, paintings, cards, drama;       human or divine origins?
   Incarnation (Jesus born both divine and          carols                                            Reflect on how the stories convey different
    human) – Christian belief that God is with      Identify Biblical events in the separate           beliefs about Jesus
    us                                               accounts (Matthew and Luke)                       Compare with other stories of miraculous
   Salvation (through his death and                Look at aspects of story of Jesus‟ life            birth (eg Krishna, Buddha)
    resurrection Jesus saves people from sin)        reflecting human and divine origins               Create stories of rescues; think about
   salvation meaning healing and making            See how many senses of the word „save‟             responses to rescue and saving - what do
    whole (salve is a healing cream)                 the children can discover. Link these to           people feel? What would it be like to be
                                                     Christian understandings                           saved?
                                                    Discuss Christian beliefs about salvation,        Reflect on Christian beliefs about
                                                     atonement and incarnation, as simply as            salvation and redemption
                                                     possible for pupils to understand                 “Dogger” by Shirley Hughes, losing and
                                                    Listen to Christians explain what these            finding a loved toy
                                                     ideas mean to them
                                                    Explain sections of the Apostles creed that
                                                     deal with Jesus


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Key Stage Plan: KS2
                                                          Christianity: 3. The Church
Programme of study                                Suggested teaching and learning activities        Suggested teaching and learning activities
                                                  for AT1, Learning about religion                  for AT2, Learning from religion
Church buildings                                     How churches and chapels differ in size,         Discuss the experience of sitting quietly in
                                                      shape and decoration. Similarities and            a church
   Different types of Church buildings eg            differences                                      Compare this to pupils‟ favourite places
    cathedrals, chapels.                             Understanding and visiting what is               Ask questions about aspects of the church
   Denominations, especially in locality             available in local area                          Discuss why there are many different
                                                                                                        groups of Christians

Worship                                              Bread and wine as symbols of body and            Discuss special times in pupils‟ lives. The
                                                      blood of Christ – ultimate act of sacrifice       importance of setting a regular time aside
   Significance of Sunday for worship                made by Him                                       for spiritual refreshment
   Communion ( Mass/Eucharist), bread and           What happens in a local church on Sunday         Compare Christian rituals to those in
    wine, link with Last Supper, beliefs about       How this differs from another nearby              children‟s lives eg patterns in family and
    presence of Jesus                                 church                                            school life
   Different types and styles of Church             Learn about the meanings of hymns,               Reflect on why Christians sing hymns and
    services                                          psalms, etc. Look at the words and                pray
   Prayer and praise eg singing psalms,              meanings of a hymn or prayer
    hymns

The Church Year                                      Advent: Preparation for the coming of            Compare Advent to other preparations
                                                      Jesus                                            Discuss why Christians celebrate
   Calendar relates to events in life of Jesus      Christmas: Marks day of Jesus‟ birth;             Christmas, comparing these celebrations to
                                                      thanking God for gift of His Son                  their own
                                                     Lent: Reflection and repentance, starts          Discuss the meaning of repentance and
                                                      Ash Wednesday, lasts 40 days. Jesus in            whether it is relevant to life today
                                                      wilderness                                       Discuss why the events of Holy Week are
                                                     Holy Week: 7 days before Easter, starts           important to Christians
                                                      with Palm Sunday, including Maundy               Respond to the events through the creative
                                                      Thursday (Last Supper), Good Friday and           arts
                                                      Easter Saturday

                                                                                                                                                   6
Programme of study             Suggested teaching and learning activities       Suggested teaching and learning activities
                               for AT1, Learning about religion                 for AT2, Learning from religion

The Church Year (Cont/d …..)      Easter Day: Celebrates resurrection             Reflect on the words of Easter songs and
                                  Ascension Day: 40 days after Easter,             hymns
                                   commemorates Jesus being taken into             Discuss life after death
                                   heaven                                          Reflect on the emotion accompanying a
                                  Pentecost: Celebrates Holy Spirit coming         birth
                                   to apostles, the birth of the Christian         Discuss why Christians celebrate this
                                   Church in a wider sense – see below              event
                                                                                   Discuss what inspires the pupils and why


“The Church” in wider sense       Church as community of people who               Discuss why humans like to meet,
                                   share same religious beliefs, as well as a       celebrate and work together. What groups
                                   physical building. Early Church, spread          do you belong to?
                                   and divisions – at age-appropriate level        Discuss why human groups sometimes
                                                                                    splinter and whether it is possible and a
                                                                                    good thing to get together again




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Key Stage Plan: KS2
                                                  Christianity Unit 4. The Christian way of life

Programme of study                                Suggested teaching and learning activities         Suggested teaching and learning activities
                                                  for AT1, Learning about religion                   for AT2, Learning from religion

   Explore wide variety of people who have a        That the Christian Church includes many           That people have different beliefs which
    Christian way of life                             people with a very wide-range of beliefs,          we should know about and respect even if
   That they try to follow examples set by           roles and work                                     we do not share all of them
    Jesus in their daily lives through active        That people who are not Christian may             Discuss the questions: what are my values?
    involvement,                                      still have strong views about pursuing a           What is important to me? What am I
   eg missionaries, youth workers, Christian         good life and following good examples              committed to? How do we show respect
    organisations, Salvation Army                    That some people see a way of life                 for each other‟s views – in school? in the
   Nuns and monks – their view of monastic           separated from society as their way of             community? In the world?
    way of life                                       worshipping God.                                  Reflect on how RE and history are clearly
   Relate all to local area wherever possible       Research what happens in the local area            linked in cause and effect
   Make link with Tudor history, Henry VIII,        The historical reasons for divisions within       Discuss how many parts make a whole –
    dissolution of monasteries, division into         the Christian Church, at age-appropriate           respecting different points of view and
    RC and C of E                                     level                                              rationale for different organisations
   Church based organisations eg Brownies,          That many groups of people are based              Reflect on how organisations meet human
    Cubs, Church bands                                within Church organisations and have               spiritual and social needs. This occurs also
   Sunday schools, now and in the past               different reason for existing                      in Unit 3: explore idea in more depth here
   The liturgical year: Advent, Christmas,          The patterns of the year and the reason           Understanding traditions and respecting
    Lent, Good Friday, Easter Day, Pentecost.         behind these, again with links to history to       the parts played in these by all members of
    Christian calendar, how and why Easter            explain                                            our society, whether they belong to an
    and Whit are not fixed dates                     The wide range of people and traditions            organised religion or not
   Jobs and clothing: priest, vicar, minister        associated with the Church as a part of our
    etc                                               culture and heritage, and how these
   Traditions: Whit Walks                            traditions fit into our present society
   Nativity plays, Carol concerts, Christingle




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Key Stage Plan: KS2
                                             Unifying theme 1: Signs and symbols

                                              Select at least one from the following

Programme of study    Suggested teaching and learning activities for AT1,        Suggested teaching and learning activities for AT2,
                      Learning about religion                                    Learning from religion

Buddhism:                Prayer wheel: Symbol of compassion                          Stilling and/or breathing exercise to help pupils
                         Aids to meditation: Bell, prayer beads, incense,             reflect
                          mantra
                         Symbols of Buddha’s teaching: Flowers, light and
                          incense, the lotus


Christianity:            Fish: Early Christian secret sign; continued use            Discuss the feelings of early Christians avoiding
                         Cross: Representing crucifixion and resurrection.            Roman soldiers by meeting secretly for worship
                         Dove: As symbol of the spirit/peace                         Discuss what feelings the early Christians associated
                         Icons: Paintings or images as focus for worship in           with the cross. Why was an instrument of torture
                          Eastern Church                                               chosen as the main Christian symbol?
                                                                                      Devise a dance of doves
                                                                                      Discuss the symbolism of an icon
                                                                                      Copy an icon


Hinduism:                The Aum: Representing whole of creation; as a               Reflect on how religious beliefs can be symbolised
                          mantra, as aid to meditation                                 in visual images
                         Gods and goddesses: Eg Krishna, Vishnu, Ganesh              Discuss whether God can best be described in words
                                                                                       or pictures

Islam:                   Five pillars of Islam: Rules by which Muslims seek          Reflect on which five activities (daily, annually and
                          to live: confession of faith, prayer, fasting,               once a lifetime) give most support to the ways the
                          almsgiving, pilgrimage                                       pupils lead their lives



                                                                                                                                               9
Programme of study   Suggested teaching and learning activities for AT1,       Suggested teaching and learning activities for AT2,
                     Learning about religion                                   Learning from religion

Islam: (Cont/d …)       Crescent and star: Belief that Islam guides and          Draw symbols which best show what guides or
                         illuminates humans on journey of life                     motivates each pupil
                        Non Representational Art: Belief that no pictures        Look at examples of Islamic calligraphy and design
                         or images can adequately portray Allah                    ways of writing Muslim texts in English calligraphy;
                                                                                   make geometric patterns


Judaism:                Star of David                                            Reflect on light as a symbol
                        Menorah: 7 branch candlestick of Temple                  Design a picture to represent some of these ideas
                        Hanukiah: 8 branch candlestick commemorating
                         miracle of oil which lasted 8 days; story of Judas
                         Maccabeus


Sikhism:                Founding of the Khalsa: Double-edged sword used          What is important to you – what would you put on
                         on Sikh flag                                              your flag?
                        The 5 K’s: Kesh (not cutting hair), Kangha (comb),       Discuss what clothes can show about the wearer
                         Kirpan (sword), Kachera (shorts) and Kara (bangle).      Reflect on what item(s) each pupil would wear to
                        Il Onkar: Symbol of God‟s unity                           show what is important to them
                        Singh and Kaur: Naming customs




                                                                                                                                       10
Key Stage Plan: KS2
                                                  Unifying theme 2: Sacred books

                                                 Select at least one from the following

Programme of study    Suggested teaching and learning activities for AT1,           Suggested teaching and learning activities for AT2,
                      Learning about religion                                       Learning from religion

Buddhism:                The Dhammapada: (Extract from the Tipitaka:                    That the different religions have sacred books which
                          One of the earliest Buddhist scriptures). Look at               are at the heart of their teaching
                          some of the Buddha‟s teachings; discuss their                  That these books should all be treated with great
                          meanings                                                        respect, even by persons of different religions and
                                                                                          value systems
                                                                                         That books can be presented in different forms, eg
Christianity:         See activities in Unit 1                                            the scrolls of the Torah
                       Bible                                                            Art and drama related to these sacred books.
                                                                                         Reflect on what books are important in your life. Are
                                                                                          they part of a religious tradition or not? How do you
Hinduism:                Vedas: Earliest sacred texts; variety of others;                keep them? What are your favourite parts?
                          written in Sanskrit, the classical language of India
                         Ramayana: Epic poem of Rama and Sita, lighting
                          of diva lamps to welcome them home


Islam:                   Qur’an: Revelation by God to Muhammad;
                          guidance for life; written in Arabic; treated with
                          great respect as true word of God


Judaism:                 Torah: Five books of the Hebrew Bible; God
                          revealed His teaching to Abraham and later to the
                          Israelites




                                                                                                                                            11
Programme of study   Suggested teaching and learning activities for AT1,       Suggested teaching and learning activities for AT2,
                     Learning about religion                                   Learning from religion

Sikhism:                Guru Granth Sahib: sacred writings of Guru
                         Gobind Singh, written in Punjabi; treated as a guru
                         in itself, wrapped and put to rest




                                                                                                                                     12
Key Stage Plan: KS2
                                                   Unifying theme 3: Buildings

                                               Select at least one from the following

Programme of study    Suggested teaching and learning activities for AT1,           Suggested teaching and learning activities for AT2,
                      Learning about religion                                       Learning from religion

Buddhism:                Shrine or temple: Real or virtual tour of shrine,            The very wide range of buildings used for worship
                          temple or centre                                              in all the different religions, according to context,
                                                                                        from very simple and basic to highly elaborate.
                                                                                       The commonly held belief that being together is as
Christianity:            Church or chapel: Real or virtual tour of church;             important as the place itself.
                          variety of church buildings                                  What sort of place would help you to be quiet and
                         Cross reference to Unit 3                                     reflect? What might you put in it to help you?


Hinduism:                Mandir: Real or virtual tour of Mandir (temple): in
                          UK, contain shrines to different deities, in India
                          would be one only
                         Swaminarayan Temple at Neasden, London: virtual
                          tour


Islam:                   Mosque: Real or virtual tour of mosque. Mosque
                          meaning place of prostration, place for prayer; also
                          meeting place and sometimes lessons. Mosques vary
                          from magnificent to very basic; early mosques were
                          attached to some of the first universities or hospitals
                         Preparation for prayer, as mark of respect for Allah
                         Wudu: Running water
                         Prayer hall, carpets, no statues
                         Minaret: Tower, call to prayer, muezzin
                         Madrasah: Classes for children


                                                                                                                                            13
Programme of study   Suggested teaching and learning activities for AT1,       Suggested teaching and learning activities for AT2,
                     Learning about religion                                   Learning from religion

Judaism:                Synagogue: Real or virtual tour of synagogue; place
                         of worship and community centre
                        Ark: Containing scrolls of Torah


Sikhism:                Gurdwara: Visit or virtual tour of Gurdwara: House
                         of the Guru, where Guru Granth Sahib is held.
                         Seating of worshippers, covering heads, removing
                         shoes
                        Placing of the Granth Sahib




                                                                                                                                     14
Key Stage Plan: KS2

                                          Unifying theme 4: Journeys and pilgrimage
                                               Select at least one from the following
Programme of study    Suggested teaching and learning activities for AT1,         Suggested teaching and learning activities for AT2,
                      Learning about religion                                     Learning from religion
Buddhism:                Pilgrimage not compulsory for Buddhists, but many            The importance in different religions on visiting the
                          Buddhists like to follow in footsteps of Buddha               places where significant events are thought to have
                                                                                        happened. What important places have you visited,
                                                                                        eg historical sites? How did this make you feel? Did
Christianity:            Pilgrimage not compulsory in Christianity, but since          it put you in touch with what has happened there?
                          early times, Christians have made journeys to places         That pilgrimage can mean self-sacrifice – long
                          associated with Jesus and the saints. Some places             journeys, absence from home, difficult travelling etc.
                          associated directly with healing eg Lourdes,                 What would you take with you on a pilgrimage or
                          Walsingham (Norfolk), Vatican City, St Peter‟s in             long journey? What places would you want to see?
                          Rome, great cathedrals                                        How will it feel when a large number of people are
                         Jerusalem, Bethlehem                                          there at the same time?
                                                                                       Slavery and freedom – what is means to be a slave
Hinduism:                Pilgrimage an important way of showing devotion;             Rules for life – what would you write?
                          many holy sites in India.                                    Living in an occupied land – other examples – how
                         River Ganges at Varanasi: water comes from God,               would/should people deal with this?
                          cleanliness before worship                                   Persecution, fairness to people, how people can feel
                                                                                        cast out/ignored/treated unfairly.
                                                                                       How can we show respect to people even if we don‟t
Islam:                   Mecca: Muslims make Hajj, pilgrimage to the                   share their beliefs?
                          Ka’aba, a large cube-shaped building in Mecca.
                          This pilgrimage is made at least once in a lifetime.
                          Muslims visit sites where Abraham was to sacrifice
                          his son and where his wife ran for water for Ismail.
                         Jerusalem: Importance of Dome of the Rock
                         Medina: Where Muhammad settled after leaving
                          Mecca


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Programme of study   Suggested teaching and learning activities for AT1,        Suggested teaching and learning activities for AT2,
                     Learning about religion                                    Learning from religion

Judaism:                Moses: Led Israelites out of slavery in Egypt,
                         known as the Exodus; received Ten Commandments
                         at Mount Sinai
                        No obligation for pilgrimage, but Jerusalem attracts
                         Jews from all over world to visit holy places
                        Western Wall: Also known as Wailing Wall
                         because pilgrims overcome by grief as they stand
                         before it
                        Masada: Fortress defended against Romans
                        Yad Vashem: Symbol of determination to survive
                         as nation


Sikhism:                Golden Temple of Amritsar: Amritsar means pool
                         of nectar




                                                                                                                                      16
Key Stage Plan: KS2
                                              Unifying theme 5: Rites of passage

                                              Select at least one from the following

Programme of study    Suggested teaching and learning activities for AT1,        Suggested teaching and learning activities for AT2,
                      Learning about religion                                    Learning from religion

Buddhism:                Wesak: Celebration of enlightenment and/or birth of         That different religions have customs and beliefs
                          the Buddha                                                   attached to important occasions in a person‟s life;
                         Rebirth: Search for Nirvana, liberation from                 that it is seen as important to mark these occasions
                          suffering, the journey to enlightenment                      and often to share them with others
                                                                                      That there are many other secular rites of passage
                                                                                       accepted in society around us: birthdays especially
Christianity:            Main events eg weddings, funerals, christenings and          18th and 21st; passing exams and tests at certain ages;
                          baptisms, confirmation                                       non-religious ceremonies of birth, marriage and
                                                                                       death; New Year celebrations etc
                                                                                      How did you mark your changes in life eg starting or
Hinduism:                Diwali: Festival of light, New Year, 5 days in               changing school? What other changes have you seen
                          October/November; worship of Lakshmi, goddess of             people marking? Which stages do you like best?
                          good fortune
                         Holi: Defeat of demon; 5 days, visits to friends
                         Marriage: Uniting two families
                         Death: Ganges in funerals, importance of cremation,
                          special ceremonies
                         Reincarnation: Rebirth in another form; Samsara:
                          cycle of death and rebirth
                         Ashrama: 4 stages of life: student, householder,
                          hermit, ascetic




                                                                                                                                           17
Programme of study   Suggested teaching and learning activities for AT1,         Suggested teaching and learning activities for AT2,
                     Learning about religion                                     Learning from religion

Islam:                  Birth: Call to prayer in newborn‟s ears
                        Aqiqah: Charity given and feast held for newborn
                        Nikah: Marriage, consent sought by both parties,
                         feast held
                        Death: Recitation of Qur‟an at bedside of the sick


Judaism:                Bar and Bat Mitzvah: Initiation ceremony for boys
                         and girls; need for knowledge of Torah to achieve
                         this


Sikhism:                Vaisakhi: The founding of the Khalsa under Guru
                         Gobind Singh
                        Guru Nanak’s birthday
                        Diwali: Festival of light, triumph of good over evil;
                         divas lit to welcome guru home after release from
                         prison
                        Amrit: Membership of Khalsa; amrit is sweet drink
                         stirred with khanda (double-edged sword)




                                                                                                                                       18
Key Stage Plan: KS2
                                            Unifying theme 6: Worship and prayer

                                              Select at least one from the following

Programme of study    Suggested teaching and learning activities for AT1,        Suggested teaching and learning activities for AT2,
                      Learning about religion                                    Learning from religion

Buddhism:                Worship of the Buddha and his teachings                     How, when, where and why different groups of
                         Meditation: Needs skilled teaching; sufficient in            people pray and worship. Personal response – how
                          school to practise a “stilling” exercise to convey           would you do this, if you would? What examples
                          something of meditation                                      have you already come across?
                         No particular holy day in week                              Being quiet, thinking and reflecting: a stilling
                         Buddha: The Enlightened one, also called                     exercise. What helps you to do this?
                          Siddhartha Gautama                                          Visualisation: creating a picture on your mind, then
                         Four Noble Truths: The suffering caused by greed             changing it
                         5 Moral Precepts: As ethical guidelines                     What should I ask for if I pray? and what shouldn‟t I
                                                                                       ask for? Thinking about the needs of others before
                                                                                       ourselves
Christianity:            Lord’s Prayer: meaning of words                             Refer to secular view – not everybody believes that
                         Sunday: As holy day: in past and present; link to            prayer is important or that it works
                          history
                                                                                 All references to prayer must allow pupils to opt out
                                                                                 if they wish


Hinduism:                Brahman: supreme soul or spirit, all around
                          everywhere
                         Brahma, Vishnu and Shiva: different ways of
                          seeing the one God, Brahman. Many different sects,
                          variations in beliefs, but all worship same Hindu
                          gods. No particular day of week is holy day. No set
                          rules about where or how to worship: Brahman is
                          everywhere


                                                                                                                                          19
Programme of study   Suggested teaching and learning activities for AT1,       Suggested teaching and learning activities for AT2,
                     Learning about religion                                   Learning from religion
Hinduism (Cont/d…)      Puja: like welcoming an honoured guest into home.
                         Shrine in corner of home. Prayers, offerings (food,
                         water, flowers). Mantras: recital of sacred texts,
                         ritual cleansing
                        Om/aum: chant of sacred name of Brahman


Islam:                  Wudu: Ritual act of washing in preparation.
                        Prayer: 5 times a day; importance of prostration;
                         prayer facing Mecca; all over world Muslims
                         perform same act at same time, side by side and
                         shoulder to shoulder.
                        Minaret: Calling the holy to prayer.
                        Holy day: Friday


Judaism:                Lord: Belief in one God, whose name is sacred and
                         should not be pronounced; use of the word Lord.
                         Yahweh is ancient form
                        Torah: 5 Books of Moses, highest status; tells Jews
                         what God requires; laws, history.
                        Shabbat: Holy day Friday sunset to Saturday sunset


Sikhism:                God is called Nam: Belief that He is everywhere;
                         also often called Father.
                        Reincarnation: (Based on Hindu tradition): purpose
                         of life to achieve reunification with God; may need
                         many lives to store up enough graces for this.
                        No particular day of week is holy, but many Sikhs
                         will use Sunday as day of worship


                                                                                                                                     20
Key Stage Plan: KS2
                                                   Unifying theme 7: Faith: what does it mean?
                                                        Select at least one from the following
Programme of study                                 Suggested teaching and learning activities        Suggested teaching and learning activities
                                                   for AT1, Learning about religion                  for AT2, Learning from religion

   A truly cross-faith theme                         That different groups believe that having        To listen to the stories of a range of
   An opportunity to look in appropriate              faith and religious conviction alleviates         spiritual leaders, to show respect for their
    depth at the nature of faith, what it means        suffering and helps people to cope with the       viewpoint and their influence
    for different groups and to discuss                difficulties of life                             To understand that aspects of different
    personal responses                                That all religions have their spiritual           faiths have features in common
   The nature of faith in God for believers           leaders who are respected and followed.          To research through the library and the
   The strength of faith – that some are             That there are many similarities to be            Internet to find out more detail about these
    prepared to die for their faith                    found in this study                               spiritual leaders: this activity can be
   This is recommended for inclusion                 Main leaders:                                     differentiated for ability levels according
    during Year 6                                      - The Buddha, monks and nuns, priests,            to the complexity and accessibility of the
   It has been a QCA study Unit for Year 3                Dalai Lama, Aung San Suu Kyi                  leader being studied
    (Unit 3E) – this can be used as reference              (Buddhist leader of democracy                To reflect: what sort of leader would you
    but applied at age-appropriate level                   movement in Burma/Myanmar).                   follow? Or wish to be?
   Spiritual leaders from each of the six             - Jesus                                          What other leaders are there in society
    major faiths can be studied for their impact       - Gandhi Swami (teacher)                          who may not have a religious viewpoint or
    within the faith and beyond it                     - Muhammad                                        belief?
   Certain aspects of faith in common may be          - Abraham, Moses, David, Solomon
    studied, eg Abraham, who is important in           - Guru Nanak, Guru Gobind Singh
    Christianity, Islam and Judaism, in order         Eg Muslims believe in Jesus as a prophet
    to begin to understand areas of overlap and        but not as Son of God
    shared understandings                             Other examples from each faith
                                                      Modern-day leaders that pupils can relate
                                                       to, eg: Muhammad Ali, Yusuf Islam (Cat
                                                       Stevens), Nelson Mandela, Desmond Tutu,
                                                       Pope John Paul II etc
                                                      Local people inspired by their religion:
                                                       invite into school and discuss their points
                                                       of view

                                                                                                                                                  21
Key Stage Plan: KS2
                                                           Unifying theme 8: Local study

      If wished, this can be replaced by a full term’s study of one principal religion, with details drawn from all the above Unifying Themes

Programme of study                                  Suggested teaching and learning activities         Suggested teaching and learning activities
                                                    for AT1, Learning about religion                   for AT2, Learning from religion

   This term‟s work gives the opportunity to          First hand experience through visits and          That the local area is a rich resource to
    study in depth a religious feature of the           speakers to find out much more about the           find out about different religions; that
    local area, either immediately around the           area in which they live. Links to other            religious buildings welcome visitors and
    school or at a greater distance. This is            curriculum areas: Geography, History,              are happy to talk about their beliefs
    intended to help pupils understand in               PSHE and Citizenship                              That there is a very wide range of speakers
    greater depth the religions, cultures and          Research skills: finding out for                   who can come into school to talk about
    people which they meet in everyday life             themselves, planning and costing visits,           their beliefs
   It is recommended for the final term in             writing up their findings, thanking people        That it is possible to show respect for
    Year 6, as it can create a transition project       for visits and being able to articulate what       people whose views are widely different
    with the secondary school, and can be a             they have learned                                  from our own, and that tolerance will help
    useful aid to encouraging independence.            The use of ICT in researching into the             people to live together in harmony
    However, schools can incorporate it                 available resources; self-directed skills         Discussion and reflection on the secular
    elsewhere if they wish                             Direct discussion of racial harmony,               point of view
   It can cover one religion alone, or two             overcoming prejudice and showing respect
    which feature in the locality can be used           and tolerance
    for respectful comparison                          Recognition that not everyone is part of an
   Coverage to assist the local study can be           organised or recognised religion
    picked up from the above sections
   First-hand experience is seen as a pre-
    requisite for this section, as is also the
    opportunity to discuss in some depth the
    issues raised.




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