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Year 5 Article 14: Children have the right to think and believe what they want, and to practise their religion. CURRICULUM MAPPING Yr 5 Religious Education RE: – Autumn 1 Focus on Hinduism Weekly Topic Learning Objectives. Introducing Hinduism The Way that Hindus understand God To learn about aspects of Hinduism through the perspective of a Hindu visitor To know that Hindus believe in re-incarnation To get a flavour of Hindu culture and celebration. How do Hindus believe in one God in many forms? To know about the Hindu concepts of the atman (self), God within the heart and conscience (right and wrong) To experience thinking activities and moments of stillness that Hindus promote to aid meditation To realize their own attitudes towards themselves. Literacy Objective Hindu worship To know that the Om Shanti prayer asks for peace to the universe and all that is in it To understand the implications of peace To express their feelings about peace for everyone and everything. OM Shanti: A Hindu Prayer for Peace To identify the different aspects of Hindu worship To understand that their observations are of ways in which Hindus reach God To reflect on the way that meaning can be drawn from symbols and objects. Deep thoughts about deep ideas To know that the deities represent different aspects or characteristics of God To understand that the different characteristics of the deities teach Hindus many things about God To reflect on the characteristics of the deities they have learnt about and how they can try to copy these characteristics in their own lives, A Hindu celebration and questions, questions, questions To know that Hindus believe in one God, who is to be found in all aspects of creation including human beings To understand that belief in God is at the centre of Hindu worship and traditions To reflect on how the belief that God is in everything and everyone would influence human behaviour. ICT Objective Create relevant and interesting questions to ask the Hindu visitor about different aspects of Hinduism. Compile a report detailing the answers to the questions. G&T children to reflect on the answers and give their own points of view. Children can present this in any ICT format of their choosing. They could film a role-play a ‘journalistic style interview with their peers or as a newspaper article. Enrichment: Visit from a Hindu visitor. Year 5 Article 14: Children have the right to think and believe what they want, and to practise their religion. RE: – Autumn 2 Hindu Stories and Drama Weekly Topic Learning Objectives. Weeks 1 through to 6 Using Hindu stories for drama To know the outline of one or more Prior Learning: Hindu stories To understand that the oral tradition of storytelling passed on understanding of Hindu belief and philosophy To reflect on what they learn from the Hindu stories and how they are applicable to everyday life. It is helpful if pupils have: heard the story of Rama and Sita in connection with Diwali seen pictures of a Hindu mandir or made a visit heard stories of the deities, e.g. Ganesh, Krishna thought about the care of all creation seen the Hindu symbol of Aum or Om experienced quiet thought / meditation studied the “Focus on Hinduism” unit Literacy Objective To write a character description for one of the characters in a Hindu Story – G&T children need to discuss the feelings and behaviour of the character. ICT Objective To role-play and film one of the Hindu stories learnt in the unit of work. Enrichment: Visit a Hindu temple Year 5 Article 14: Children have the right to think and believe what they want, and to practise their religion. RE: – Spring 1 Places of Worship Weekly Topic Learning Objectives. Introduction: What is a community? To know the meaning of the words ‘commitment’ and ‘community’ To understand that religious communities often have a significant impact on believers’ lives To reflect on the communities to which they belong and the rights and responsibilities they involve. Literacy Objective Magnifying glass on places of worship and their communities Weeks 2 and 3 1. To know the main features of the place of worship they are studying 2. 3. 4. To understand how these features support the faith of believers and the religious community To reflect on their reactions to the place of worship To reflect on the importance of the place of worship for believers. To show understanding of how believers learn from what happens at the place of worship To reflect on how the various features help to bring the religious community together. Visit to a place of worship To know about the main features of the place of worship visited Making sense of the visit Writing up my findings (Assessment Task) To know about the main features of the place of worship visited To understand how these features support the faith and learning of believers To understand how these features support the faith and learning of believers To reflect on the importance of the place of worship for the believer To reflect on the importance of the place of worship for the believer To reflect on their impressions of the place of worship. To reflect on their impressions of the place of worship. (Weeks 2 & 3) to write an information leaflet on a place of worship using the objectives 1,2 & 4 above to support the structure of the leaflet. Children to use different aspects of ICT to enhance their work. ICT Objective Enrichment: Magnifying glass on places of worship and their communities Presentations To know and present details of the place of worship they have studied The experiences of your pupils and their families Local places of worship Year 5 Article 14: Children have the right to think and believe what they want, and to practise their religion. RE: – Spring 2 Respect for all Life Weekly Topic Learning Objectives. What life is there in our school and grounds Now it’s our turn to teach! To know that the world contains an infinite variety of life-forms To know some facts about their researched life-form To begin to ask questions about the nature of the life-forms To understand something of the complexity of different life forms To reflect on their response to the variety of life-forms on the earth. To reflect on the wonder and uniqueness of the different life-forms. What do the Bible and Qur’an say about creation of the lifeforms? To know what the Bible and Qur’an say about creation of living things What Hindus mean by Ahimsa How can we respect living things in our daily lives? To know the ramifications of the concept of ahimsa for Hindus To understand that Jews, Christians and Muslims believe that living things were created by God To understand how the concept of ahimsa affects each Hindu person and community To identify ways in which they, personally, can play a part in caring for all living things To reflect on the big questions that human beings have been asking since time immemorial. To reflect on the concept of Ahimsa and what it could mean for an individual, a community and the world. An expressive collage under the title of “Respect for all Living Things”. To identify the infinite variety of ways in which living things affect the earth and our lives To understand the results of everyone making a concerted effort to show respect and care for living things To reflect on their personal practice of care for living things and initiatives that they could take. Literacy Objective (Week 3) Hold a class debate discussing the differences and similarities between what the Bible and Qur’an say about the creation of living things. ICT Objective (Week 2) To research on the internet some facts about their chosen life-form. Enrichment: Visit to Clay Lane Environmental Centre – Bushy To understand something of the interdependence of all living things To reflect again on the personal part they can play by their attitude of learning and caring. Year 5 Article 14: Children have the right to think and believe what they want, and to practise their religion. RE: – Summer 1 Who are the Buddhists? Weekly Topic Learning Objectives. Where does Buddhism come from? Introduction to the Buddha To get an idea of the historical context of Buddhism To reflect on the life and character of the Buddha To deepen their understanding of the Buddha through activities and discussion raised by his life and teachings. Buddhist Worship Experiencing a Buddhist art-form. Buddhist Festivals and a Story To understand the focus of Buddhist worship To know some features of Buddhist festivals To investigate images of the Buddha and create their own drawing of him. To reflect on the meaning of the story of the blind men and the elephant and articulate their thoughts on this. The Buddhist Community. What do we mean by community? To learn about the features of the Buddhist community Pilgrimage and Meditation What the Buddha taught and how we can apply it today. To reflect on what pilgrimage means to Buddhists To investigate the meaning of community in their own experience. To investigate and experience the practice of meditation. To reflect on the Noble Eightfold Path – The Wheel of Life – as taught by the Buddha Literacy Objective (Week 6) To write an evaluation about what they have learnt about Buddhism and life ICT Objective (Week 2) To investigate images of the Buddha and create their own drawing of him using pictures found on the internet. Enrichment: Buddhist pupils could be encouraged to involve their families and bring materials from home to share. To understand how the teachings can influence the life of a Buddhist today To evaluate what they have learnt about Buddhism and life from this unit of work. Year 5 Article 14: Children have the right to think and believe what they want, and to practise their religion. RE: – Summer 2 Who are the Jains? Weekly Topic Learning Objectives. The Birth of Jainism: The 24 Tirthankaras Understanding Jainism through stories Reaching perfection through the three jewels The Jain Jain holy days, symbol, temples festivals and and worship pilgrimages Questions! Questions! Questions! To gain a perspective of chronological history going back to the beginning of time To understand through story, the importance given by Jains to right faith, right knowledge, right conduct and telling the truth To develop their understanding of the Jain concepts of right belief, proper knowledge and good conduct To reflect on the elements of the Jain symbol To formulate questions from their study To understand the 24Tithankaras in perspective to the Lord Mahavira (527bce) To reflect on teachers who have influenced them. To reflect on how Jain principles, thousands of years old are reflected in our life today, e.g. in our individual targets and in the importance of telling the truth. Identify their own right beliefs, proper knowledge and good conduct. To reflect on how Jains leave the world outside when they go to worship To identify the value of thinking carefully before you do something. Literacy Objective (Week 6) To formulate relevant, interesting questions from their study of this unit. ICT Objective To search the internet for Jains who have made a difference to our world – type up some facts as bullet points. Enrichment: Invite a member of the Jain community into the classroom to discuss the real life experiences of belonging to a faith. To empathise with the Jain festivals To reflect on the importance of asking for forgiveness and forgiving others To understand the importance for Jains of the annual festivals and places of pilgrimage. To listen to a Jain’s answer to the questions To analyse what a Jain can and cannot eat