Download Religious Education - Camrose Primary School

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:
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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