Download Islam in Key Stage Two

KEY STAGE TWO
Pupils should not just learn
about religion but also
about themselves from religion
KEY STAGE 2
Most pupils as they move through KS 2 develop a capacity to deepen their factual knowledge along
with an ability to investigate and enquire. They become more aware of the wider world in which
they live and of themselves as individuals. They begin to question issues of life and living with a
greater sense of purpose.
Teachers should build on the pupils’ learning experiences at KS 1 and raise their awareness of the
significance of religion for many people. It is important to keep alive the pupils’ curiosity,
imagination and sense of awe and to help them consider their own beliefs, values and attitudes.
At KS 2 pupils should explore THREE religions: CHRISTIANITY and TWO others.
Schools should continue CHRISTIANITY and CONTINUE the second religion from KS 1
and SELECT a third religion.
If the KS 1 second religion is from GROUP A (Judaism or Islam) then the KS 2 third religion
should be from GROUP B (Buddhism, Sikhism, Hinduism ).
If the KS 1 second religion is from GROUP B then the KS 2 third religion should be from
GROUP A.
Throughout the Key Stage
At times, aspects of each religion will need to be taught separately to continue to develop the
pupils’ understanding of the distinctive features of each religion. Where appropriate , content can
be drawn from more than one religion to illustrate a common theme. Themes which provide
worthwhile opportunities for RE are:
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Beginnings and Endings
Belonging
Creation and The Environment
Festivals
Founders and Leaders
Friendship
Gifts and Gift Bringers
Pilgrimage
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Places of Worship
Rites of Passage
Rules
Sacred Texts
Signs and Symbols
Special Times
Stories Jesus Heard and Told
Worship and Prayer
Teachers should ensure that they are aware of the programme of study followed by pupils at
KS 1. Junior Schools should liaise with the contributory Infant Schools to address continuity
and progression appropriately.
RE should be taught throughout the Key Stage taking into account the need to prepare a scheme of
work which recognises the pupils’ growth and development over a four year period.
SUFFICIENT CURRICULUM TIME SHOULD BE ALLOCATED TO COVER THE
PROGRAMME OF STUDY, ASSUMED TO BE NOT LESS THAN 5%.
Christianity in Key Stage 2
CONCEPT
Belief
Worship
Deity
Authority
CONTENT
What Christians believe about:
 The Nature of God: God and Humanity.
 Creation and the Natural World.
 Significance of Jesus in Christian belief.
 A way of living: foundation of Christian morality.
 Personal and corporate relationships and actions.
 The Church as a place of contemplation, fellowship and
worship.
 The work and role of church leaders and people in the ministry
of a church, e.g. Minister, Priest, Salvation Army Officer.
 Diversity in the Christian tradition within pupils’ own
community.
 How buildings, objects and symbols play a part in worship.
Sunday as a special day.
 Story, symbols and customs associated with special times of
the year (the Christian Calendar):
Harvest (celebration of Creation),
Advent (preparation and hope),
Christmas (joy), Lent (fasting and self denial),
Easter week, Pentecost.
How these times are related to events in Jesus’ life and
Christian belief.
 Ceremonies which may mark important times in life:
confirmation, adult baptism, promise and responsibility.
 Introduction to shared times of reflection, formal prayer,
worship and ritual e.g. The Lord’s Prayer; Holy Communion
(link to events in story of Last Supper).
 The nature of God as Creator, Ruler, Just, Loving.
 Exploration of the characteristics of God as described and
expressed in stories, symbols, artefacts, art and icons.
 The ‘otherness’ of God-transcendence: a sense of awe and
mystery which promotes reverence and worship.
 The significance of Jesus in Christian belief. Relate the key
events in Jesus’ life to special times of the year.
 Introduce Christian belief in Jesus as Son of God in the
context of his special status for Christians.
 Key features in the life and teachings of Jesus in Gospel
narratives: baptism, temptations.
 The work and teachings of Jesus through miracles and
parables especially his teaching on the poor.
 The power of Jesus to change lives e. g. in stories, both sacred
(Zaccheus) and secular.
 Stories about the Twelve Disciples.
The Bible: a special book; its importance to believers; and
different translations.
THEMES
God
Environment
Leaders
Sacred Texts
Places of Worship
Special People
Prayer
Special Times
Gifts and Gift
Bringers
Festivals
Rites Of Passage
Belonging
Sacred Texts
Prayer
God
Creation
Environment
Founders
Stories Jesus
Heard
Stories Jesus Told
Sacred Texts
Commitment
 Christian ways of life e.g. treat others as you would want to be
treated, love God and your neighbour.
 Introduce pupils to the idea of living by a moral code e.g. The
Ten Commandments.
 Stories of Christians through the ages who exemplify the
teaching and work of Jesus, e.g. Mother Teresa.
 Organisations reflecting Christian values, e.g. Christian Aid,
CAFOD, Save the Children Fund.
 Introduce appropriate contemporary, social, moral and
environmental issues and begin to relate views and responses
to values in the Christian tradition
 The growth of Christianity in Cumbria, Quakers, Methodists
etc.
 Introduce the idea of pilgrimage e.g. Walsingham, Iona,
Lourdes, Rome and the meaning of pilgrimage e.g. renewal
and dedication.
Belonging
Friendship
Rules
Special People
Pilgrimage
Learning Experiences in Christianity at Key Stage 2
AT1 PUPILS COULD:
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Visit at least two places of Christian worship in their community and explore a variety of Christian places of
worship on video or posters;
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Find out how 2 different denominations celebrate the Eucharist;
Explore the way one denomination expresses its values e.g. Salvation Army, Quaker;
Work with a variety of artefacts and symbols in Christian worship;
Investigate stories, symbols, customs, colours and beliefs associated with festivals and
ceremonies in the Christian calendar e.g. Pentecost and the giving of the Holy Spirit;
Explore rites of passage-confirmation, baptism vows, etc.;
Reflect on the words ‘evil’ and ‘temptation’ in the Lord’s Prayer and what they mean;
Explore the creation story in Genesis 1 and 2; link with Sunday as a special day, identify beliefs
about God in the Creation story and explore ways Christians respond to the belief that God is
responsible for order and purpose in the world;
Investigate organisations which support care for the natural world;
Place events in Jesus’ life in order using a time line and discuss his effect on people e.g.:
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Simeon's Song (Luke 2: 25-38)
Age 12- in the temple (Luke 2: 41-52);
Calling the disciples (Matthew 4: 18-22, Matthew 10: 1-7, Mark 1: 16-20, Luke 5: 1-11);
The Roman Centurion (Matthew 8: 5-13);
The Stilling of the Storm (Mark 4: 35-41);
The healing of women, lepers, and blind beggars (Matthew 9: 20-22, Mark 1: 40-45, Mark 7: 32-37, Mark 8: 22-26, Mark 10: 46-52);
Zacchaeus (Luke 19: 1-10);
Arguments about who shall be first;
Washing the disciples' feet (John 13);
Discuss the meaning of stories that Jesus told e.g.:
The Prodigal Son (Luke 15: 11-32);
The Parable of The Sower (Luke 8:5-15);
The Good Samaritan (Luke 10: 29-37);
The Rich Young Man (Mark 10: 17-27)
The Talents (Matthew 25:14-29);
The Unmerciful Servant (Matthew 18: 21-35);
The Pharisee and the Tax Collector (Luke 18: 10-14);
The Workers in the Vineyard (Matthew 20: 1-16);
The Last Judgement (Matthew 22: 2-14);
Discuss why Christians tell stories about Jesus’ miracles, healing and upsetting authority:
Healing on the Sabbath (Mark 1:21-39; Mark 2: 23; John 5: 5-18; Mark 12: 12-17; Luke 13 and 20: 19-26);
The widow's mite (Mark 12: 31-44);
The Sermon on the Mount (Matthew 5: 3-16, Luke 6: 20-33);
Jesus visits Martha and Mary (Luke 10: 38-42, John 12: 1-8);
The overturning of tables in the Temple (Matthew 21: 2-11);
Peter's Story (Matthew 26: 30-35 and 69-75, Mark 14:15-72);
The Last Supper (Matthew 26: 17-30, Mark 14: 12-26);
Gethsemane (Matthew 26: 36-55, Mark 14: 27-52);
The Trial (Matthew 26: 59-67, Matthew 27: 11-31, Luke 23:1-49).
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Read 2 different translations of the same passage and discuss the contrasts between them;
Explore the festivals which celebrate events in Jesus’ life and understand how they relate to
those events;
Design a poster to show the meaning of Easter for Christians;
Explore the work of translating the Bible, e.g. the role of William Tyndale;
Explore the importance of the Bible to believers (e.g. Mary Jones, Brother Andrew) and listen
to Christians talking about why they read the Bible;
Explore some famous Christian prayers, talk about the feelings and beliefs they express and
whether prayer is helpful;
Invite a visitor from a charitable organisation and discuss commitment and dedication;
Read stories which have themes of love, fairness, courage, honesty and loyalty and talk about
these with regard to values in Christianity;
Investigate the lives of key figures in Christianity;
Invite a visitor to talk about what being a Christian means to them;
Discuss what kind of person they would expect a Christian to be.
AT2 PUPILS COULD:
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Participate in periods of stillness, directed silence, quiet reflection & talk about the value of
this;
Listen to reflective music, e.g. Gregorian chant, Taize music;
Talk about the things that guide their life and behaviour;
Consider the importance of ritual and ceremony in life, e.g. anniversaries, school celebrations,
Remembrance Day;
Make a class book of the pupils’ hopes for the future (link to Advent);
Consider the significance and value of symbols in daily life;
Discuss belonging to a group and sharing activities;
Discuss views about God;
Reflect on how we believe some things and not others;
Share ideas on evidence of order and pattern in the universe; relate to scientific views;
Share experiences of awe and wonder in the natural world;
Consider feelings of being lost & found, of being powerless & vulnerable and of being
accepted;
Share feelings about forgiving and saying sorry;
Discuss giving up something precious, giving to charity, self-sacrifice for others and putting
principles into practice;
Make a collage to show what the theme of new life means to them;
Compare experiences of people in biblical stories with their own experiences and feelings e.g.
how Jesus felt when he was abandoned by his friends in the Garden of Gethsemane;
Discuss the commercialisation of Christmas and Easter and how that makes them feel;
Reflect on giving up something precious and giving to charity;
Discuss why they think the Bible is important to Christians;
Share ideas about the part commitment plays in their own lives and experiences, e.g. friends
and family, and explore feelings and emotions in relationships;
Identify key Christian values; consider the importance of values to themselves and others;
Discuss people they respect, follow, or belief and identify why they should be held up a
examples;
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Reflect on the question ‘Who am I?’-being special, awareness of not being perfect, destiny,
purpose in life etc.;
Consider life as a journey and how we mark important times.
Buddhism in Key Stage 2
CONCEPT
Belief
Worship
CONTENT
What Buddhists believe about:
 The Three Jewels in which Buddhists seek refuge:
the Buddha, the Dharma, the Sangha. (AUTHORITY).
 Love, compassion and wisdom.
 Symbols: the Wheel of Life, the Bodhi Tree, the Lotus flower,
the stupa.
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Deity
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Authority
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Commitment
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Meditation-a means to develop virtuous (happy) states of mind.
The significance of the Buddhist home shrine.
Worship practices - mala (108 beads), chanting mantras; puja
(prayer service), prayer flags, prayer wheels, mandalas; retreats.
The role of the monastery, priest (Japan), guru, Lama, (Tibet),
teacher.
Wesak: a festival which celebrates the birth, death and
enlightenment of the Buddha.
THEMES
Founders
Symbols
Pilgrimage
Prayer
Places of
Worship
Rites of
Passage
Festivals
The Buddha image is not worshipped as an idol; it
communicates many values: peace, purity, compassion, wisdom.
There is no Creator God in Buddhism.
Key features of the Buddha’s life: birth and upbringing; the four
sights and renunciation; his search for meaning; his
enlightenment; his teaching of the middle way; (Dharma), his
example, his death.
The authority of the Buddha: one who is looked to as an example
of a way of living.
Key teachings: the Four Noble Truths; the Eightfold Path, the
Six Perfections and the Five Moral Precepts.
Leaders
Beginnings &
Endings
Buddhist community (Sangha) around the world (monks, nuns
and lay).
Buddhist communities in Britain; the importance of selfdiscipline; supporting the monastic Sangha; symbols associated
with lifestyle.
Living within a moral code: Buddhists promise to try not to harm
living things; take what is not given; misuse the senses, e.g.
over-indulgence; use wrong speech. Stories which exemplify
values, e.g. the Monkey King; Kisagotami, Jataka stories.
Ways of living to alleviate suffering: following the Buddha’s
teachings: developing compassion, being kind to people and
animals; giving generously; by example.
Symbols
Belonging
Freindship
Sacred Texts
Rules
The
Environment
Learning Experiences in Buddhism at Key Stage 2
AT1 PUPILS COULD:
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Explore Prince Siddhartha’s childhood, & discuss the reasons why he abandoned life as a
prince;
Explore a variety of images showing Buddha as an Enlightened Being, and choose their
favourite, with reasons, then use a grid to draw a Buddha’s face or make a clay model;
After a quiet contemplation express their reaction to a Buddha statue in prose or poetry;
Imagining they are reporters alive at the time of Buddha write a newspaper report about him or
record a radio interview;
Role play the discussion Prince Siddhartha had with his charioteer about not returning to the
palace or write a letter from Siddhartha explaining why he has left home or a letter from his
father explaining why he has made a mistake;
Read some Jataka stories. Discuss which perfection/power was being taught, which powers the
children use regularly and how the world would be if we all cultivated them;
Interview a Buddhist about the meaning of Moral Precepts in their daily life and design a poster
to illustrate the Moral Precepts;
Visit a Buddhist centre and talk with a monk or nun about their lifestyle or see a video of
Buddhists in Britain;
Discuss why a person might choose to take ordination and why they might find life difficult;
Identify Buddhist symbols and give interpretations of the meaning of monastic symbols;
Design and make a prayer flag or a prayer wheel filled with their own written prayers;
Discuss how meditation might influence the daily life of Buddhist children;
Find a simple version of the Four Noble Truths, and make a poster to illustrate them;
Suggest ways in which a Buddhist might try to avoid selfishness and greed;
Discuss what kind of person they would expect a Buddhist to be.
AT2 PUPILS COULD:
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Reflect on the importance of stillness and quiet reflection;
Reflect on why people always want things;
Discuss what it would be like to give up some possessions;
Discuss differences between being clever and being wise (e.g. some clever people make bombs,
are they wise?)
Discuss people who they think are wise and their idea of a perfect person;
Share feelings about what compassion means and how it may be demonstrated;
Consider the value of having rules (precepts), and what this means for the individual;
Reflect on self-control and the lifestyle likely to result from keeping the Five Moral Precepts;
Think of Five Moral Precepts that they would like everyone to uphold;
Talk about groups to which they belong and what is important in life;
Share accounts of being solitary and how that felt;
Discuss the value of cutting yourself off from normal routines in a retreat for a time;
Write their own stories about animal characters that express important values.
Collect newspaper articles to create a mural about suffering in today’s world;
Discuss how selfishness and greed cause suffering;
Discuss why some things are unwise actions (stealing, greed, gossip) and that if we steal we are
actually stealing our own peace of mind - we become what we think;
Discuss what self-discipline means and why it is important.
Hinduism in Key Stage Two
CONTENT
CONCEPT
THEMES
Belief
What Hindus believe about:
 The Nature of One God.
 The Universe and the endless cycle of Creation.
 The journey of life-Reincarnation (the cycle of birth and
death).
 Symbols of belief: OM; Lotus flower; saffron.
 Ways of living: values
God
The Environment
Symbols
Worship
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Special Times
Prayer
Places of Worship
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Deity
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Authority
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Commitment
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Observance of faith. Worship (Puja) in the home and in the
Mandir (temple); imagery, symbolism and ritual in Hindu
worship. The home shrine: the Arti ceremony, the role of
divine images in worship, symbols used, haven (fire), yoga
and meditation.
The importance of music, dance, drama, mantras.
Ceremonies associated with samskars - naming, sacred
thread (initiation), marriage, death rites.
Celebration: Divali, Raksha Bandan, Holi, the birthdays of
Rama and Krishna; the food, symbolism, stories, customs,
associated with celebration.
One God is worshipped in diverse forms in the Hindu
tradition, e.g. Brahma, Vishnu, Shiva - collectively known
as the Trimurti. What the images depict about the nature of
God.
Complimentary attributes of deities as male and female, e.g.
Parvati (female), Shiva (male)- male and female
representations of God.
The concept of avatars. Stories about Creation.
Sacred writing, e.g. The Ramayana; stories with a moral,
about good and evil used by Hindus as guidance. Stories
about Rama and Krishna.
People with a special role to teach. The importance of
spiritual teachers - Gurus
Importance of the family and home: where values and ritual
are learned. Extended family responsibilities and rules. The
importance of keeping links with India.
Respect for God, other people, and all forms of life; ahimsa
- non violence. Food laws/vegetarianism which show
respect for all forms of life.
The importance of pilgrimage in India, e.g. Varanasi.
Beginnings &
Endings
Festivals
Symbols
God
Leaders
Friendship
Creation
Sacred Texts
Belonging
Family
Homes
Pilgrimage
Learning Experiences in Hinduism at Key Stage 2
AT1 PUPILS COULD:
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Explore artefacts of Vishnu, Shiva, etc.;
Find out what avatar means with reference to Rama and Krishna;
Read stories of the avatars;
Watch a video to see how Puja is conducted in the temple, in the home;
Explore artefacts associated with the Arti ceremony;
Examine the functions of symbols in worship;
Make a frieze to show the Ashramas (stages in life) in the Hindu tradition;
Watch a video of a Hindu wedding;
Explore the stories, customs, symbols, food and colour associated with Hindu festivals;
Explore the ‘moral’ expressed in stories from the Hindu tradition;
Discuss the importance of ahimsa (non-violence);
Explore the life of Mahatma Gandhi and how he used non-violence in his cause;
Locate on a map places of pilgrimage in India and and consider why pilgrimage is so important
in the Hindu tradition;
Invite a Hindu visitor to school (or watch a video) and listen to him or her talking about his or
her religion in the home and family values;
Discuss what kind of person they would expect a Hindu to be.
AT2 PUPILS COULD:
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Consider how people have different sides to their personality and different roles in life which
need different qualities;
Talk about heroes and heroines in their own lives and the qualities they admire in them;
Discuss what the story of Rama may contribute to people’s understanding of good and evil;
Discuss what is meant by values and what values they regard as important;
Discuss why people worship and why it is important to them;
Consider the importance of turning points or special times in their own lives;
Suggest reasons why many people mark special occasions with rituals;
Consider the importance of annual celebrations in their lives;
Discuss feelings and emotions associated with growing up and death;
Consider how rituals might help in understanding changes which occur in life;
Discuss recent events in the world which could be placed under headings of ‘good’ and ‘evil’;
Share their experiences of wider family members, e.g. grandparents and why grandparents may
be special in their lives;
Discuss the similarities and differences between traditions and values in a Hindu family and
their own;
Consider the implications that respecting the cow and all forms of life has on Hindu lifestyle
and discuss why some people are vegetarians;
Reflect on why many people believe the use of violence is wrong;
Reflect on attitudes towards each other and to the environment;
Suggest reasons why some people might think of life as a pilgrimage.
Islam in Key Stage Two
CONTENT
CONCEPT
Belief
Worship
What Muslims believe about:
 Allah
 Guidance-Muhammad * and Qur’an
 Duty (5 pillars of Islam)
 Family and social life
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Deity
Sacred Texts
Prayer
Places of Worship
Leaders
Festivals
Muslims believe Allah is the One True God who has
no partners; is the Creator (signs in nature); provides God
all things; gives guidance through Messengers and Sacred Texts
Books; and cannot be compared.
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Shirk - regarding anything as being equal to, or a partner to,
Allah is forbidden. The nature of Allah is revealed in the
Qur’an. Introduction to the 99 names of Allah. Angels are
created by Allah.
The Shahadah (the first pillar of Islam): the declaration of
faith in the Oneness of Allah & in the Prophet Muhammad
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Human beings as the best of Allah’s creations.
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Commitment
God
Founders/Leaders
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Authority
The Mosque: the role of the Imam. Friday prayer (the
Jumu’ah).
Obligatory acts of worship: Wudu
(washing) and Salah (prayer) - the focus on Allah as
the one true God; positions within Salah and their
meanings (the second pillar of Islam)
Sawm (fasting) and Id-ul-Fitr
Celebration: Id-ul-Adha- festival following Hajj related
to stories about Ibrahim ** and Muhammad *
THEMES
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Sources of guidance include: the Qur’an which is the
revealed book for Muslims and is treated with respect; the
Sunnah, Hadith and Sirah; stories from the life and
traditions of Prophet Muhammad *.
Other Prophets associated with written revelation-Ibrahim
(Abraham), Musa (Moses), Dawud (David) and Isa
(Jesus)**
How the Qur’an was revealed to Muhammad *
The 5 pillars: Shahadah, Salah, Sawm (fasting during
Ramadan), Zakat (obligatory contribution to the community
fund), Hajj (pilgrimage to Mecca).
Family life: home life for children, leadership roles of father
and mother; features of living in a Muslim society; respect
and kindness for elders, the wise and guests, the importance
of visiting.
Leaders
Sacred Texts
Creation
Environment
Sacred Texts
Leaders
Belonging
Pilgrimage
Rules
Rites of Passage
Friendship
Social life - the role of the Mosque; the importance of
honesty, good manners, cleanliness and patience.
Beginnings
Birth and naming of children.
Learning Experiences in Islam at Key Stage 2
AT1 PUPILS COULD:
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Learn that the Muslim name for God is ‘Allah’;
Listen and respond to Surahs 16:1-21, 66-70, 77-83, on the wonders of Creation;
Find out how the Prophets Muhammad * and Ibrahim ** destroyed idols in order to
demonstrate the powerlessness of idols;
Consider why Muhammad * is held to be an example for people to follow;
Find out how the Qur’an was revealed and how and why it is treated with respect;
Listen to and talk about stories from the life of the Prophet Muhammad (p.b.u.h.);
Watch Wudu and Salah, and talk about the meanings of the actions;
Encounter the festivals of Id-ul-Fitr and Id-ul-Adha;
Visit a mosque, or see pictures or video of a mosque, and discover its importance for Muslims;
Find out what Muslims believe about the place of humans in the created order;
Read stories about Ibrahim, Musa, Dawud and Isa **and consider their importance in Islam;
Listen to Muslims talking about home life, when and why they fast, Hajj, Zakat and how this is
beneficial to the community;
Find out about the traditions associated with the birth and naming of children in Islam;
Encounter Islamic greetings, and discuss their meaning;
Discuss what kind of person they would expect a Muslim to be.
AT2 PUPILS COULD:
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Consider the importance of being able to trust and be trusted;
Talk about when it is important to listen to and follow guidance;
Reflect on what people need for survival and their dependence on the natural world for food,
light, heat;
Experience the interdependence of the natural world directly, or through videos, and discuss
their feelings and thoughts about it (ecosystems etc.);
Consider how they could treat the environment with respect ;
Discuss special things in their homes, and how these are treated and cared for;
Reflect on the importance of doing things together and sharing activities;
Reflect on how we care and are cared for and the need to organise care in the community;
Reflect on why some people are chosen to do special tasks;
Reflect on what qualities and knowledge make us follow people;
Discuss the value of doing something difficult because it is the right thing to do;
Discuss the importance of putting principles and beliefs into practice;
Compare the value of giving to the giver, and the recipient;
Discuss the meaning of ‘respect’, and why we should treat others with respect;
Share news about groups to which they belong, and places special to those groups;
Consider modern equivalents of ‘idols’ and how people respond to them;
Consider why many people prefer to keep their traditions and texts in the original language;
Discuss self-discipline - why it is important and how it might be achieved;
*After the name of the Prophet Muhammad, Muslims say, or write, ‘salla-llahu alaihi wa sallam’ (peace and
blessings of Allah upon him)
**After the names of the other Prophets, Muslims say, or write, ‘peace be upon him’, or ‘p.b.u.h.’
Judaism in Key Stage Two
CONCEPT
Belief
Worship
CONTENT
What Jews believe about:

God.

The Torah.

Family life.

Way of living.

Synagogue: as a community centre, place of worship, prayer and
study; the main features; role of the Rabbi. Symbols-Magen
David (Star of David), the menorah.

Ceremony: circumcision (Brit Milah); girls’ naming;
Bar/Bat Mitzvah, marriage, funerals.

Special places, times and occasions in Jewish life - Shabbat and
the Friday night meal.
THEMES
God
Belonging
Sacred Texts
Prayer
Places of Worship
Beginnings &
Endings
Rites of Passage
Festivals

Deity
Authority
Festivals: Passover (Pesach); Shavuot; Succoth; Rosh
Hashanah and Yom Kippur; Hanukkah and Purim. .
Jewish beliefs about God expressed through:
 The Shema (mezuzah)-God is One, the Creator;
 Wearing of tefillin, tallit, kippah - God cares for all;
 The first four of the Ten Commandments;
 Psalms, songs and prayers;
 Stories in the Tenakh illustrating the love of God.

Jewish view of Creation and response to issues with regard to
creation and the natural world.

The place and significance of the Torah in the synagogue and its
influence on how people should live. Importance of the Torah
seen through the structure of the Sefer Torah, study of Hebrew
text and the work of the scribe. Contents - rules, laws, sayings
and stories showing God’s love, care, goodness and power.
God
Symbols
Sacred Texts
Creation
Environment
Sacred Texts
Rules

God giving the Torah at Mount Sinai: the Moses
God
Tradition. Shavuot celebrates giving of the Torah.
 The first five books of the Tenakh consists of Torah
Gifts & Gift
(law), Nevi’im (Prophets) and Ketuvim (writings).
Bringers
Leaders
Commitment


The Ten Commandments: a moral code. Jewish value for the
individual: love your neighbour as yourself. Stories which
exemplify commitment to God - Samuel, Esther, Ruth, Gideon,
Jonah, Daniel.
Family life: special marks of the Jewish home; Shabbat, Kashrut
(kosher food). Care for the world.
Rules
Friendship
Learning Experiences in Judaism at Key Stage 2
AT1 PUPILS COULD:
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Examine a mezuzah and consider the meaning of the words inside;
Find out about Rosh Hashanah and Yom Kippur, and why they are important to Jews;
Find out the names of the books of the Torah and why the Torah is important to Jews;
Visit a synagogue and see the Sefer Torah, or see photographs or a video;
Find out about Jewish customs connected with birth and death;
Watch a video, or see pictures, of a Bar/Bat Mitzvah or a Jewish wedding;
Watch a video of a Jewish family preparing for Shabbat, and explore the symbolism involved;
Find out about how and why Pesach and Succoth are celebrated;
Explain the meaning of words used for God in Jewish literature and tradition;
Suggest meanings of Jewish stories which tell of God’s love and forgiveness;
Read examples of literature in the Tenakh, e.g. prophets, psalms and proverbs;
Examine the work of a scribe and the ornamentation of the Sefer Torah;
Find out how Jewish children learn to read and study the Torah;
Learn a few Hebrew letters and look at the Hebrew text;
Give the meanings and importance for Jewish people of the Magen David and the Menorah;
Explore the Jewish dietary laws;
Talk to Rabbis about their work, or watch a video/read an account on the subject;
Find out what part the Synagogue plays in Jewish life, and consider any institutions in their
lives that play similar roles;
Write an article for a school/class magazine about ‘What it means to be Jewish’.
AT2 PUPILS COULD:
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Discuss their own beliefs about God;
Discuss any objects, songs or prayers which help to remind people of faith;
Consider feelings associated with guilt; when we need forgiveness and what it feels like to be
forgiven;
Share experiences of trying to make a new start or ‘turning over a new leaf’;
Discuss the importance of community rules and why values are important;
Talk about books or stories that are special to them;
Compare experiences of visiting religious buildings, and what they remember best;
Discuss significant points in their lives and any ceremonies which mark these times;
Compare important family occasions;
Discuss the similarities and differences between festivals in their own lives,
Discuss any books or traditions which they believe everyone should know;
Reflect on how people show their care for one another;
Find out some of the proverbs in the Tenakh, and why they are still relevant;
Compare the lessons at a Jewish school with the curriculum at their own school;
Discuss what and who they feel thankful for and how they show their thanks;
Discuss their thoughts and feelings about death;
Discuss any symbols or badges with which they are familiar, and talk about their meaning;
Reflect on the meaning of responsibility;
Identify people who have authority and talk about the nature of that authority;
Discuss why people get together for worship and how this might help them.
Sikhism in Key Stage Two
CONCEPT
Belief
Worship
CONTENT
What Sikhs believe about:




The Nature of God as shown in the Mool Mantra.
Humanity: the oneness of humanity.
Ways of living within a moral code: Sikh values.
Symbols of belief: Ik Onkar (there is one God); khanda
(symbol of Sikhism.)

Gurdwara as a place of worship, community (sangat), and a
shared meal (langar). People with a special role, e.g.
Granthi, musicians and singers.
Worship practices: remove shoes, cover head; singing,
listening to hymns, prayers.
Ceremonies: naming, Amrit (initiation), turban tying,
marriage.
Celebrations: Guru Nanak’s birthday; Baisakhi.



Deity




Authority



Commitment






Sikhs believe that God is one, creator and sustainer.
God is without image and all human beings are equal in the
eyes of God.
People, therefore, should treat each other as equals and
show respect for all creation.
God as described in the Mool Mantar: God is one, truth,
without fear and symbolised in the Ik Onkar: the first phrase
of the Mool Mantar
Founders: the 10 Gurus emphasising Guru Nanak; Guru
Gobind Singh; and the martyrdom of his 4 sons.
The Holy Book-the Guru Granth Sahib: how respect and
reverence is shown; symbols of respect - shoes are removed,
heads are covered, offerings are made.
Ceremony showing reverence for the Holy Book.
Respect for the natural world and the environment; Sikh
respect for all creation. All human beings are equal:
equality of gender race or creed.
Sikh values - sharing with the less fortunate, service to all,
earning a living by one’s own honest efforts.
Symbols of commitment: the 5 Ks as a sign of belonging to
the Khalsa (the brotherhood).
The Khanda - the emblem on the Sikh flag.
Sikh names as symbols of commitment and belonging:
Singh (Lion) and Kaur (princess).
Pilgrimage to the Golden Temple at Amritsar and Guru
Nanak’s birthplace.
THEMES
God
Environment
Sacred Texts
Symbols
Prayer
Places of Worship
Belonging
Rites of Passage
Festivals
God
Environment
Symbols
Founders
Leaders
Sacred Texts
Environment
Rules
Belonging
Symbols
Pilgrimage
Learning Experiences in Sikhism at Key Stage 2
AT1 PUPILS COULD:
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Visit a Gurdwara or explore a Gurdwara on video or in pictures and identify expressions of
Sikh belief in practice;
Listen to a Sikh recite the Mool Mantar on video, tape or real life and discuss its meaning;
Find out where Amritsar is, explore pictures of the Golden Temple , find out why it is special
and why so much effort, time and resources are put into making it beautiful;
Talk to a Granthi or watch a video and find out what he/she does;
Observe Sikh worship in the Gurdwara on video;
Discuss the Sikh belief that all human beings are equal in the eyes of God so therefore all people should
treat each other as equals and show respect for all creation;
Listen to a Sikh talk about Amrit, Sikh values and how these are translated into daily life;
Watch a Sikh tie his turban (using video or pictures);
Find out about Sikh martyrs and discuss whether beliefs are important enough to die for;
Listen to stories about the Gurus;
Find out on which occasion the Akhand Path is celebrated;
Hear a passage read from the Guru Granth Sahib;
Make a poster explaining the 5 Ks;
Act out the founding of the Khalsa;
Make a Nishan Sahib (Sikh flag); find out its meaning and ceremonies associated with it;
Discuss what kind of person they would expect a Sikh to be.
AT2 PUPILS COULD:
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Reflect on their own feelings and responses to the wonder of the natural world;
Think about care for the environment as a value across religions;
Discuss ways in which people show respect;
Discuss equality of gender and race in Sikhism and how this relates to their views and explore
the meaning through drama, role play and stories;
Investigate the importance of meals and food in the community;
Share ideas about important stages in life;
Discuss the significance of teachers/heroes and give examples from their own lives;
Think about books which they regard as special and why;
Reflect on ways in which people demonstrate respect and how it feels to be respected;
Share feelings of visiting places of worship and why worship is important in religions;
Reflect on the idea of suffering for a principle;
Discuss what values are important in their own lives and in the school community and how
these values are expressed;
Think about ways in which outward signs and symbols show inward belief and commitment
and design their own symbol to express something about themselves;
Reflect on the meaning of making a personal commitment;
Discuss earning a living by honest means and jobs that could or couldn’t be done;
Talk about their feelings about death and whether there is reincarnation or an afterlife.
Share ideas about important stages in life and how these are celebrated.
End of Key Stage 2 Statements
AT1 - Learning about Religion
BY THE AGE OF 11 MOST PUPILS SHOULD BE ABLE TO:
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Name & describe the functions of key objects, places & events in the religions studied;
Identify key points in the life stories of important religious figures;
Make accurate connections between people, beliefs, places, events in a specific relgion;
Demonstrate an understanding of what it means to belong to a faith community in terms of beliefs, values &
practices;
Identify at least two denominations in the Christian tradition & explain basic differences;
Recognise symbols & religious language in context & explain their meaning;
Recognise that different religions share similar features such as values, holy books, places of worship;
Make simple comparisons in terms of these features;
Give examples to show the meaning of important concepts in religion: belief, worship, deity, authority,
commitment.
AT2 - Learning from Religion
BY THE AGE OF 11 MOST PUPILS SHOULD BE ABLE TO:
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Understand the significance of the key people & teachings in the religions studied & the importance of these in the
codes of behaviour;
Give responses to searching questions, making reference to the teachings of religions where relevant;
Show awareness of the need for care & concern for others, making reference to religious values;
Share feelings & responses in religion through their own experiences, e.g. wonder, hope, joy, forgiveness;
Identify & recognise qualities in themselves & others;
Express feelings & responses in a variety of ways following times of reflection & stillness;
Give an informed opinion with regard to environmental, social & moral issues, making reference to religious
beliefs & values where relevant;
Respond thoughtfully to the views of others on religious & moral issues;
Show an understanding of why certain things are right & wrong & how moral values are embodied in religion;
Give examples to show that religion is important to believers & has an influence on their daily life & behaviour.
Exemplar Scheme of work For Key Stage 2
CHRISTIANITY WITH JUDAISM AND BUDDHISM AS THE SELECTED RELIGIONS
Yr
3
Yr
4
AUTUMN
SPRING
FOUNDERS (1)
JESUS (Christianity)

A brief outline of his life (birth, death, resurrection
done in detail at Christmas and Easter); Jesus at 12

Symbol of the cross

Two parables:
- Prodigal Son (forgiveness)
- Good Samaritan (who is my neighbour?)
Buddha (Buddhism)

His life and examples of his teaching and why he
started this religion

Wesak the festival ofBuddhs’s birth, enlightenment and
death

The lotus symbol
FOUNDERS (2)
MOSES (Judaism)

The story of the life of Moses (including birth) and his
importance in Judaism:

Freedom from slavery

The Law (Torah, Ten Commandments)

Chosen people; Promised land

Festivals of Succoth and Passover

•Jewish symbols
Concepts: Authority, Worship
CHRISTIANITY

The power of Jesus to change lives:

The story of Zaccheus

The story of Blind Bartimaeus

Stories which illustrate how Christian belief makes/has
made a difference to how people live their lives, e.g. St.
Paul, William Booth (Salvation Army), Mother Teresa

The development of Christianity in Cumbria:
- Carlisle Cathedral
- George Fox and the Quakers
C
H
R
I
S
T
M
A
S
Christianity
A visit to 2 local churches from different denominations to
explore key features, symbols, artefacts and discuss forms
of worship with the church leader and his or her role.
Concepts: Authority, Worship
RITES OF PASSAGE
Buddhism

Taking Refuge

Becoming a member of the Sangha
Christianity

Adult Baptism, Confirmation, Wedding
Judaism

Bar & Bat Mitzvah, Wedding
CONSIDER:
• Religious reasons for these ceremonies
• Promises made
• Symbolism (words, actions, clothes, symbols)
• Music & customs
SUMMER
GOD
Christianity and Judaism

Views about God as Creator, Judge, Loving etc.
E
GOD
Hinduism

One god - many aspects:

•Images of male deity: Brahma-creator; Shiva-destroyer;
Vishnu- preserver

Images of female deity: Parvati,Durga

Stories to show male/female attributes of God
A
S
T
E
R
Concepts: Deity, Worship
JUDAISM

The Jewish Home

Mezuzah

Importance of mother

Shabbat

Jewish kitchen

Jewish values in the home (Family)

Synagogue

The importance of the Jewish community
Concepts: Authority, Commitment
Concepts: Worship, Commitment
Agreed Syllabus for Religious Education
Concepts: Authority, Worship, Commitment
70
Exemplar Scheme of work for Key Stage 2 Continued
CHRISTIANITY WITH JUDAISM AND BUDDHISM AS THE SELECTED RELIGIONS
AUTUMN
SPRING
CHRISTIANITY
COMMITMENT
Christianity

Jesus’ Baptism and Temptations

Stories Jesus told about commitment e.g.
What Jesus Did
Roman Centurion

Choosing of the twelve disciples
Rich Man and Lazarus

Miracles:

Stories relating to Christian values
Feeding the 5000
Stilling the storm

The work of a Christian charity
Walking on water

Life and work of at least one famous Christian
What Jesus Said

Parables:
Buddhism
C
Sower

Importance of beliefs in influencing family values
Yr
Wheat and Weeds

Stories about values from Buddhist scriptures
5
H
Dragnet

Life and work of HH Dalai Lama
Lord’s Prayer (Luke 11:1-4)
R
Christian Moral Code

The Ten Commandments
I

The Greatest Commandment (Matthew 22:34-40)
Yr
6
Concepts: Authority, Worship, Commitment
WORSHIP/HOLY BOOKS
Christianity

Visit another place of worship

What worship might look like

Role of minister/priest; Sunday - special day

Bible - its treatment, use and importance (william
Tyndale)

Views on the role of women in leading worship
SIKHISM

Gurdwara (place of worship) - significant features

Role of Granthi and musicians

Guru Granth Sahib - its treatment and use

Importance of gender equality
Concepts: Worship, Authority
Agreed Syllabus for Religious Education
S
T
M
A
S
Concept: Commitment
WORSHIP/HOLY BOOKS
Buddhism

The Temple

What worship looks like

Role of a Guru

Holy Books - use and stories
JUDAISM

Synagogue

Torah

Rabbi

Views on the role of women in leading worship
Concepts: Worship, Authority
SUMMER
PILGRIMAGE/LIFE AS A JOURNEY
Christianity

Holy Land

Walsingham/Lourdes/Rome/Iona/Swarthmoor Hall
Buddhism

Bodhgaya
Islam

Pilgrimage to Makkah
E
A
S
T
E
R
Concepts: Worship, Commitment
BELIEFS ABOUT GOD
In Creation
Christianity

God as Creator

God as responsible

Humanity in God’s likeness, and responsible
Buddhism

No concept of Creator God
LIFE AFTER DEATH
Christianity

Eternal life, Judgement
Hinduism/Sikhism/Buddhism

Reincarnation
Concepts: Deity, Belief
71
Agreed Syllabus for Religious Education