Countess Anne School - a Church of England Academy

Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy

Religious Education Curriculum 

Harvest Service 2014

N.C. R.E. programmes of study

 

Year 1

 

AT1 Learning about religions: Knowledge and understanding of:

 

1 Beliefs and Teachings (stories, religious leaders, similarities and differences)

 Recount elements of religious stories.

 

2 Practices and Lifestyles (linking religious people, artefacts, places, actions)

 Recognise religious objects/places/people/practices.

 

 

3 Expressing Meaning (symbolism and forms of religious and spiritual expression, including sacred texts)

Recognise some religious symbols.

Use some religious vocabulary correctly.

 

 

AT2 Learning from religion: Reasons, evaluation and application of questions of:

 

1 Identity and Experience (belonging and shared experiences)

Express their own experiences and feelings.

Recognise what is important in their own lives (using religious symbols). Using religious material as a starting point.

 

2 Meaning and Purpose (ultimate questions and making sense)

 Recognise interesting/puzzling aspects of life which they find intriguing.

 

3 Values and Commitments (morality)

In relation to matters of right and wrong, express what is of value and concern to themselves and others. Recognise that life involves choices between right and wrong.

Autumn Term focuses on:

1 Harvest, the main features of the Christian Harvest festival, what the Christian Harvest festival is, why we have festivals of thanksgiving to God, why it is a time to share with those in need.

 

 2 Gifts and Christmas, knowing the main events of the Nativity story, describing the events of the visit of the wise men to Jesus; knowing that Jesus was a special gift, understanding the concept of a precious gift, describing their own feelings and experiences of giving and receiving gifts, explaining why we give special gifts at Christmas; making connections between the story of Jesus’ birth and Christian attitudes to gifts and giving.

 

Spring Term focuses on:

1 “Special”, recognising and naming special places, times and people to Christians, themselves and other people, saying what is important in their own lives including the use of some religious materials,eg. saying how they feel when they dress up for a wedding, and beginning to express why people, things and events are so important.

 

2 Easter and Palm Sunday, listening to the Easter story, recognising that it is an important event in Jesus’ life and is a special time for Christians, , identifying the cross and a Christian symbol, describing the events and celebrations linked to Palm Sunday, identifying and showing the contrast between the happiness and sadness of the story and talking about beginnings and endings in their own lives.

 

Summer Term focuses on:

1 Noah, retelling the story of Noah, knowing that it is found in the Old Testament, beginning to have some understanding of Noah’s relationship with God and God’s promise to humanity and talking about what they have learnt from the story.

 

2 Church Visit, knowing that a Church is a special place to Christians, recognising some of the artefacts and symbols found in a church, knowing the purpose of some of the symbols and artefacts, reflecting on their own feelings and responses to the atmosphere in a church building, knowing how the atmosphere contributes to Christian worship, knowing the events in a Baptism service and talking about how an artefact is used in this service.

 

 

N.C. R.E. programmes of study

 

Year 2

 

AT1 Learning about religions: Knowledge and understanding of:

 

1 Beliefs and Teachings (stories, religious leaders, similarities and differences)

Describe some religious ideas from stories and some basic religious beliefs and teachings, using some religious vocabulary.

 

2 Practices and Lifestyles (linking religious people, artefacts, places, actions)

Describe some religious objects/places/people/practices. Begin to be aware of similarities in religions.

 

3 Expressing Meaning (symbolism and forms of religious and spiritual expression, including sacred texts)

Begin to suggest meanings for some religious actions and symbols. Describe how religious belief is expressed in different ways.

 

AT2 Learning from religion: Reasons, evaluation and application of questions of:

 

1 Identity and Experience (belonging and shared experiences)

Describe and respond sensitively to their own and others’ experiences and feelings, including characters in stories with religious meaning.

 

2 Meaning and Purpose (ultimate questions and making sense)

Ask a range of questions about puzzling aspects of life and experience and suggest answers, including religious ones.

 

3 Values and Commitments (morality)

Recognise and describe some religious values in relation to matters of right and wrong. Make links between these and their own values.

Autumn Term focuses on:

1 Jesus’ friends/followers/disciples, knowing that Jesus chose special friends to help him, retellingthe stories of Jesus calling the disciples, Jesus and the children, Zacchaeus the tax collector, feeding the 5,000, knowing that Jesus offered friendship to all and explain the significance of the stories.

 

2 Advent and Christmas, learning about the season of Advent, know that Advent is a time of preparation for what is to come, know that Advent has symbols that link also to the season of Christmas eg, light/candles and say why these are important, know the meaning of the Advent symbols candles/light, know that Jesus ids thought of as the light of the world, and how this is important to Christians.

 

Spring Term focuses on:

1 Friends, say that friends are important people in their lives, know who their friends are, say why friends are important, know what the qualities of a friend are, know how they too must use those qualities if they are to be a good friend, recognise these qualities in themselves and in others, write about how they would feel now and later if a friend moves away.

 

2 Easter, explain that new life comes from things that may look dead, eg. bulbs – given the right conditions, listen to the story of Badger’s Parting Gift, relate Badger’s Parting Gift to how they may have beginnings and endings in their own lives, say how this story relates to the story of the Crucifixion and Resurrection.

 

Summer Term focuses on:

1 Stories of Jesus that teach of faith, trust and thankfulness, understand the feelings of faith, trust and thankfulness, know how these are evident in everyday life, listen to stories about Jesus and identify these features within the stories, explain why these characteristics are important.

 

2 Church Visit, describe the main features of  the religious building they have visited, exploring how it is used by the members of the faith community; identify symbols, explain their meaning, know that the building is special to the people who use it; respond to the atmosphere in the building, describe how the atmosphere feels, consider their own special places, say why they are important to them, explain some beliefs which underpin the ways in which the building is used, understand the importance of special places in our lives.

 

N.C. R.E. programmes of study

 

Year 3

 

AT1 Learning about religions: Knowledge and understanding of:

 

1 Beliefs and Teachings (stories, religious leaders, similarities and differences)

Develop religious and moral vocabulary to describe key features and know beliefs, ideas and teachings for some religions.

 

2 Practices and Lifestyles (linking religious people, artefacts, places, actions)

Demonstrate some knowledge of the function of objects/places/people within religious practices and lifestyles. Begin to recognise key similarities and differences.

 

3 Expressing Meaning (symbolism and forms of religious and spiritual expression, including sacred texts)

Begin to identify the impact of religious teachings, including the effects sacred texts have on believers’ lives. Identify religious symbols and symbolic actions.

 

AT2 Learning from religion: Reasons, evaluation and application of questions of:

 

1 Identity and Experience (belonging and shared experiences)

Recognise what influences them in their lives. Identify the influence religion has on lives, cultures and communities, including their own.

 

2 Meaning and Purpose (ultimate questions and making sense)

Identify ultimate questions and recognise that there are no universally agreed answers. Recognise that there are no universally agreed answers to these.

 

3 Values and Commitments (morality)

Recognise and begin to ask important questions about how religious and moral values, commitments and beliefs can influence behaviour.

Autumn Term focuses on:

1 The Creation Story, understand that some people believe that God created the world, begin to consider their own belief and sense of responsibility towards the environment, consider the concept of sustainable development.

 

2 Judaism, including Succoth, Shabbat and Hanukkah, describe the importance of the beliefs and teachings relating to Shabbat, respond sensitively to the keeping of Shabbat by Jewish people, suggest meanings in the symbols within Judaism eg.the Sukkah, the havdallah, make links between symbols and stories within Judaism, eg. the two loaves of challah bread, Shabbat and the story of Creation, describe how the Torah revered within Judaism, compare their ideas of rest and relaxation with those of others, identifying what influences their lives, make links between values and behaviour through the creation of their own written work.

 

Spring Term focuses on:

1 Old Testament Stories, describe experiences and feelings they share with characters in stories with religious meaning, demonstrate an understanding that personal experiences and feelings can influence attitudes and actions, begin to ask questions and suggest answers about the experiences of the character.

 

Summer Term focuses on:

1 Promises, identify key features of a religious place, link them to a service involving promises, begin to talk about the symbolism eg. use of water, symbolism of a ring/circle.

 

2 The Meaning of Signs and Symbols in religion, identify some key religious symbols and some symbolic actions in a religious context, talk about some of the beliefs or ideas which underpin them, discuss the possible meanings of some examples of symbolic language, eg. words or phrases used by believers to describe God.

 

 

N.C. Religious Education Programmes of Study

 

Year 4

 

AT1 Learning about religions: Knowledge and understanding of:

1 Beliefs and Teachings (stories, religious leaders, similarities and differences)

Using appropriate religious and moral vocabulary, identify and describe key features of religions, including beliefs, teachings and their meaning.

 

2 Practices and Lifestyles (linking religious people, artefacts, places, actions)

Identify and describe similarities and differences in religious practices and lifestyles both within and between religions.

 

3 Expressing Meaning (symbolism and forms of religious and spiritual expression, including sacred texts)

Describe the meaning of religious symbols and symbolic actions. Show understanding that symbols may be interpreted in different ways both within and between religions.

 

AT2 Learning from religion: Reasons, evaluation and application of questions of:

1 Identity and Experience (belonging and shared experiences)

Ask questions of identity and belonging and suggests own answers about the significant experiences of others, including religious believers.

 

2 Meaning and Purpose (ultimate questions and making sense)

Raise questions and suggest religious, philosophical and moral answers to a range of ultimate questions.

 

3 Values and Commitments (morality)

Ask questions about matters of right and wrong and suggests answers which show understanding of a range of moral and religious teachings.

Autumn Term focuses on:

1 Sikhism and The 5 K’s, knowing the names of the five K’s, saying that the five K’s are symbols of belonging, presenting and talking about the five K’s to the class eg. drawing, painting, PowerPoint presentation, explaining the five K’s and how a Sikh practices their faith through the use of these symbols.

 

2 Harvest, knowing that Harvest is a time of thanksgiving to God for his work in the world, identifying thankfulness as a feature of religious life within Christianity, responding sensitively to others’ experiences of being thankful, describing how thankfulness is exemplified through the festival of Harvest, comparing their own experiences of thankfulness with those of others, and making links between the value of thankfulness and their own attitudes and behaviour.

 

3 Christmas/Journeys, knowing that some people of faith make special journeys, understanding the concept of special journeys and their significance for believers, retelling the Nativity story, recognising the key characters and their significance and symbolism; understanding that religious belief, faith and ideas can be conveyed and illuminated through expressive arts.

 

Spring Term focuses on:

1 Special People who work to help others through setting up communities, knowing that founders have qualities of leadership, giving examples of these qualities, identifying some of the qualities of a founder/leader, understand the effect of a founder on a faith.

 

Summer Term focuses on:

1 Hymns and Prayers, describing the actions of a participant in a ritual, listening to hymns and identifying the story, interpreting hymns in their own way, reading a variety of prayers, expressing their feelings about a prayer, naming and talking about at least one famous prayer, making a prayer cube, writing their own prayers, talking about their experiences of prayer, asking and suggesting own answers about the value of stillness and silence and expressing their own beliefs in a style of a popular prayer or creed.

 

2 Church Visit, visiting a local church, talking about the history of the building, talking about the artefacts and how they are used in the church, talking about the vicar’s role, talking about the colours of the church seasons and meanings of the seasons, talking about the meaning of the seasons, asking questions and suggesting answers to questions involving the role of the vicar and church wardens and saying how and why all these are important to Christians.

 

 

N.C. Religious Education Programmes of Study

 

 

Year 5

 

AT1 Learning about religions: Knowledge and understanding of:

 

1 Beliefs and Teachings (stories, religious leaders, similarities and differences)

Begin to use some philosophical language and an increasingly wide religious and moral vocabulary to explore and suggests some reasons for the similarities and differences in beliefs and teachings, both within and between religions.

 

2 Practices and Lifestyles (linking religious people, artefacts, places, actions)

Explain how religious life and ideas influence practices and lifestyles. Explore how these beliefs and ideas lead to diverse practice, both within and between religions.

 

3 Expressing Meaning (symbolism and forms of religious and spiritual expression, including sacred texts)

Explain how religious beliefs and ideas can be expresses in a variety of forms using correct terminology. Explain the reasons for diverse forms of expression in religious teachings, including sacred texts, both within and between religions.

 

AT2 Learning from religion: Reasons, evaluation and application of questions of:

 

1 Identity and Experience (belonging and shared experiences)

Explore and suggest reasons for their own and other people’s views, including religious ideas about human identity and experience.

 

2 Meaning and Purpose (ultimate questions and making sense)

Explain their own philosophical, moral and/or religious responses to a range of ultimate questions. Explore the view of others including different religious perspectives.

 

3 Values and Commitments (morality)

Explain, with reasons, religious views about ethical and moral issues. Explore their own views and those of others.

Autumn Term focuses on:

1 Judaism, compare and contrast the places of worship of Judaism and Christianity, describe the main features of each, contrast the symbolism  and the beliefs associated with artefacts found in a synagogue and a church.

 

2 Christmas, listen to the Christmas story, study it from the point of view of Mary, say how she would view the events of that time; think about the kind of person she  was and how the events would affect her, ask questions and suggest answers  to questions about her experience.

 

Spring Term focuses on:

1 Moses and the Ten Commandments, know the names of some important leaders of the Israelite people and their role amongst people, tell the story of Moses’ Exodus from Egypt, talk about Moses faith and trust in God, say what the Ten Commandments are and name some of them, learn how religious codes can affect our lives, ask questions about matters of right and wrong, and suggest answers which show understanding of moral and religious teachings.

 

2 Easter and Pesach (Passover), demonstrate knowledge of the main beliefs linked to Easter or Pesach (Passover), compare the main beliefs linked to Easter and another festival.

 

Summer Term focuses on:

1 Church Visits and Synagogue Visits, compare and contrast the places of worship of three world faiths (to include Christianity), describe the main features of each, contrast the symbolism and the beliefs associated with artefacts found in these three places of worship for different faiths.

 

2 Church Visits and Synagogue Visits, begin to suggest what moral and religious implications may be involved in choices and decisions; suggest answers to moral questions and understand what might be regarded as right and wrong; recognise that Christian believe that their behaviour and the choices they make should be based upon their faith; begin to identify the key concept of love and being basic to Christian life, begin to recognise the basis of some of their own decisions and choices and compare this with the Christian view; express their own ideas and beliefs in relation to moral questions, describe the significance of Biblical teaching with regard to choices and behaviour.

 

 

N.C. R.E. programmes of study

 

 

Year 6

 

AT1 Learning about religions: Knowledge and understanding of:

 

1 Beliefs and Teachings  (stories, religious leaders, similarities and differences) & 2 Practices and Lifestyles(linking religious people, artefacts, places, actions)

Using religious, moral and philosophical vocabulary analyse the reasons for differences in beliefs, teachings and practices both within and between religions.

 

3 Expressing Meaning (symbolism and forms of religious and spiritual expression, including sacred texts)

Analyse and interpret the significance of different forms of religious expression, including sacred texts.

 

AT2 Learning from religion: Reasons, evaluation and application of questions of:

 

1 Identity and Experience (belonging and shared experiences)

Analyse the impact of the teachings and experiences of inspirational people of faith on their own and other’s lives. Reflect on how this influences feelings of identity and experience.

 

2 Meaning and Purpose (ultimate questions and making sense) & 3 Values and Commitments (morality)

Analyse the reasons why different people might hold different beliefs about a range of ultimate questions, moral and ethical issues, within religious and non-religious communities and give their own opinion.

Autumn Term focuses on:

1 (QCA) Muhammad, understand why Muhammad is important to Muslims, know that Muhammad is regarded as a model for all Muslims to follow, describe the different stories about Muhammad that teach Muslims about how to carry out God’s will in their daily life, identify people in their own life who are role-models for themselves, recognise other influences on their behaviour and views, explain the role of Muhammad and his role as the final messenger, including the meaning of Shahadah, review their own values and commitments in the light of those people who belong to the faith.

 

2 (QCA) How Muslims express their beliefs through practices, retell the story of the origins of the Qur’an, understand the role and significance of the final messenger (the prophet Muhammad), understand and recount what is involved in acts of worship, identify the principal beliefs, ideas and teachings of Islam, recognise the significance of acts of worship to believers, compare and contrast these features with those shared by different religions.

 

Spring Term focuses on:

S. A. T. s

 

Summer Term focuses on:

1 What we can learn for Christian religious buildings, describe the interiors and exteriors of Christian religious buildings, identify the key features, explain how they are used in worship and what they mean in terms of the religious beliefs of worshippers, identify similarities and differences between two contrasting Christian denominations, explain that metaphors, symbols and objects convey religious meaning, explain why and how metaphors, similes and objects convey meaning to members of religious groups and how they relate to religious beliefs.

 

2 Religious Leaders, name some important leaders, both religious and non-religious, talk about what they have achieved and say how they have worked to improve the community, understand the qualities needed to be a leader and how they can influence the people.