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Check back soon!

Check back soon!

Autumn Term

Harvest/ How do Jews remember God’s covenant to Abraham and Moses? 

• We will appreciate Harvest and investigate where some foods come from. We then learn about the connection between a promise and a covenant and how this is important within the Jewish faith through the story of Abraham and Moses.  We investigate why the first Passover occurred and explore its symbols for today’s Jewish believers. We then investigate the inside of a synagogue ,its key items and symbols e.g. Star of David, ark ,Torah, mantel, yad, bimah through research and a visit to synagogue.  

What are the gifts of Christmas?

• We will learn what the word –Messiah means and why there was a Jewish longing for a Messiah. We will explore the Christian belief of God sending messages through –  prayers ,dreams, prophets and angels. We will focus upon this faith’s idea of the “gift” of Jesus and Mary receiving this message from the Angel Gabriel. 
• Through The Papa Pavnov story, we think about the abstract gifts we can give: love, care, concern, time etc, and consider how we feel when we give and receive these types of gifts. We also consider how we can support others through charitable organisations

Spring Term

What do Christians believe about a good life?

• The pupils will share thoughts about the significance of a personal special book- e.g. one gifted by a loved one or saved up for it, etc . We then learn facts about the Christian special book: The Bible, its Old and New Testaments and the different books within them. We explore the Old Testament and the 10 Commandments, debate which we think is most important and how these rules also connect to Islamic and Jewish beliefs and our own. We then focus upon The New Testament and Jesus’s mission on Earth with his 12 disciples. We will identify that through analysing the parables he told, we can use these ideas, such as being truthful, in general life to support a sense of moral responsibility.

Why is there joy and sadness at Easter?

• We will explore some key events of Easter Week. The happiness of Palm Sunday and learn about its associated symbols : the donkey, palm leaves, celebrations , the meanings behind them and why Christians celebrate Ash Wednesday today. We then investigate why Jesus became angry in the temple, and discuss the types of things in the world today which make us angry.  We then learn why the feelings towards Jesus changed through the week culminating in his betrayal and the joy in the Christian belief of Jesus’ resurrection.  

Summer Term

How do people express spirituality? 

• We will explore the word spirituality and assess what the pupils know. Then we will investigate how different religions express spirituality .We will learn why the Muslim faith does not portray Allah ,The Prophet Mohammed or others through imagery and learn how Islam depicts the natural world through lasting patterns. We will also learn how Islam uses words, calligraphy and poetry to represent beliefs. We will contrast this with how Christianity uses the visual arts to express key beliefs. We will consider why music in Sikhism is important in expressing beliefs and discuss the feelings it creates in its followers. We will then reflect upon the impact art and music can have on ourselves and how the arts are a way of expressing ideas. We will also celebrate the Islamic festival of Eid.

What do creation stories tell us?

• Through creating a piece of outdoor art- work, we will discuss how the process makes us feel e.g. calm, co-operative, creative. We will then read creation stories from Sikhism, Islam and Christianity to identify their similarities and differences and that they outline a responsibility to look after God’s creation. We then explore the scientific view of creation and investigate organisations that campaign to raise awareness of the vulnerability of the world’s creations and identify what we can do to protect it.

Autumn Term

How are important events remembered ?

• We will celebrate Harvest by exploring where some of our food comes from and by investigating how Fairtrade can support  farmers in areas of the world. We will then study the importance of light within different religious celebrations including: the Jewish celebration of Hannukah and what the light symbolises God’s presence, the Hindu festival of Diwali where light is seen as a representation of goodness, honesty and hope and in Sikhism where it represents the freedom of Guru Hargobind.

What does light represent at Christmas? 

• We will discuss the Christian celebration of Advent as a time of preparation and the symbolic items represented on the Advent wreath. We will learn what each light represents and that it is also lit as a symbol of the Christian belief that Jesus is the light of the world and what this term means for followers. The pupils will invent meanings for their own symbols of light.

Spring Term

How do the 5 Pillars of Islam guide Muslims?

• We will learn about the Prophet Mohammed and the establishment of Islam in Mecca. We will learn about the 5 Pillars of Islam: Shahadah (belief in 1 God), Salaah (prayer),Zakat( giving to charity), Sawm(fasting) and Hajj ( pilgrimage) and how these rules impact upon the lives of Muslims. We will investigate the thoughts and feelings Muslims may experience when on religious pilgrimage. We will debate which rules are the most important to follow in our daily lives and why.

Why was Jesus betrayed?

• We will discus what the words trust and betrayal mean and the pupils can share ideas and experiences  connected to these words. We will use role play to act out scenarios where these words figure and attempt to provide suggestions of how to resolve the problems posed. We will recap the Easter story with a focus upon the trust Jesus gave to his disciples, the betrayal of him by Judas and Peter and why. We will consider times in our own lives when it has been difficult to tell the truth.

Summer Term

Why are Gurus at the heart of Sikh practice?

• We will learn that the word “Guru” means teacher and explore the qualities  which make a good teacher. By reading stories, we will learn about the positive values Guru Nanak taught. Through investigating the poem Mool Mantar in the Sikh holy book, The Guru Granth Sahib, we will learn why its words are still important to Sikhs today. We will explore how the Guru Granth Sahib is treated in the temple and why. We will locate the Golden Temple at Amritsar and identify key features within the temple and learn facts about why it has become a popular place to visit.
• We will celebrate the Islamic festival of Eid

What faiths are shared in our country ?

• We will identify human features within our local community and what purpose they serve. We will then explore maps to locate places of worship within the locality. We will compare this information to another area in Leeds and discuss why there are similarities and differences. We will  also investigate types of faith groups within the wider country. We will develop an understanding of what the words- diversity within faiths mean, by comparing a Christian Methodist Church and a Christian Catholic church. The pupils will discuss why they think these Christian places of worship appear different.

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Skills and Vocabulary

By year 4 pupils should be able to apply previous skills taught to the content of learning and: Question ,describe and make links; explain and give reasons for traditions and ceremonies; describe and show understanding of what has been learnt; explore and describe similarities and differences between faiths and non-faith views ; reflect upon learning and give examples to support their ideas.

• Christianity:All KS1 vocabulary and; Trinity, eternal, covenant, denomination, Roman Catholic, Orthodox, Protestant, dedication, creation, salvation, incarnation, gospel, Messiah, ascension, communion, eucharist, crucifixion, reconciliation, forgiveness, sacrifice, ritual
• Islam: Prophet Muhammad, Shahadah , Sawm / fasting, Zakat, Hajj , Mecca, Night of Destiny(Laylut Al Qadr), Eid ul Adha, Qiblah, Sadaqah, Halal, Haram, Iftar, Ummah, Kabah
• Judaism: Torah, Jew, Synagogue, Shabbat, Creation, Rabbi Moses, Abraham, Exodus, Hebrew, covenant, Torah, Ark, Sabbath/Shabbat, Passover/Pesach, Mezuzah, Kosher, Seder, Tallit, Synagogue, Bimah, Prayer, belief, worship, Yom Kippur, Rosh, Hashanah, Hannukah, Purim, tallit, kippah, scroll, shema.
• Sikhism: Waheguru (God)   Sikh, Guru, Gurdwara , Langar , Sewa, Guru Nanak, Guru Granth Sahib,  Mool Mantar
   

Autumn Term

Why are some journeys and places special?

• Harvest- We will discuss why water is special to us and in terms of growing food. We then learn how clean water is difficult to access for many people around the world and of the charities which provide aid. Next the pupils explore the word pilgrimage and what this means to believers od different religions. We learn about religious pilgrimages for believers of Islam, Judaism, Sikhism and Christianity, where they take place and how these visits can impact upon the individual . The pupils will also consider their own special places and consider what they gain from visiting these places.

What is a gift?

• The pupils will explore the word prophesy and the Christian belief that the Wise Men sought the new born Jesus based upon biblical prophesy. We will discuss the types of gifts given by the Wise Men and why these were chosen. We then investigate the Russian story of Baboushka and what messages it teaches us. Pupils will explore the intangible gifts we can give to others such as kindness, time, care, advice etc. and will then research the traditions associated with Christmas in Russia.

Spring Term

What do Christians believe about old and new covenants?

• Pupils will learn the term covenant and its meaning of promise. We will talk about covenants which we experience in our daily lives . We will re-cap elements of the bible and focus upon the Old Testament and the covenant made between God and Abraham. We then investigate the connection to Abraham in the Bible, Qur’an and Torah through the story of Abraham and Sarah and The Testing of Abraham . Next we review the promise made to Moses in the Exodus story and identify the reasons why Moses was given the 10 Commandments. 

Why do people show sacrifice for the benefit of others?

• The pupils will explore the terms sacrifice and redemption. They will discuss experiences of these concepts and reasons why a sacrifice or forgiveness was made. We then link these terms to the sacrifice which Jesus made and why. We question if Jesus was right to make such a sacrifice. We explore the life of Harriet Tubman and the personal sacrifices she made to help others escape from slavery. 

Summer Term

What values are shown in codes for living?

• We discuss where our rules come from in general society and question the need for them. We explore the term ‘Humanist” to help understand that there are non-religious codes for positive living for example in the responsibility for looking after the environment, We then investigate where Muslims, Jews, Sikhs and Christians get there inspiration for a positive code of living from and we will identify similarities and differences between them. The pupils will write a personal code for living. We will celebrate Eid.

Should we forgive others?

• We will investigate stories about forgiveness and the key messages they bring.  We will discover the process of forgiveness within faith groups e.g. Roman Catholic confession. We will explore times in our own lives when it has been personally difficult to forgive, and how we felt not to do so. We then explore why the black rights activists Martin Luther King and Rosa Parks partook in peaceful protest in the face of prejudice. 

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Skills and Vocabulary

By the end of year 5 pupils should be able to apply previous skills taught to the content of learning and compare and contrast views; give a considered response; explain a range of opinions and give reasons using appropriate vocabulary; evaluate different points of view ; apply a range of ideas into verbal and written summaries.

• Christianity: Trinity, eternal, covenant, denomination, Roman Catholic, Orthodox, Protestant, dedication, creation, salvation, incarnation, gospel, Messiah, ascension, communion, eucharist, crucifixion, reconciliation, forgiveness, sacrifice, ritual
• Islam: Prophet Muhammad, Shahadah ,Sawm/fasting, Jihad, Zakat, Hajj , Mecca, Night of Destiny(Laylut Al Qadr), Eid ul Adha, Qiblah, Sadaqah, Halal, Haram, Iftar, Ummah, Kaabah
• Judaism: Torah, Jew, Synagogue, Shabbat, Creation, Rabbi Moses, Abraham, Exodus, Hebrew, covenant, Torah, Ark, Sabbath/Shabbat, Passover/Pesach, Mezuzah, Kosher, Seder, Tallit, Synagogue, Bimah, Prayer, belief, worship,   Kippur, Rosh, Hashanah, Hannukah, Purim, tallit, kippah, scroll,shema.
• Sikhism: India, Panjab, non-corporeal, omnipresent, shishya (disciple), Ten, Gurus, Guru Arjan, Adi Granth, Guru Granth Sahib, scripture, hukam, vak, kirtan, Guru Gobind Singh, Khalsa, Panj Pyare,  5 Ks, kara.
   

Autumn Term

How do Sikhs show commitment?   

• The pupils will explore elements of the celebration of Harvest.
• Pupils will explore what a value is and the difference between saying and doing. This will help form their opinions upon what values are important to them. The pupils will learn about the Sikh holy scripture, The Guru Granth Sahib and how it teaches Sikhs to live a life of good according to its values.
• The pupils will investigate how the 5K’s are important to Sikhs and how they support them in their daily lives. By investigating the Sikh value of sewa ( kindness) the pupils will summarise how they can add positivity to their own ways of being.

How did the Christmas story develop?

• The pupils will investigate The Nativity story from the bible and the two accounts of this from the gospels of Mathew and Luke. They will identify similarities and differences between these accounts. Pupils will consider reasons for this.  The pupils will also investigate pieces of Nativity art work and form their own questions about what they see and what they wish to further research. They will write an account as a character who witnessed the scene at the stable.

Spring Term

How do Jews remember kings and prophets?

• The pupils will learn about key Jewish beliefs and how ideas of God are expressed through story, celebration, ritual and in a Jewish believer’s personal actions. The pupils will explore the festivals of Rosh Hashanah, Purim, ,Hanukkah and how these festivals link to key symbols of Judaism , practices today and how they inform Jewish people of how to live their lives .The pupils will form questions to research key figures within Judaism such as King David and Esther.

What do Christians believe about Jesus’ death and resurrection?

• Through exploring key events of Holy Week the pupils will learn how the symbols of this story (bread, chalice, wine,etc) link to current Christian religious practice. The pupils will investigate the betrayal of Jesus and analyse the thoughts and feelings of key characters. Pupils will also explore what the resurrection means for Christians today and how this affects their lives and ways of worship.

Summer Term

What is compassion?

• Pupils will explore the word compassion and give examples of when they have observed it. They then identify common aims of different religions and world views. They will consider what a world without compassion would look like . They will discuss why it is sometimes hard to show compassion. We then debate if is it ever right for people of faith and non-faith to involve themselves in conflict and the things which can be done to resolve it for the common good. 

How does growing up bring responsibilities and commitments?

• In this unit we give the pupils opportunity to look ahead in their lives and to discuss the additional privileges they may experience in the future, for example learning to drive, going to university, getting a job, voting etc., and of the self responsibility required to achieve them. We then explore rights of passage in different religions e.g. bar mitzvah, baptism, aqeeqah, Amrit and of the commitment required from the individual and their family. We consider the idea of self-promise and the commitment pupils can make to themselves as they venture forward to a new episode in their lives.

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Skills and Vocabulary

By the end of year 6 pupils should be able to apply previous skills taught to the content of learning and compare and contrast views; give a considered response; explain a range of opinions and give reasons using appropriate vocabulary; evaluate different points of view; apply a range of ideas into verbal and written summaries.

• Christianity: Trinity, eternal, covenant, denomination, Roman Catholic, Orthodox, Protestant, dedication, creation, salvation, incarnation, gospel, Messiah, ascension, communion, eucharist, crucifixion, reconciliation, forgiveness, sacrifice, ritual
• Islam: Prophet Muhammad, Shahadah ,Sawm/fasting, Jihad, Zakat, Hajj , Mecca, Night of Destiny(Laylut Al Qadr), Eid ul Adha, Qiblah, Sadaqah, Halal, Haram, Iftar, Ummah, Kaabah
• Judaism: Torah, Jew, Synagogue, Shabbat, Creation, Rabbi Moses, Abraham, Exodus, Hebrew, covenant, Torah, Ark, Sabbath/Shabbat, Passover/Pesach, Mezuzah, Kosher, Seder, Tallit, Synagogue, Bimah, Prayer, belief, worship,   Kippur, Rosh, Hashanah, Hannukah, Purim, tallit, kippah, scroll, shema.
• Sikhism: India, Panjab, non-corporeal, omnipresent, shishya (disciple), Ten, Gurus, Guru Arjan, Adi Granth, Guru Granth Sahib, scripture, hukam, vak, kirtan, Guru Gobind Singh, Khalsa, Panj Pyare,  5 Ks, kara.