R.E.

INTENT: To define key religiouis terms, such as theism, atheism and agnosticism.

IMPLEMENTATION: Children looked at the key definitions and considered what it means to relate to each of these categories. Children discussed with each other where they think they would fit. We also discussed the reasons for each belief and looked at individual case studies to understand why people believe or don't believe in god. 

IMPACT: Children were able to define each key term. 

INTENT: To understand more than one view of believing or not believing in a god. 

IMPLEMENTATION: We looked at a variety of statements and recapped what fact or opinion meant. We then worked together to categorise each statement into a specific religious belief , e.g. Muslim, the belied of a theist or the belief of an atheist. 

IMPACT: Children were able to identify what specific belief belonged to each individual group and appreciate how various religions may demonstrate their relious beliefs differently. 

INTENT: For children to consider different ways Earth was created.

IMPLEMENTATION: Children considered the creation story and 'The Big Bang'. They thought about what people think about God and the theory of evolution. Children looked at statements and considered which ones were 'for' the creation story and which ones were 'against'.

IMPACT: Children were able to explain the different theories about how the world began. 

INTENT: To know the places of worship for a Christian, Muslim and Jew. 

IMPLEMENTATION: Children talked about which place was special to them and why. We linked this to religious places of worship and how they are sacred and protected places for religious believers. We analysed each place of worship and identified what made it special to that religion. We then created word clouds which reflect characteristics of places of worship, e.g. respected, quiet, peaceful, important. 

IMPACT: Children were able to reflect on their own special places and link these to religious places of worship. 

INTENT: To know the key features of a Synagogue.

IMPLEMENTATION: Children compared how Synagogues are different from and similar to other religious places of worship. As a class, we analysed a variety of Synagogues and investigated how they reflect their religion using religious symbols. We learned how, instead of displaying pictures of their gods, they represent much of their beliefs through stained glass windows. Children then used key images linked to Judaism to create their own stained glass window. 

IMPACT: Children could identify and talk about key features and images used to represent Judaism. 

INTENT: To understand what is important to each religion and how people are important to their religion. 

IMPLEMENTATION: Children looked at quotes from religious leaders and concluded that religious places act as a passageway for God. Children also thought about characteristics of God's personality and how this is reflected in different religions. For the end of the unit, children had a range of images and quotes and they had to sort them into the religion they  matched with. 

IMPACT: Children could clearly match the religious symbols and quotes to the correct religion. They also successfully discussed what characteristics a religious leader would impose of their followers, e.g. respect, tolerance, and we linked these back to our school values. 

INTENT: To understand Jesus' mission statement and how this impacted his religious teachings. 

IMPLEMENTATION: We looked at the bible and learned about how it is split into 2 parts. We then looked at a range of the statements from The New Testament and discussed which ones would be tricky to abide by and which ones are most important for those of the Christian community. Then, we analysed Jesus' mission statement and identified what his personal aim was. Then, we created images to represent each goal of His mission statement.

IMPACT: Children could identify each part of His mission statement and discuss why this would be important. We discussed how this is encouraged within the Christian community. Children ended with giving examples of their own mission statements. 

INTENT: To understand what Jesus teaches about forgiveness.

IMPLEMENTATION: We looked at the Parable of the Two Debtors and the Parable of the Unforgiving Servant and concluded that  we should learn to forgive as we are often forgiven for the mistakes we make in life. We discussed different scenarios and what we do in those situations - whether we would forgive or not. We then graded each situation in terms of difficulty to forgive. 

IMPACT: Children would reflect on situations where they have had to forgive and where they have been forgiven. We talked about how this can be challenging at times but helps us to feel a sense of relief. 

INTENT: To understand how Jesus teaches fairness.

IMPLEMENTATION: We analysed the Lord's Prayer and identified key words which show that Jesus favours fairness. We built on our knowledge from last week and also looked at teachings of forgiveness within this. Then, we looked at statements from Mother Teresa and identified what religious teachings these were providing. 

IMPACT: Children could identify ways in which forgiveness and fairness were taught through prayer. 

INTENT: To understand the Muslim belief about God and the story of Prophet Muhammad (PBUH).

IMPLEMENTATION: Using our fluency model, we read through the story of Prophet Muhammad (PBUH). Children then worked together to summarise the story. Then, they used their inference skills to determine what they could learn about his personality - e.g. intelligent, caring and determined. 

IMPACT: Children could summarise the story of Prophet Muhammad (PBUH) and identify what his character was like. Then they could relate this to what Muslims believe today. 

INTENT: To understand the importance of the Qur'an and the messages it teaches.

IMPLEMENTATION: We looked at the importance of prayer and what meaning this holds for Muslims. We analysed a variety of quotes from the Qur'an and children interpreted the meaning of these and what teachings they hold. Children annotated what they believed the Qur'an was teaching and how this leads a Muslim to living a good life.

IMPACT: Children could translate the quotes from the Qur'an and share what significance they think they hold in realtion to the life of a Muslim. 

INTENT: To be able to identify the key features of a mosque. 

IMPLEMENTATION: We recapped the previous knowledge that we had so far and children we able to talk about a mosque being a religious place of worship. They could explain that Muslims believe it is disrespectful to have images of their god so there are often patterns and symbols instead. We then talked about each feature of a mosque and what significance it has. Children then labelled each featured and included what it was used for and the significance it holds. 

IMPACT: Children could identify and label each feature and talk about the significance of it.