Religious Education

Year 5

Module 5

If God is everywhere, why go to a place of worship?

This module we have explored and compared different religions (Christianity, Judaism, Hinduism) places of worship, pilgrimages and ways to worship.

Know about and Understand

A1. Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities.

Key Stage 2

Describe and make connections between different features of the religious and non-religious worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life in order to reflect thoughtfully on their ideas;

A3. Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

Key Stage 2

Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning;

Express and Communicate

B1. Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities.;

Key Stage 2

Observe and understand varied examples of religious and non-religious worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities;

B3. Appreciate and appraise varied dimensions of religion.

Key Stage 2

Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences between different religions and worldviews;

Module 3 and 4

What is it like to be a Muslim in Britain today?

Pupils should be taught:

Describe and make connections between different features of the religious and non-religious worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life in order to reflect thoughtfully on their ideas;
Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities;
Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives;

Lesson 1 & 2 - What helps Muslims through the journey of life?

During lesson 1 and 2, we explored what helps Muslims through the journey of life. First we thought about important life journeys in our own life and then researched the five pillars of Islam. Once we had gained an understanding of these, we are able to identify how they help Muslims through the journey of their life.

Describe and make connections between different features of the religious and non-religious worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life in order to reflect thoughtfully on their ideas

Lesson 2: What is the key belief of Muslims?

Throughout this lesson, we explored the first pillar (Shahadah) and gained an understanding of how this is so important to Muslims. We explored islamic stories, which helped us to create a description of Muhammad, thinking aboout his character and qualities.

Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities

Visit to a mosque

Lesson 3: Why does prayer matter to Muslims?

Children found out about the second the second Pillar of Islam - Salah, which is the Arabic word for prayer. Child watched an interview with a Muslim child about what prayer means to them. In pairs, we looked at different reasons to pray and debated which were the most and least important by completing a diamond 9 activity.

Lesson 8: Where do people get advice and guidance from?

Children explored the different places people get advice from and how Muslim's use the Qur'an to inform and guide them and help them be a good person.

We explored different commandments and how these would affect the world if everyone followed. We also looked at advice we have taken from books, texts and people and how this has affected us.

Module 2

What would Jesus do? (Can we live by the values of Jesus in the twenty-first century?)

Lesson 1: What mattered to Jesus?

This week we explored what a mission statement looks like and what Jesus' 5-point plan was. We then looked at different quotes and interpreted what they meant, how they would be challenging and what the world would look like if everyone followed them

Lesson 2: Value of love

Today we explored the importance of love and the love of God. In order to do this, we discussed St Paul's love poetry. Inspired by this, we created our own poem all about love.

Lesson 3: Parables about forgiveness

During this lesson, we watched videos explaining the parables 'Jesus and the sinful women' and the unforgiving servant. Then looked at different scenarios and thought about how difficult it would be to forgive and wrote about what the person should say next.

Lesson 4: Mother Teresa

During this lesson, we learnt about Mother Teresa; the choices she made and how she led her life. After learning about these areas, we explored the different ways that Mother Teresa followed Jesus.

Module 1

Why do some people think God exists? Christians and non-religious (e.g. Humanists)

Lesson 1:

This week we looked at some different terminology such as 'atheist', 'theist' and 'agnostic'. We then discussed some reasons that we believe some people do or do not believe in God. We linked these ideas with life experiences to help us understand what experiences may or may not have an effect on what people believe in or not. Once we considered these ideas, we looked at the statstics of different religions, incuding atheists, agnostics and other religions both globally and England.

Lesson 2:

Today we explored the reasons why people may or may not believe in God. We began by distinguishing the difference between fact, opinion and beliefs and then sorted some ideas into each of these categories. We then moved onto thinking about influences on our beliefs or disbeliefs; some of which included our family backgrounds, suffering and or amaing world.

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