Religious Education

Year 5

Module 6

Green religion? What do religious and non-religious worldviews teach about caring for the Earth?

Pupils should be taught:

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

Lesson 1: Does the Earth belong to God? Or to humanity? Or to every living thing?

Today we learnt about different worldviews about the Earth and how it should be looked after and who by. In particular, we looked at the views of Greta Thunberg, who is non-religious, and the Pope, who is catholic. We worked in groups to discuss our ideas around the topic of pollution and how to look after our planet.

Module 5

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

Lesson 1: Where do people get advice and guidance?

Lesson 2: What is a special place for Muslims?

Lesson 4: What matters to Muslims?

Module 4

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

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

Lesson 1: What helps Muslims through the journey of life?

Lesson 2: Why does prayer matter to Muslims?

Children explored the different features of Islamic prayer and why the actions are important and what they could represent. Children then completed a diamond 9 activity ordering different statements about why prayer is so important to Muslims.

Lesson 3: Charity

Lesson 4: Why do muslims fast?

Children watched a video and researched Ramadan and Eid ul-Fitr.

Lesson 5: Why do Muslims want to go on pilgrimages?

Module 1

Why do some people believe God exists?

Lesson 1: How many people believe in God?

Children explored world and national statistics to determine the proportion of people who believe in a God. Next, they compared world and national statistics and how they have changed over time by answering questions and making statements regarding the statistics.

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

Lesson 2: Is God real? What do Christians think?

Children looked at what God means to Christians and explored different terminology. Children were given a different psalm and deduced how God was portrayed.

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

Lesson 3: How do we know it is true? Why do people believe or not believe in God?

Children looked at the difference between fact, belief and opinion and came up with examples of their own. Children explored different beliefs held by religious and non-religious people and how these beliefs can be different: family background, religious experience, the amazing world and suffering.

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

Lesson 4: What do Christians believe about how the world began? Do they all share the same idea?

We looked at Genesis and how it explains how the universe was created. Next, we looked at what atheists and agnostics may believe, the Big Bang Theory and the Theory of Evolution, and how this may clash with Christian beliefs. We looked at some different Christian scientists and what they believe in.

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

Lesson 5: Is God real?

Drawing on the knowledge from this module's learning, children completed Solo taxonomy challenge questions.

Module 2

Lesson 1: What mattered to Jesus?

We explored what a mission statement looks like and what Jesus' 5-point plan was. We 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

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

Lesson 3: Parables about forgiveness

We watched videos explaining the parables 'Jesus and the sinful women' and the unforgiving servant. We 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 3: Mother Teresa

We learnt about Mother Teresa; the choices she made and how she led her life. Children explored the different ways that Mother Teresa followed Jesus.

Lesson 4: What did Jesus teach about being generous and greedy?

Children completed Solo Taxonomy questions regarding generosity and greed.

Module 3

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

Lesson 1: Places of worship

Today we explored places of worship for the religions of hinduism, christianity and judaism. We first learnt about the different places of worship that individuals from each of the religions we are looking at this term go to and then considered the important artefacts in each of the religious places. This enabled us to understand the features of each of the places of worship and what make it a special place for them to go to.

Lesson 2: Duty of pilgrimage

This week we explored the festival of the Kumbh Mela, which is the special journey to the River Ganges (the holiest river for Hindus). We listened to testimonies from people participating in the Kumbh Mela and heard the different things they participate in to fulfil their journey as a Hindu .

Lesson 3: Judaism and pilgrimage: Western Wall

Today we have been learning about the Western Wall in Jerusalem. We have heard real life accounts of how people feel when taking a pilgrimage to The Western Wall and have been able to understand what it really means to them. We had learnt that the Western Wall is also known as the wailing wall because of the grief from the destruction of the wall. Using aerial photographs, we were able to see the different parts of the site and understand what happens where, and for which religions. We ended by thinking about what we might write on a piece of paper that we would psot into the Western wall.

Lesson 4: Ways of worhipping in Christinaity

Today we learnt that there are many ways that christians worship, rather than just one correct way. We explored the idea of singing in church as well as the idea of staying at home and worshipping alone. The are may different options within christianity and we understood that worshipping within christianity is a very personal choice.

Lesson 5: Judaism: Why is synagogue only part of the picture?

During today's lesson, we explored the question 'Why is the synagogue only part of the picture?' and looked at what else was important to a jew's everyday life. We learnt about the three elements that were important to Jewish life: the Torah, Synagogue and the jewish home. We researched into all of the elements and created a fact file and balanced debate as to which one we felt was the most important element of their life and religion.

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