Suggested Implementation

Non- Statutory Framework for RE - KS2
The learning and teaching activities in this Learning Unit address aspects of the Non- Statutory Framework for RE outlined below. This Learning Resource aims to complement, supplement and enhance material in any Local Agreed Syllabus and is not intended to replace or override it.

Knowledge Skills and Understanding
Learning about religion

1a – describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others
1b – describe the variety of practices and ways of life in religions and understand how these stem from and are closely connected with beliefs and teachings
1c – identify and begin to describe the similarities and differences within and between religions
1d – investigate the significance of religion in the local, national and global communities
1e – consider the meaning of a range of forms of religious expression, understand why these are important in religion and note links between them
1g – use specialist vocabulary in communicating their knowledge and understanding
1h – use and interpret information about religions from a range of sources

Learning from religion
2a – reflect on what it means to belong to a faith community, communicating their own and others’ responses
2b – respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways
2c – discuss their own and others’ views of religious truth and belief, expressing their own ideas
2d – reflect on ideas of right and wrong and their own and others’ responses to them
2e – reflect on sources of inspiration in their own and others’ lives

Breadth of Study
During the key stage, pupils should be taught the knowledge, skills and understanding through the following areas of study:

Religions and beliefs
3a – Christianity
3b – at least two other principal religions
3c – a religious community with a significant local presence, where appropriate
3d – a secular world view, where appropriate

Themes
3e – beliefs and questions; how people’s belief’s about God, the world and others impact on their lives
3f – teachings and authority; what sacred texts and other sources say about God, the world and human life
3g – worship, pilgrimage and sacred places; where, how and why people worship, including particular sites
3i – symbols and religious expression; how religious and spiritual ideas are expressed
3j – inspirational people; figures from whom believers find inspiration
3k – religion and the individual; what is expected of a person in following a religion or belief
3l – religion, family and community; how religious families and communities practise their faith and the contributions this makes to local life
3m – beliefs in action in the world;: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment

Experiences and opportunities
3n – encountering religion through visitors and visits to places of worship, and focusing on the impact and reality of religion on the local and global community
3o – discussing religious and philosophical questions, giving reasons for their own beliefs and those of others
3p – considering a range of human experiences and feelings
3q – reflecting on their own and others’ insights into life and its origin, purpose and meaning
3r – expressing and communicating their own and others’ insights through art and design, music, dance, drama and ICT
3s – developing the use of ICT, particularly in enhancing pupils’ awareness of religions and beliefs globally
  1. Phase 1 Introduction
  2. Phase 2 Judaism
  3. Phase 3 Christianity
  4. Phase 4 Islam
  5. Phase 5 Presentation
Values
  • Introduction to Values in Abrahamic Faiths
  • Thought for the day
  • Thinking about Values
Introduction
  • Suggested introduction followed by ongoing reference and skill practise
Personal & Social Competency Skills
  • 1
RE
  • Introducing the Challenge
  • What do we already know?
  • Collective Memory
  • Pupils as researchers
  • Enquiring with respect
  • Classifying questions/statements
  • Pupils as researchers
PCHSE
  • Lemons Activity
  • Seeing things different
Literacy
  • The Story of Abraham
Geography & History
  • Jerusalem
  • Timeline
Art & Design
  • Professor Khalili's Islamic Art Collection
  • Let's Peace together our world
  • House of Peace
Maths
  • CE and BCE
  • Negative numbers
Food Technology
Music
  • Lines of Faith
ICT
  • Interrogating online resources
  • Word Processing
  • PowerPoint presentation
  • Video, sound, photographs
Values
  • Thought for the day
  • Thinking about Values
Introduction
  • Suggested introduction followed by ongoing reference and skill practise
Personal & Social Competency Skills
  • 2, 3 - with Making Choices Scenario One
RE
  • Activities in all the other subject areas will support the development of knowledge, skills and understanding from the Non-Statutory National Curriculum Programme of Study
    Pupil Independent research
PCHSE
  • Alike and Different
  • Making Choices (Scenario One)
Literacy
  • The story of the Rabbi and the Cow
  • Instructions for making a dreidel
Geography & History
Art & Design
  • Calligraphy - Hebrew
  • Making a dreidel
  • Six pointed star patterns
Maths
  • Six pointed star patterns
Food Technology
  • Purim Hamantashen
Music
  • Hava Nagila
ICT
Values
  • Thought for the day
  • Thinking about Values
Introduction
  • Suggested introduction followed by ongoing reference and skill practise
Personal & Social Competency Skills
  • 4
RE
  • Activities in all the other subject areas will support the development of knowledge, skills and understanding from the Non-Statutory National Curriculum Programme of Study
    Pupil Independent research
PCHSE
  • Making Choices
  • Brush up on respect
Literacy
  • The story of the Good Samaritan
Geography & History
Art & Design
  • Calligraphy - Latin
  • Images of the Good Samaritan
  • Tessellation patterns
Maths
  • Tessellation patterns
Food Technology
  • Simnel cake
Music
  • Hallelujah Chorus
  • Gregorio Allegri - Miserere
  • Rain Comes Down
ICT
Values
  • Thought for the day
  • Thinking about Values
Introduction
  • Suggested introduction followed by ongoing reference and skill practise
Personal & Social Competency Skills
  • 5
RE
  • Activities in all the other subject areas will support the development of knowledge, skills and understanding from the Non-Statutory National Curriculum Programme of Study
    Pupil Independent research
PCHSE
  • Making Choices
Literacy
  • The Donkey Story
Geography & History
Art & Design
  • Calligraphy - Arabic
  • Circle patterns
  • Prayer mat design
Maths
  • Circle patterns
Food Technology
  • Stuffed dates
Music
  • Sufi music
ICT
Values
  • Thoughts for the day
  • Talking Heads
Introduction
  • Suggested introduction followed by ongoing reference and skill practise
Personal & Social Competency Skills
  • 6
RE
  • Preparing and presenting research findings
PCHSE
  • Making Choices
Literacy
  • Preparing and presenting research findings
Geography
History
Art & Design
Maths
Food Technology
Music
ICT