Termly Planning

To see the long term planner for RE in Key Stage 1 - Click here

To see the long term planner for RE in Key Stage 2 - Click here

Summary of focus coverage (click on the focus title for access to Knowledge Organiser)

Year 1

Autumn Term 1  - How did the world Begin?

Exploring a range of creation stories in imaginative ways, children present their own ideas about creators and creation using art and language. They consider how creation stories help some people to understand what god is like

Autumn Term 2 - What do some people believe God looks like?

Looking at Islamic art, Hindu avatars and images of the Christmas story, children explore how different people understand God on Earth. They
consider these representations when creating their own artwork and talk about why putting ideas about God into words and pictures is challenging.

Spring Term 1 - What is God's Job?

Investigating the roles of God through stories and sacred texts, children look at the things God does and what this means to different people. Children imagine what they would do if they were God and retell stories from long ago using drama, props and art.

Spring Term 2 - Why should we care for the world?

Building on their understanding of creation stories, children study religious stories about the relationship between humans and nature. They
experience the Jewish festival of Tu BiShvat in the school grounds and use photographs to investigate how different people care for Earth

Summer Term 1 - How do we know that new babies are special?

Finding out about different ceremonies to welcome home a new baby through interviews, role play, videos and pictures. Children explore some of the symbolism in these ceremonies. They plan and take part in a ceremony to welcome a new cuddly toy to the class

Summer Term 2 - Why should we care for others?

Listening to stories from the Christian and Muslim worldviews and considering what these stories say about caring for others and how they impact people’s lives. Children recognise the different ways people can show they care, and use toy money and role play to explore charitable giving.

Year 2

Autumn Term 1  - Why do we need to give thanks?

Using a range of sources including survey data, children learn the beliefs around using offerings to show gratitude. They get hands on with artefacts used during puja and write their own lyrics for a song of thanks.

Autumn Term 2 - What do candles mean to people?

By investigating the many ways light is used in religious and worldview contexts, children explore different festivals through artwork and stories,
focusing on candles. They use natural resources to create advent wreaths and explore different hanukiah to develop their understanding of the
symbolism of candles during Hanukkah.

Spring Term 1 - How do we know some people were chosen in early life?

Building on their learning about how people view God on Earth, children hear stories from different perspectives about significant religious people’s early life. They use drama and art to bring these stories to life and understand the symbolism within them.

Spring Term 2 - What is a Prophet?

Asking questions about the stories they read, children find out more about the prophets Noah, Jonah, Moses, Muhammud and Guru Nanak. They take on the role of others when using hot seating and talk about things that puzzle them

Summer Term 1 - How do some people talk to God?

Thinking about the importance of communication in relationships, children look at the different ways people pray and why they think this is important. Exploring the objects that some people use during prayer and expressing their ideas about worship through art.

Summer Term 2 - Where do some people talk to God?

Building on their learning about prayer and worship, children look at buildings within their local area and beyond. Through investigating they
find out what the features of the buildings might show about people’s beliefs about god. Children design their own place of worship based on
their learning.

Year 3

Autumn Term 1  - What makes us Human?

Exploring ideas about spirituality, inner self and the soul, children interpret and use art to express beliefs about the soul and inner self and design a book cover and blurb for a book called ‘ What makes us human?’

Autumn Term 2 - Where do we get our morals from?

Reflecting on why people make choices about how to live a good life, children consider their views on what is right and wrong. They investigate
how some Jewish people use a tallit to help them remember guidance and explore objects that others may use in a similar way. Children write their own moral code mini-book inspired by their learning in this unit.

Spring Term 1 - Are Scriptures central to religion?

Building on their learning about guidance in religious texts, children investigate how scripture is used and treated by different people.
Using virtual or real-life visits to places of worship, they act as detectives to find evidence of place of scripture.

Spring Term 2 - What happens if we do wrong?

Making connections between their previous learning about the role of god and moral guidance, children explore the meaning of consequences to
different people. They design and play snakes and ladders style games based on learning beliefs about reincarnation.

Summer Term 1 - Why is water symbolic?

Looking at the many ways water is used in rituals and ceremonies, children will experience the symbolic use of water and learn about the historical connections water has in some religions. From this, they create poetry to express ideas about the symbolism of water.

Summer Term 2 - Why is fire used ceremonially?

Continuing to look at symbolism, children explore the use of fire in many ceremonies and as a symbol of remembrance. They design an eternal
flame to commemorate a particular person or event and create artwork inspired by the symbolic use of fire.

 Year 4

Autumn Term 1  - Are all religions equal?

Exploring the origins of some religions, children explore geographical and historical links and connections between some religions. They investigate Sikh and Bahá’í beliefs and practices that reflect unity and equality to plan a promotional video, poster or slide show for World
Religion Day

Autumn Term 2 - What makes some texts sacred?

Building on enquiry about the place of scripture in year 3, children look at different ways scriptures are used and what this shows about the value placed on them. They experience how the Guru Granth Sahib is treated like royalty and analyse information collaboratively.

Spring Term 1 - Just how important are our beliefs?

Finding out from first-hand accounts how people show commitment to their beliefs, children ask questions about why belonging to a religion
may be challenging. They carry out a survey and use a priorities pie chart to evaluate what is most important to different people.

Spring Term 2 - Who was Jesus?

Investigating texts, children find out about the historical figure of Jesus and consider his place in Jewish, Christian and Muslim teaching and how he is seen by different communities. They will find out more about the social and religious context that Jesus lived in and how this affected the way his actions were viewed at the time

Summer Term 1 - Why is the bible the best selling book of all time?

Using maps and historical learning, children see how Christianity spread across the world. They look at the different types of writing within the
bible and when it was written. They find out about how some Christians use their bibles and design a cover for their bible which reflects their
beliefs.

Summer Term 2 - Does the language of scripture matter?

Building on learning about the importance and place of scripture, children find out about the different languages scriptures are used in and what this reveals about different beliefs. They try their hands at Islamic calligraphy and retell the story of Martin Luther in a comic strip.

Year 5

Autumn Term 1  - Why do people have to stand up for what they believe in?

Thinking about religious freedom, children use historical and modern-day examples of people, such as Guy Fawkes, who have fought for their beliefs. They use debate and critical analysis activities to discuss controversial issues.

Autumn Term 2 - Why doesn't Christianity always look the same?

Thinking first as geographers and historians, children explore the spread of Christian beliefs worldwide. Through looking at artwork, history, case studies and first-hand accounts, they will investigate why, when their fundamental beliefs are the same, Christian worship looks so different in the UK and across the world. They will create freeze frames and breaking news articles as people from the past.

Spring Term 1 - What happens when we die?

Interpreting different sources of wisdom and beliefs about what happens when we die, children find out what different people from Abrahamic and non-religious perspectives do to mark someone’s death. They explore how this is linked with beliefs about the afterlife through scripture and write songs that reflect their learning.

Spring Term 2 - What happens when we die?

Continuing to investigate concepts relating to death, children learn the meaning of reincarnation and karma and compare these ideas with those
studied in part 1. They reflect on their own ideas about life after death and why they hold these beliefs. To conclude their learning, they collaborate to create a visual representation of their views on death, incorporating their own beliefs and those of different worldviews.

Summer Term 1 - Who should get to be in charge?

Exploring the different ways religious leadership and authority are determined, children find out what happens when people don’t agree.
They examine evidence, use debating techniques and develop their knowledge of democracy, bloodline and being ‘chosen’ to think critically
about the issues raised.

Summer Term 2 - Why are some places in the world significant to believers?

Using maps, pictures and texts, children investigate why some places are significant to some religions. They explore why this has sometimes caused wars and what places can tell us about beliefs and culture. Acting as historians, they use virtual visits to explore primary sources and what these can tell us about the past.

Year 6

Autumn Term 1  - Why does religion look different around the world?

Building on comparisons about the origins of the Abrahamic religions, children discover how some religious practices are observed. They
consider how culture, tradition, migration and interpretation can affect how someone practices their religion.

Autumn Term 2 - Why does religion look different around the world?

Building on their learning in part 1, children consider how interpretation can change how people practise their religion and worldview. They think about  the influence culture, history, geography and tradition have on how religion looks in different places and challenge their perceptions. After exploring why there are different Buddhist schools, they compare a range of practices by experiencing some of them in the classroom.

Spring Term 1 - Why is it better to be there in person?

Thinking back to previous learning about prayer and worship, children find out about significant journeys and pilgrimages and why going to a
particular place is so important to some people. They investigate the challenges of pilgrimage experiences and consider whether it is better
to go in person or virtually.

Spring Term 2 - Why is there suffering?

Discussing suffering, sin and free will, children find out what people from different worldviews think about this challenging question. Looking at
stories and analysing texts, they explore why some people turn to God in times of suffering whereas others take it as evidence that god does not exist. The children will write in different religious viewpoints to offer advice to someone experiencing a difficult time.

Summer Term 1 - Why is there suffering?

Developing their understanding of suffering, children look at alternative ideas about and responses to suffering through texts and
interviews. They look at accounts of people responding to the suffering of others and how their reaction is influenced by their worldview.

Summer Term 2 - What place does religion have in our world today?

Reflecting on all their learning in Religions and worldviews, children use a range of sources and skills to investigate the enquiry questions. Working in small groups or individually, they present their ideas and evidence to the class.

To find out more of the religious concepts that we cover, please click here

To find out more about the enquiry skills promoted in our RE lessons, please click here