RE at St Giles’ C of E (A) Infant School

“Loving God and Loving our Neighbour”

Intent

At St. Giles Religious Education is at the core of everything we do. Through our vision and values we provide children with unique opportunities

to enable them to reflect and learn from faiths and beliefs of those around them. Through shared experiences we teach children to know about

and understand that Christianity is a living and diverse faith that influences people worldwide and will equip children with the knowledge and skills

to come to their own set of beliefs and values while understanding and respecting those of others.

The aims of Religious Education at St. Giles’ are to help children:

To develop an awareness of spiritual and moral issues in life experiences;

To develop knowledge and understanding of Christianity and some knowledge of the Judaism and Islamic faiths

To develop some knowledge of other world religions by looking at their main festivals;

To develop an understanding of what it means to be committed to a religious tradition;

To be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life;

To develop an understanding of religious traditions and to appreciate the cultural differences in Britain today;

To have respect for other people’s views and to celebrate diversity in society.

Implementation

We are voluntary aided school and use the Guildford Diocesan’s Agreed Syllabus. RE is a core subject and as such is delivered each week

across the whole school. We plan rich and creative lessons often using cross curricular links to ensure that RE is enjoyed accessible to all

children irrespective of background, faith, ability or gender. We encourage children to come up with ‘big questions’ which are revisited frequently

and helps deepen their understanding of concepts and ideals.

Each unit taught half termly will use a model of enquiry based learning approach which is to; -

Engage Enquire and explore Evaluate Express

We use the suggested diocesan long term plan.

RE is seen as an exciting subject to teach and share and we enjoy planning stimulating experiences such as cathedral workshops, pause days

and prayer corners. Children have access to artefacts and we welcome visitors to come and speak to the children. We have a strong

relationship with our local church where we hold our Harvest, Christmas, Easter and End of Year services. The worship team come in regularly

for Open the Book assemblies where they provide dramatisations of different Bible stories.

In conjunction with our units, children are also taught about our school values; -

Compassion

Forgiveness

Respect

Friendship

Thankfulness

Courage

These is all underpinned by the overarching value of LOVE.

All displays in the classrooms are linked to our core values, vision and current RE learning. Each class also has a prayer space and regular time

to reflect in our ‘Spiritual Garden’ in our outside area and also time for the prayer activities in the library set up by our Leader of Children and

Families Ministry.

In KS1 Children also have the opportunity to be part of our ‘Faith Council’ which plays a vital role in our school community at St.Giles’. The

council meet twice a half term to help play worship, discuss issues that important to them and to develop skills through initiating projects and

solving problems.

Assessment

We continually assess the children using formative assessment in each lesson which enables the teachers to identify which children need

support and those that need further challenge. We use our ‘class faith books’ to record observations and reflections from the children, this tool

helps us to make judgements where the children are in their learning. In KS1 children also have their own RE book to record work where

appropriate.

After each unit, half the registered class will be assessed resulting in each child being assessed summatively each term. This then will feed into

future planning.

The staff moderate each half term, analysing work and progress.

Impact

Staff and children are enthusiastic and passionate about RE! They are able to make links between their own lives and religions. Through the

teaching of our values and RE at St. Giles’, children feel valued and empowered within their own understanding and ideas. They gain a strong

understanding of Christianity and different faiths and of their significance in modern Britain and the wider world, irrespective of background faith,

ability or gender. Children at St. Giles’ know and understand our values, they develop life-long skills such as empathy, tolerance and sense of

belonging and apply these skills to life in and out of school into the wider community.

RE Skills Progression

CURRICULUM OVERVIEW: Foundation Stage

Pupils should encounter the Christian faith, (and other religions and beliefs where appropriate) through considering special people, books, times, places and objects and by visiting places of worship, starting with their parish church. RE in Early Years in a Church school should help pupils to understand that their school has a special relationship with their parish church (both building, and community) and what this means. There are three core concepts at the heart of Early Years RE in Guildford Diocese, which form a ‘bridge’ between good early years’ experiences and the world of religions and belief. Pupils’ understanding of these core concepts will enable them to make good progress in RE, and be ready for KS1. Further information can be found in the ‘Core Concepts’ section of these Guidelines.

Religious Education is a legal requirement for all pupils on the school roll, including all those in the reception year.

In line with the DfE’s EYFS Profile, RE should, through planned, purposeful play and through a mix of adult-led and child-initiated activity, provide these opportunities for pupils. Assessment expectations are outlined specifically within each unit of study. Communication and language:

children listen with enjoyment to stories, songs and poems from different sources and traditions and respond with relevant comments, questions or actions;

use talk to organise, sequence and clarify thinking, ideas, feelings and events;

answer ‘who’, ‘how’ and ‘why’ questions about their experiences in response to stories, experiences or events from different sources;

talk about how they and others show feelings;

develop their own narratives in relation to stories they hear from different traditions. Personal, social and emotional development:

During their time in EYFS, pupils should be given experiences that encourage them to:

explore the world of religion in terms of special people, books, times, places and objects and by visiting places of worship, starting with Christianity as the foundational faith of their Church school;

listen to and talk about Bible stories and stories from other religious traditions, where appropriate;

use religious words and use their senses in exploring religions and beliefs, practices and forms of expression;

reflect on their own feelings and experiences;

use their imagination and curiosity to develop their appreciation and wonder of the world in which they live; so that by the end of

EYFS, most pupils can…

children understand that they can expect others to treat their needs, views, cultures and beliefs with respect;

work as part of a group, taking turns and sharing fairly, understanding that groups of people, including adults and children, need agreed values and codes of behaviour to work together harmoniously;

talk about their own and others’ behaviour and its consequences, and know that some behaviour is unacceptable;

think and talk about issues of right and wrong and why these questions matter;

respond to significant experiences showing a range of feelings when appropriate;

have a developing awareness of their own needs, views and feelings and are sensitive to those of others;

have a developing respect for their own cultures and beliefs, and those of other people;

show sensitivity to others’ needs and feelings, and form positive relationships. Understanding the world:

children talk about similarities and differences between themselves and others, among families, communities and traditions;

begin to know about their own cultures and beliefs and those of other people;

explore, observe and find out about places and objects that matter in different cultures and beliefs. Expressive arts and design:

children use their imagination in art, music, dance, imaginative play, and role-play and stories to represent their own ideas, thoughts and feelings;

respond in a variety of ways to what they see, hear, smell, touch and taste. Literacy:

children are given access to a wide range of books, poems and other written materials to ignite their interest. Mathematics:

children recognise, create and describe some patterns, sorting and ordering objects simply.

talk about their own times of celebration;

be aware that festivals are special times for different people;

describe how people celebrate some religious festivals;

talk about their special places, books, objects and people;

be aware that other people have places, times, books, objects and people that are special to them;

describe some features of a special place or a book or stories;

talk about groups they belong to and be aware that other children belong to different groups;

talk about a place, a special story or person belonging to a faith community;

respond with increasing sensitivity and responsibility to the world around them;

show a range of feelings in response to their experiences e.g. awe, wonder, sadness, joy etc.

WHAT SHOULD WE TEACH IN EYFS?

This overview has been re-structured from the previous Diocesan Guidelines to ensure continuity and progression across the Primary phase, and to adequately prepare pupils for the Secondary phase, whilst giving schools some ‘breathing space’ within the RE curriculum to study some optional units, or develop units of their own. During the process of review, the decision was also made that the Diocesan units should to some degree mirror the core structure of the Surrey Agreed Syllabus for RE, whilst maintaining the distinctively Christian elements. This is in order to adequately prepare pupils for their next school, and aid the process of transition.

Every unit has been updated, so schools will need to take this into account when using the units to plan learning. We realise that Church schools may wish to teach additional RE, which may be achieved through the use of the Extended Units, Optional Study Units or Pause Day materials.

The Church of England report ‘Making a difference?’ (October 2014) suggested that in order for schools to teach RE well, they need to develop a ‘clarity of

purpose’ around what RE in Church schools is for, and how to translate this into what pupils learn. During the process of revision, each unit was written with a

distinct purpose in mind, which is outlined at the top of each unit: however, it is hard for schools to see the breadth of study across all the units in a Key Stage.

This section of the document is designed to help schools to do this in order to be able to structure their planning more effectively.

Compulsory Units: There are 9 units that are compulsory for all Foundation Stage pupils. These are short units that build on the implicit RE experiences outlined in the ‘Core Concepts’ section of the Guidelines. Schools may choose where in the school year they are studied, although the ‘Celebrations’ units may be best studied in the appropriate term. *the learning in these units also forms a part of the Extended Study Units

‘Theme’ Title of unit What’s the purpose of this unit? Core Concept

The Bible This is the world that God made

to engage with pupils’ natural sense of wonder about the natural world, and their part in it as unique individuals, but also to see the world as something that needs looking after.

This unit offers opportunities to explore the Christian belief that God made it all through exploring the Creation account from the Bible.

Specialness

Who was a friend of God?* to introduce pupils to some key Old Testament Bible stories, and the people in them, and to explore how God helped the people in the stories. The concept of ‘friendship’ is an

important element in this unit, and through exploring their own experience of friendship, pupils can make connections with the people they encounter through the stories.

Specialness

Who did Jesus spend time with?*

to explore events from the life of Jesus, and to think about how peoples’ lives were changed by meeting him. The theme of ‘friendship’ is a key element of this unit, and

through exploring their own experience of friendship, pupils can understand more deeply how Jesus showed friendship to others, and why Christians call Jesus their friend.

Specialness

Celebrations Why do we have celebrations?

to explore the idea of ‘celebration’ as an important religious concept, the starting point being the celebrations that are a part of the lives of the pupils in your class. This unit

creates significant opportunities to help pupils to see the world through the eyes of others and to understand that celebrations can help us to understand more about what people

believe.

Celebration

Harvest: It’s good to share to explore what the celebration of Harvest is about – and introduces pupils to how

Christians say ‘thank you’ to God at Harvest time. It also provides opportunities to talk about why sharing is a good idea – and how people use Harvest as an opportunity to

share with those who are in need.

Celebration

Christmas: Who travelled to Bethlehem?*

to introduce pupils to the celebration of Christmas as an important Christian festival, and how, for Christians, the account of Jesus’ birth is the focus of the celebration. Pupils are encouraged to engage with the events in the narrative through thinking about journeys.

Celebration Easter: Meals with Jesus*

choose either

to introduce pupils to the key events in the Easter narrative, and to think about some things that Christians believe about Jesus. The wider theme of ‘food’ provides the context

for pupils to explore the final meal that Jesus shared with his disciples, and how Christians use the Communion ‘meal’ to help them to remember Jesus.

Easter: New life all around

to introduce pupils to the key events in the Easter narrative, and to think about some things that Christians believe about Jesus, through exploring the concept of ‘new life’.

Our Church School

Why do we have assembly? to help pupils to understand that their school is a Church school, and what this means. This unit helps pupils to appreciate that ‘worship’ is an important part of the Church

school day and explores some of the elements that are a part of this ‘worship’. In this unit, the more child-friendly generic term ‘assembly’ has been used to talk about what is in fact Collective Worship. Use whichever term you would normally use when talking with

your children.

Belonging and Community

Why do we visit the Church? to help pupils to understand that their school is a Church school, and what this means. There are also opportunities to explore the links that exist between the school, the parish

Belonging and Community

Church, and the parish church community. It is assumed that a visit to your parish Church will be a part of this unit.

Optional Units: As many schools may be aware, a number of special Alternative Study Units for use in EYFS were commissioned by Guildford Diocese. These units are longer in length than the new Core units and, as ‘Extended Units’, are still available for any Church schools who may wish to study more RE in EYFS than is included in these Guidelines. These Extended Units contain the learning from Compulsory units, as detailed below, and may replace the Core unit named in the table below.

Title of unit What’s the purpose of this unit? Core Concept

Extended Units

Are we nearly there yet?

to introduce pupils to Bible stories, and the people in them, around the theme of ‘Journeys’ and to use this theme to help them to understand that God was a part of

their journey too. Contained within this optional unit is the content of the compulsory unit ‘Christmas: Who travelled to Bethlehem?’ Schools should bear this

in mind when planning.

Celebration

God made animals to introduce pupils to Bible stories, and the people in them, around the theme of ‘Animals’ and to explore how God helped the people in the stories. Contained within

this optional unit is the content of the compulsory unit ‘Who was a friend of God?’ Schools should bear this in mind when planning.

Specialness

There’s no place like home

to introduce pupils to Bible stories, and the people in them, around the theme of ‘Homes and buildings’. It also provides opportunities to explore how God helped the

people in the stories. Contained within this optional unit is the content of the compulsory unit ‘Who did Jesus spend time with?’ Schools should bear this in mind when planning. It is recommended that this unit is studied after the Christmas EYFS

unit, as children will need to know the story of Jesus’ birth.

Specialness

Food, glorious food to introduce pupils to Bible stories, and the people in them, around the theme of ‘Food’. It also provides opportunities to explore how the choices people make have

consequences both for themselves and for others. Contained within this optional unit is content) of the compulsory unit ‘Easter: Meals with Jesus’. Schools should bear this

in mind when planning.

Celebration

Optional Study Units (OSU)

Water, water everywhere

to introduce pupils to Bible stories around the theme of ‘Water’, but also to explore the idea that Christians believe that God is with them all the time, through all of life’s experiences and even in difficult circumstances. The idea of water and washing as a

symbol of cleansing is introduced in this unit.

Specialness

Superheroes! It is the intention of this unit to introduce pupils to Bible stories, and the ‘heroes’ in them, around the theme of ‘Superheroes’, but also to explore the idea that Christians believe that Jesus is the ultimate superhero and call him ‘Saviour’. It is important to make explicit that the Superheroes in fiction stories are fun to read about but that

Specialness

Through their learning in KS1, pupils should:

learn what Christians believe about God and the world around them, and be introduced to what Jews & Muslims believe;

encounter and respond to a range of stories, artefacts and other religious materials, such as art & music;

learn to recognise that peoples’ beliefs are expressed in a variety of ways, and begin to use subject specific vocabulary;

begin to understand the importance and value of religion and belief, especially for other children, their families and the communities they belong to;

ask relevant questions and develop a sense of wonder about the world, using their imagination;

ask questions and express their own views about what is important to themselves and to others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.

so that by the end of

KS1, most pupils can…

ultimately they are imaginary whereas the heroes in the Bible are superheroes because they trusted and obeyed God and through ordinary people God does

extraordinary (superhero) things.

Pause Day materials (Easter or Pentecost)

‘Pause Day’ materials are RE days designed to enhance regular RE provision, and deepen pupils’ understanding of Easter and Pentecost as Christian festivals. Please note that the Easter ‘Pause Day’

materials must not replace the Easter units specified for each year group.

CURRICULUM OVERVIEW: Key Stage 1

In the Foundation Stage and nursery classes, children will have had opportunities to find out and learn about the world they live in. These experiences are likely to have included:

• learning about themselves within the context of their Church school; • learning about the beliefs and cultures of others; • encountering the celebration of different festivals, including the celebrations connected with being part of a Church school; • hearing stories from the Bible, and, where appropriate, from other cultural and religious traditions.

Please refer to the ‘Foundation Stage’ section of this document for further information.

During key stage 1, pupils develop their knowledge and understanding of the Christian faith, Judaism & Islam (and where appropriate, non-religious beliefs). They will also develop important subject-specific and cross-curricular skills, which are identified within each unit of study.

identify similarities in features of religions and beliefs;

retell religious, spiritual and moral stories;

identify possible meanings for stories, symbols and other forms of religious expression;

identify how religion and belief is expressed in different ways;

respond sensitively and imaginatively to questions about their own and others' ideas, experiences and feelings;

ask questions about their own and others’ ideas, feelings and experiences;

give a reason why something may be valued by themselves and others;

recognise that some questions about life are difficult to answer.

WHAT DO WE TEACH IN KEY STAGE ONE?

This overview has been re-structured from the previous Diocesan Guidelines to ensure continuity and progression across the Primary phase, and to adequately prepare pupils for the Secondary phase, whilst giving schools some ‘breathing space’ within the RE curriculum to study some optional units, or develop units of their own. During the process of review, the decision was also made that the Diocesan units should to some degree mirror the core structure of the Surrey Agreed Syllabus for RE, maintaining the distinctively Christian elements and giving pupils the opportunity to encounter the Christian faith. This is in order to adequately prepare pupils for their next school, and aid the process of transition.

Every unit has been updated, so schools will need to take this into account when using the units to plan lessons. This includes most of the more recently written Alternative Study Units, which have now either been made compulsory, or sit within the Optional Units menu. Pupils should study 72 hours across the key stage (36 hours per year, or approximately ¾hour per week). There is a degree of flexibility within the suggested time allocations for most units, so schools should use this to help make the hours add up. We realise that Church schools may wish to teach additional RE, which may be achieved through the use of the Optional Study Units or Pause Day materials. The Church of England report ‘Making a difference?’ (October 2014) suggested that in order for schools to teach RE well, they need to develop a ‘clarity of purpose’ around what RE in Church schools is for, and how to translate this into what pupils learn. During the process of revision, each unit was written with a distinct purpose in mind, which is outlined at the top of each unit: however, it is hard for schools to see the breadth of study across all the units in a Key Stage. This section of the document is designed to help schools to do this in order to be able to structure their planning more effectively.

Compulsory Units: Christianity ‘not less than 80% of RE time should be spent on Christianity’

There are 14 Christianity units, including a Christmas and Easter unit for each year group. *units marked with an asterisk were formerly ASUs

‘Theme’ Title What’s the purpose of this unit? Phase / Yr

Suggested time

allocation

God Who is God?* to help children to share their own thoughts and ideas about God, and begin to understand that words, pictures & images can convey deep meanings. During this unit they will explore many different images of God contained within the Bible and think about how these help to

show Christians who God is. Many of these images are shared by Jews.

KS1 5-6 hours

Jesus Christ Who is Jesus? to explore the key events in Jesus’ life, so that pupils can appreciate the span of his life being 33 years (rather than a term between Christmas and Easter!), but also to appreciate

that Christians believe that the events of his life show he was both human, and God (divine).

KS1 5-6 hours

Why did Jesus tell parables?

to explore a range of parables, in order for children to understand how Jesus used simple stories to teach people deep truths about God. It’s important that pupils are also given

opportunities to explore the reasons why Jesus told them, in order to help them to make connections between the parables and what Christians believe.

KS1 5-6 hours

Christmas Why do people give presents at Christmas?*

to focus on the specific ideas of gifts and giving as they relate to the Christmas narrative and Christian belief about giving at Christmas time. It is also important that pupils are given

opportunities to retell this part of the story within the whole narrative.

Y1 2-3 hours

Why did angels announce the birth of Jesus? *

to focus on the presence of angels in the Christmas narrative, as outlined in the Gospel of Luke, whilst reinforcing the sequence of events. Christians believe the presence of angels showed Jesus wasn’t just an ordinary baby, but God in human form (incarnation): the birth

of Jesus is part of God’s plan of salvation and good news for the world.

Y2 2-3 hours

Easter Is Easter happy or sad?* to focus children on the contrasting emotions of Easter and the symbols associated with the different parts of the Easter narrative.

Y1 2-3 hours

What is Easter really about?*

to explore the Christian belief that Jesus died to ‘mend’ people’s friendship with God, and to very simply encapsulate Christian beliefs about Jesus’ death and resurrection in an Easter

Garden.

Y2 2-3 hours

The Bible What is the Bible about? to introduce the idea of the Bible as the ‘big story’ of God and his people, to familiarise the children with stories and people from the Bible and to learn that the Old Testament

precedes the life of Jesus. You may wish to focus on stories from the Old Testament because many of the Christianity units at KS1 focus on accounts from the life of Jesus, but

exploring a range will help children get an idea of the ‘beginning, middle and end’ of the ‘big’ Bible story.

Y1 4-5 hours

Why is the Bible an important book?

to establish that the Bible is a special book for Christians and that they gain guidance from reading it, rather than giving pupils opportunities to retell the Bible ‘stories’. This is more the focus in the Year 1 Bible unit. Pupils should know that the Bible is made up of two sections:

Old and New Testament), that these are comprised of many different books / types of writing, and also that these different types of writing are viewed by Christians as ‘treasure’

from God as part of his living word, the Bible.

Y2 4-5 hours

The Church How do Christians worship God?

to gain an understanding of the importance of worship to Christians and to make links to their own experience of collective worship in school.

KS1 2-3 hours

Why do Christians pray? to show how Christians connect with God through prayer and to develop an understanding of the different reasons for prayer.

KS1 2-3 hours

What is a church? to learn why the church is a special place for Christians. Through this unit, pupils will explore the key features of your parish Church (exterior/interior/people) and investigate

Christian symbols that are found there, making connections with what Christians believe.

Y1 5-6 hours

Why do Christians go to church?

to focus more on the concept of how and why Christians worship through different services rather than the features of the building and is intended to build on the Year 1 unit ‘What is a

church?’ It is envisaged that this unit should be used in conjunction with a visit to your parish church building. You might decide to focus on one type of service in depth e.g.

Sunday, baptism or wedding, or explore a variety.

Y2 5-6 hours

Living as a Christian

What is a Christian? to explain that a Christian is someone who follows Jesus, using examples of the people who followed Jesus during his lifetime, and others from the past. Pupils are also introduced to Jesus’ two ‘great’ commandments: ‘love God’ & ‘love others’, and asked to think about

the impact of Jesus’ words for people who follow him.

KS1 5-6 hours

Compulsory Units: Other faiths ‘not more than 20% of RE time should be spent on studying other faiths’

There are 3 units focussing on other faiths: 2 Judaism units, and 1 Islam unit

‘Theme’ Title What’s the purpose of this unit? Phase / Yr

Suggested time

allocation

Other faiths Judaism: What is the Torah and why is it important to Jews?

to introduce pupils to the Torah as the special holy book for Jews, but also to encourage them to make connections between the Torah and the Old Testament

KS1 3-4 hours

Judaism: Why do Jewish families celebrate Shabbat?

not only to recall facts about what happens on Shabbat, but to demonstrate an understanding of the central meaning of Shabbat for Jewish families as a time set apart

from the rest of the week. (It is also the 4th of the Ten Commandments)

KS1 3-4 hours

Islam: What is important for Muslim children?

to explore key Muslim beliefs about Allah, Muhammad (pbuh*) and the Qur’an in order to help pupils to understand what’s important for Muslim children.

KS1 4-5 hours

Optional Study Units (OSU): It is recommended that schools spend a total of approx. 10 hours across the key stage, studying units chosen from the optional study units menu. These might include the ‘Pause Day’ materials developed for Easter and Pentecost, or units that schools develop / extend for themselves. Schools may also use any units from the Surrey Agreed Syllabus for RE.

Title What’s the purpose of this unit? Phase / Yr

Suggested time

allocation

How can we care for God’s world?*

to give pupils opportunities to reflect on the natural world, and how we can / should care for it, but also to consider what religions have to say about our world, and environmental issues. Its starting point is the account of God creating the world in Genesis – an account which is found in the Bible, the Torah

and the Qur’an.

KS1 4-5 hours

What are your big questions?*

to give pupils space to think and reflect about ‘big’ questions – theirs, and others – and to consider what answers might be found in the Bible. This unit focuses on the natural world, as David the

Psalmist asks many of his big questions about the world, but follow the ideas that pupils want to explore.

KS1 4-5 hours

Is the world a fair place?* to investigate what’s fair and unfair about our world, and to find out what Christians believe about fairness, but also to think about ways in which we might make a difference to those for whom life is

not fair.

KS1 4-5 hours

Where did Jesus go?! to allow the children to reflect and talk about the link between death and heaven, and to reinforce that for Christians, heaven is a wonderful place. This unit was written specifically to answer actual

questions that children had! It explores what Christians believe about heaven, but you might find that pupils need to talk more widely about issues that are raised.

KS1 4-5 hours

What happens on Maundy Thursday?*

to explore in more depth the events that gave rise to the practices of Maundy Thursday, and in a simple way, to help pupils to see the connections between Christian beliefs and practical actions.

KS1 2-3 hours

Why do Jewish families celebrate Hanukkah?

to help children explore how the traditions within the celebration of Hanukkah help Jewish families to remember the story that’s the focus for this 8-day festival. ‘Remembering’ is a significant concept in

Judaism, as many times in their history, God commanded the Jewish nation to ‘remember’ events e.g. God’s rest from Creation / freedom from slavery / provision in the desert etc.

KS1 2-3 hours

Pause Day materials (Easter or Pentecost)

‘Pause Day’ materials are RE days designed to enhance regular RE provision, and deepen pupils’ understanding of Easter and Pentecost as Christian festivals. Please note that the Easter ‘Pause Day’

materials must not replace the Easter units specified for each year group.

Whole school

flexible

SUGGESTED LONG TERM PLANS FOR KEY STAGE ONE Term Year One Hours Year Two Hours

Autumn

Who is God?

What is the Bible about?

Christmas Y1: Why do people give presents at Christmas?

5-6

4-5

2-3

Why is the Bible an important book?

What is a Christian?

Christmas Y2: Why did angels announce the birth of Jesus?

4-5

5-6

2-3

Spring

Who is Jesus?

SCHOOL-BASED UNIT / PAUSE DAY MATERIALS / OSU

Easter Y1: Is Easter happy or sad?

5-6

4-5

2-3

Why did Jesus tell parables?

SCHOOL-BASED UNIT / PAUSE DAY MATERIALS / OSU

Easter Y2: What is Easter really about?

5-6

4-5

2-3

Summer

Why do Jewish families celebrate Shabbat?

What is the Torah and why is it important to Jews?

Why do Christians pray?

What is a church?

3-4

3-4

2-3

2-3

What is important for Muslim children?

How do Christians worship God?

Why do Christians go to church?

4-5

2-3

5-6