This term year 3 have been learning about Creation and the Fall and asking the question: What do Christians learn from the Creation story? This enabled them to use their RE skills of describing the key aspects of the Christian faith, especially the people, stories, traditions and customs that influence their beliefs and values. They talked about how God would want us to care for the world and created posters to communicate their ideas.
During the second half of the term, the children used their skills of reflecting on and analysing what it means to belong to a faith community. They learnt about the Sikh faith and learnt about why sharing food is an important part of Sikhism.
“We acted out attending a Gurdwara for a Langar meal. The children wanted to cover their hair as well as take off their shoes before acting out washing their hands, taking turns to cook and share food, before sitting together on the floor to show equality!” (Miss Briggs)
During the first half of the autumn term year 4 learnt about Hinduism. They described different religious and Humanist approaches to ultimate and ethical questions, such as “is life a journey and does it ever end?” focussing on the skills of using and interpreting information about religions and beliefs from a range of sources.
During the second half of the term they were looking at the birth of Jesus in their RE Lessons. As part of their learning they read the nativity story from the Bible and had a discussion around what they knew. They then used their prior learning in English of writing a newspaper report to structure a report about the birth of Christ. This linked to the skill of describing the variety of practices and ways of life in religions and worldviews and understanding how these stem from, and are closely connected with, beliefs and teachings.
Year 5 started by thinking about the qualities that a good person would have as well as discussing the qualities of a Saviour or Messiah, linking to the question: Was Jesus the Messiah?
They looked at extracts from the old testament that show how people prophesised about a new messiah coming to save them. They have also looked at extracts from the New Testament to see if they thought that Jesus was this new messiah. The children also considered how Jewish people still think the messiah is going to come. Through role-play and hot-seating, they explored what it would be like for Mary and Joseph. How did they feel? What might this mean? Does anything scare them? Do they feel privileged? Do they think their son was the Messiah? This helped in learning and demonstrating the skills of describing the key aspects of religions and worldviews, focussing on the people and stories that influence their beliefs. They were also able to use specialist vocabulary – such as “Messiah” – in communicating their knowledge and understanding.
Important links were made with British Values when discussing what life might have been like for those living at the time of the Old Testament. It made the children appreciate why we uphold these values.
This term year 6 have learnt about aspects of Judaism and Christianity, and then Buddhism.
First we asked the question of how following God could bring fairness and justice? We learnt about Moses and the giving of the Ten Commandments, and linked it to the New Testament teachings of Jesus about loving others as ourselves. We thought about how following these commands would lead to a fairer and more just world and learnt about the work of Christian Aid as an example of a group of people who try to follow God and bring justice to poorer parts of the world. This helped us to use the skills of investigating the significance of religion and worldviews in local, national and global communities.
In the second half of the term, we learnt about Buddhism, focussing on the skill of describe the variety of practices and ways of life in a worldview and understanding how these stem from, and are closely connected with, beliefs and teachings. We thought about the Buddhist response to suffering, the Four Noble Truths and The Eightfold Path. We then did some drama, acting out how we might respond to different situations referring to the Eightfold Path.
Both these topics have enabled us to use the skills of discussing our own and others’ views of religious truth and belief, express our own ideas and beginning to evaluate the views of others.