| Themes |
SCE Learning objectives
M – objectives for the Middle part of primary education
L – objectives for the Late part of primary education |
Teachers should devise their own key questions. Here are some example key questions: |
Having devised key questions to fit in with medium and long term planning, teachers should plan RE activities to enable pupils to achieve some of the outcomes identified in the RE levels statements, appropriate for the age and ability of pupils, ensuring both Attainment Targets are met within each teaching unit. |
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Through exploring and responding,pupils should be taught to… |
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So that pupils can... |
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Beliefs and questions: how people’s beliefs about God, the world and others influence their lives how people’s beliefs about God, the world and others influence their lives |
SCE M1
• explore, discuss and reflect on the meaning of some religious and moral stories, sacred writings and sources, placing them in the context of the belief system;
• make links between beliefs, values and commitments and their own behaviour and attitudes.
SCE L1
• describe and show understanding of some key aspects of religions and beliefs;
• ask and suggest answers to questions raised by religion and belief.
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What is God like and how does believing in God influence people’s lives? |
Christianity focus
• describe some of the ways in which Christians think of God;
• make links between what a Christian believes today and stories from the Bible of how people met God;
• ask questions and suggest answers to puzzling questions arising from exploration of Christian beliefs about God.
Islam focus
• explain some of the ways in which Muslims describe God;
• identify similarities and differences with ideas about God expressed in other religions they have studied.
Sikhism focus
• describe some key Sikh beliefs about God;
• identify the Ik Onkar symbol and explain its significance to Sikhs;
• identify some examples of inequality in the world today and suggest what a Sikh might say and do about these and why.
Hinduism focus (where schools have Hindu communities)
• name key Hindu deities and explain the characteristics of God they depict;
• identify the Aum symbol and be able to explain its meaning for Hindus;
• ask questions and suggest answers to puzzling questions arising from exploration of Hindu murtis and how they are used in worship. |
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Teachings and authority: what sacred texts and other sources say about God, the world and human life; |
SCE M1
• explore, discuss and reflect on the meaning of some religious and moral stories, sacred writings and sources, placing them in the context of the belief system;
• make links between beliefs, values and commitments and their own behaviour and attitudes.
SCE L1
• describe and show understanding of some key aspects of religions and beliefs;
• ask and suggest answers to questions raised by religion and belief.
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Who was Jesus /Muhammad/ Guru Nanak & why do people follow him today?
What makes some books sacred, what do they tell us and what influence do they have on believer’s lives?
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• reflect on the meaning of stories and teachings of Jesus and make connections with experiences in their own lives.
• identify the impact Jesus had on people he met and on the lives of individual Christians lives today;
• give examples of individuals who are committed Christians today and explain how such commitment has changed theirs and others lives;
• describe what inspires and influences themselves and others;
• retell stories about Prophet Muhammad showing understanding of their meaning and importance for Muslims;
• explain why Muslims believe Muhammad to be the final prophet;
• give reasons why Muhammad is held by Muslims as an inspirational religious leader and example to follow;
• retell stories and teachings of the Sikh Gurus showing understanding of their meaning and importance for Sikhs;
• identify what they consider to be the qualities of a wise person.
• make a link between the experience of taking part in a trust game activity and the ways in which sacred words guide believers;
• make a link between the respect they show to those they trust and love with how believers show respect to their holy books;
• ask some questions and suggest some answers about how the how the Bible influences Christians and what influences themselves
• express their own understanding of key texts e.g. a parable and say how it might influence a Christian today;
• apply some sayings of Jesus, Muhammad or Guru Nanak to their own life, giving their own ideas about SCE Agreed Syllabus for Religious Education 2010-2015 35 the religious teaching;
• use some religious words to explain how and why the Qur’an is important to Muslims and how respect is shown towards it;
• make a link between sources of authority and guidance in their own lives and the way a Muslim uses the Qur’an;
• use some religious words to explain how and why the Guru Granth Sahib is respected and cared for in the Gurdwara.
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Worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites; |
SCE M2
• investigate and suggest meanings for celebrations, worship and rituals, thinking about similarities and differences;
• reflect on what matters most in their own lives and how this is expressed.
SCE L2
• investigate the significance and impact of religion and belief in some local, national and global communities;
• discuss their own and others’ views of religious truth and belief, expressing their own ideas.
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Where, how and why do people worship?
How and why do people celebrate religious festivals?
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• reflect on a spiritually significant place in their own lives and express ideas about what makes this special;
• identify some differences in the way Christians worship in two denominations;
• use religious language to describe Eucharist/Lord’s Supper/ Communion for Christians; say why it matters so much for believers;
• express own ideas about the value of times of reflection, thanksgiving, praise, remembrance;
• explain why the Lord’s prayer is so important for many Christians;
• identify ideas and feelings in a prayer and express their own reflections in a prayer or a poem;
• ask some thoughtful questions about why worshippers choose to attend a church, mosque, mandir or Gurdwara and suggest some possible answers;
• use religious vocabulary to identify and explain some symbolic objects, actions and sounds found in a church (mandir/ mosque/ gurdwara) and say how these help people worship;
• identify what pilgrims from at least one religion hope for from their religious journey and suggest ways in which this has an impact on their life.
• reflect on what is worth celebrating and remembering in my own life and community;
• identify the difference between religious festivals and other types of celebrations;
• ask and respond to questions raised by the stories behind religious festivals;
• suggest answers to questions about the value of celebrating significant events;
• express own ideas about the value of times of reflection, thanksgiving and remembrance;
• use religious vocabulary to show understanding of the significance of key Christian festivals to Christians;
• use religious vocabulary to show
understanding of how and why Hindus or Sikhs celebrate a particular religious festival. |
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The journey of life and death: why some occasions are sacred to believers, and what people think about life after death; |
SCE M5
• investigate questions of meaning and purpose in life arising from learning about religion and belief;
• speculate about these questions and opinions, expressing their own insights through a range of media.
SCE L5
• describe and begin to understand religious and other responses to ultimate and ethical questions;
• ask and suggest answers to their own and each other’s questions raised by religion and belief.
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Why do believers often see life as a journey and what significant experiences mark this? |
• suggest some reasons why life is often described as a journey and express their own metaphors for life, giving their reasons;
• using religious vocabulary, describe and explain commitment ceremonies in two religions and say why these are important to some those faith communities (e.g. Christian confirmation or adult baptism/ Sikh Amrit ceremony);
• suggest answers to questions about the value of having rituals to mark important events;
• ask some questions and suggest some answers about beliefs about death expressing their own responses;
• create a statement of their own beliefs about life after death reflecting on ideas from Christianity and at least one other religion they have studied;
• express their own responses to religious questions raised in this unit, using a variety of media.
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Symbols and religious expression: how religious and spiritual ideas are expressed; |
SCE M3
• describe and interpret how symbols and actions are used to express religious and other beliefs;
• reflect on their own beliefs and how these are expressed.
SCE L3
• reflect on the meaning of a range of forms of religious expression;
• identify why these are important in religion;
• make links between forms of expression in different religions and beliefs.
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What special foods do some people eat and what is the significance of these foods?
What symbols and objects have special meaning?
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• identify special foods which might be eaten on special occasions and say why these are an important part of that occasion;
• identify times when members of faith communities might eat special foods and say why (e.g. Christian Mass/Holy Communion/Easter; Jewish Hanukkah, Pesach; Sikh - Karah Prashad in Gurdwara);
• be able to explain the significance of eating together for a faith community and the meaning of the symbolism of some of the foods used.
• be able to make connections between some key beliefs/events in Christianity, Islam, Judaism and Sikhism and the way in which they are represented in artefacts;
• identify appropriate meanings in religious imagery, actions and symbols;
• recognise things which have deep meaning and are precious to them and identify what makes them specially significant and meaningful;
• treat religious and other significant artefacts and objects with appropriate sensitivity and respect. |
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Religion and the individual: what is expected of a person in following a religion or belief; |
SCE M6
• investigate questions of right and wrong in life;
• investigate how religious values affect the lives of believers, expressing questions that arise and sharing opinions.
SCE L6
• reflect on ideas of right and wrong arising from their learning about religion and belief;
• identify and express their own and others’ responses to these ideas.
SCE L4
• identify how commitment to a religion or belief is shown in a variety of ways.
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How do we decide what is right and wrong? What do religions say? |
• identify personal, family, school values/codes for living which influence their own behaviour;
• describe similarities and differences between the codes for living used by Christians and the followers of at least one other religion;
• reflect on how having a code for living might help believers with difficult decisions;
• ask and respond to questions about the importance of having a set of beliefs or values to guide choices and decisions in daily life;
• apply some of the teachings of Jesus, Guru Nanak and or Muhammad about good ways of living to my own life giving my reaction to the religious teaching.
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Religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life; |
SCE M4
• recognise that people can have different identities, beliefs and practices, and different ways of belonging;
• reflect on what it means to belong to a faith community, expressing their own and others’ responses.
SCE L4
• reflect on the challenges of belonging and commitment both in their own lives and within religions and beliefs;
• identify how commitment to a religion or belief is shown in a variety of ways.
SCE L2
• investigate the significance and impact of religion and belief in some local, national and global communities.
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How do religious families practise their faith and how does it influence their lives?
What different groups can people belong to and how do they show they belong? |
• identify any practices, customs or traditions in their own family life or in the ‘family life’ of the school and say why these are helpful or valuable;
• reflect on the values that are important in their own lives and in the school community and how these values are expressed;
• identify key Christian, Muslim, Sikh and Hindu values and explore how these are expressed in believers’ everyday lives;
• reflect on the value and impact of everyone following key values found in at least one of the religions studied;
• describe how Christians from two different denominations, and believers from another religion practise their religion at home and in the family;
• ask and respond to questions (stimulated by a range source material) about how religion influences believers’ everyday lives;
• explain the meaning of respect and be able to say why people believe it is important to treat others with respect;
• Identify how respect and care for others is shown in their own families or in the ‘family’ of the school.
• Identify the various groups that people belong to and talk about what it means to belong;
• Describe how people become members of religious groups and what it means to belong to a faith group;
• Describe the characteristics of belonging to a religious group;
• Identify the challenges, responsibilities and benefits of commitment to a religion;
• Share personal experiences of belonging to a group/ being a member of a group.
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| 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. |
SCE M1
• explore, discuss and reflect on the meaning of some religious and moral stories, sacred writings and sources, placing them in the context of the belief system;
• make links between beliefs, values and commitments and their own behaviour and attitudes.
SCE L2
• investigate the significance and impact of religion and belief in some local, national and global communities;
• discuss their own and others’ views of religious truth and belief, expressing their own ideas.
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What do religions say about how and why we should care for others and for the natural world? |
• make links between the Biblical creation story and the activities of one Christian environmental or aid agency today;
• make links between the teachings of Islam and the work of Islamic Aid or Islamic Relief today;
• make links between Hindu beliefs in ahimsa and keeping a vegetarian diet;
• ask and respond to questions about fairness and justice in the world today in light of Christian and other religious teaching;
• identify the qualities needed to take action to bring about what is right and good;
• reflect upon and express their own ideas and beliefs about care for natural world and treating others with justice and love in light of their learning from religion, through story, art, drama, music and ICT.
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