RE Curriculum Celebration
Would celebrating Divali at home and in the community bring a feeling of belonging to a Hindu child?
Has Christmas lost its true meaning?
Venn diagram for children to express their understanding of which pictures symbolise the Religious / Non-Religious aspects of Christmas.
Could Jesus heal people? Were these miracles or is there some other explanation?
How can Brahman be EVERYwhere and in everything?
We made cubes to show the different parts of our identity. This is similar to Hindu Gods who take on different shapes and roles within their society.
We had to choose our favourite aspect of the Hindu God and explain what values they possess, why we chose this particular one, what values I look for in a friend and how I show these values in my life.
We expressed our understanding of who Brahma is in the form of poetry.
What is Good about Good Friday?
We mapped the Easter Story using a story board then explored whether or not Good Friday could actually be considered a good day and if so, be whom?
We were encouraged to get creative with our exploration and when learning of our knowledge and key vocabulary
Would visiting the River Ganges feel special to a non-Hindu?
How special is the relationship Jews have with God?
We looked at and explained the importance of belonging and the promises we make to each other.
We also looked at the Ten Commandments and had to explain which promises we thought were the most important and why.
A quiz - to test our knowledge and understanding of the unit.
What is the most significant part of the Nativity story for Christians today?
The children had the opportunity to explore different aspects of the Nativity story then use their creative skills to depict them.
How important is it for Jewish people to do what God asks them to do?
We started to look at what our favourite foods were and think about how we would feel if we were forbidden from eating them!
We started to look at and begin to understand how Jews show God they value their special relationship with him.
We began to explore Kashrut (food laws). We can now explain what is considered to be Kosher (allowed) or Treif (not allowed) to be eaten.
Specifically we looked at why and how Jewish people celebrate Passover.
We further used our empathy skills to express how a Jewish child might feel or respond to an invitation to a birthday party at McDonalds.
Is forgiveness always possible for Christians?
A time of reflection to consider how Jesus would have felt when betrayed by Judas.. our task, to write a letter of forgiveness from Jesus to Judas.
What is the best way for a Jew to show commitment to God?
Do people need to go to church to show they are Christians?
What is the best way for a Muslim to show commitment to God?
We explored how religious belief influences individuals and communities, starting with Shahadah, the belief that there is no God but Allah and that Muhammad is his messenger.
Salah - the commitment to pray five times each day.
Zakah - The giving of money to charity
Sawm - Fasting during the month of Ramadan.
Hajj - The need to go on a pilgrimage.
We were then encouraged to express of own opinions about the best way for a Muslim to show their commitment to Allah.
Is the Christmas story true?
Does belief in Akhira (life after death) help Muslims lead a good life?
How significant is it for Christians to believe God intended Jesus to die?
How significant are rites of passage in a Muslim’s life?
Our investigations led us to consider how Muslims commit their lives to Allah from birth and into the afterlife.
What is the best way for a Christian to show commitment to God?
Is anything ever eternal?
At the start of the topic we were encouraged to express our current understanding / beliefs about the key questions.
We looked at symbolism, where and how this is portrayed in everyday life and had to express in our opinion whether anything can ever be eternal?
At the end of the topic our understanding was assessed both through the use of questions as well as creatively.