Religious Education (Lancashire Agreed Syllabus) Expected standards: Christianity |
Y6: Is life like a journey? | RE skills | - analyse beliefs, teachings and values and how they are linked
- explain how the beliefs and values of a religious tradition might guide a believer through the journey of life
- explain the impact of beliefs, values and practices – including differences between and within religious traditions
| - use developing religious vocabulary to describe and show understanding of religious traditions, including practices, rituals and experiences
- explain differing ideas about religious expression
| - consider what makes us human – in terms of our beliefs and values, relationships with others and sense of identity and belonging
- discuss how people change during the journey of life
| - raise, discuss and debate questions about identity, belonging, meaning, purpose, truth, values and commitments
- develop own views and ideas in response to learning
- demonstrate increasing self-awareness in their own personal development
|
content (Christianity) | Church | - explain how beliefs about the death and resurrection of Jesus might affect the life of a Christian
- explain (simply) Christian beliefs about salvation
- explain how Christian beliefs about life after death might affect a believer’s sense of purpose and behaviour throughout the journey of life
| - explore Christian ideas about forgiveness of sin and the different ways that people might seek to be forgiven (using terms such as confession, repentance, atonement, reconciliation)
- analyse Christian teachings about the importance of forgiveness and examples of people who have put these teachings into practice
| - discuss differing ideas and opinions about the purpose of human life – and how these beliefs might influence relationships with others
- discuss the importance of saying sorry and forgiveness in maintaining relationships with others
| - raise questions about the meaning and purpose of life and explain their own ideas and opinions (including influences)
- reflect on the benefits and difficulties of forgiveness
|
Jesus | - retell the events leading up to and including the death of Jesus
- explain how beliefs about the suffering, death and resurrection of Jesus might guide and comfort a Christian during difficult times in their own life
| - explain how and why Christian individuals and communities might celebrate the events of Holy Week
- use religious vocabulary to describe and explain the Eucharist
- explain different Christian beliefs about the Eucharist and its importance
| - consider how people might mature and become stronger through overcoming difficulties
- consider the value of being part of a community on the ‘journey of life’
| - raise questions and discuss the extent to which they agree that ‘suffering makes you stronger’
- discuss own experiences and attitudes towards the importance of having companionship on the journey of life
|
God | - explain how rituals (sacraments/rites of passage) might reflect Christian beliefs about their relationship with God
- explain how these rituals might differ between different denominations (eg. infant baptism and believer’s baptism)
| - analyse the important of Christian rites of passage as an expression of faith and commitment
- use religious vocabulary to explain the symbolism of words and actions used within rituals and ceremonies
| - discuss how people change during the course of their lifetime – and the key events that humans might mark on the journey of life
- consider the value of celebrating landmarks in life – for individuals and communities
| - ask and respond thoughtfully to questions about how they have changed during their life so far – and how they might continue to change
- discuss where they might find wisdom and guidance to help prepare them for the changes and responsibilities of different stages of life
|
Y5: Where can we find guidance about how to live our lives? | RE skills | - make links between beliefs and sacred texts, including how and why religious sources are used to teach and guide believers
- explain the impact of beliefs and values – including reasons for diversity
| - explain differing forms of expression and why these might be used
- describe diversity of religious practices and lifestyle within the religious tradition
- interpret the deeper meaning of symbolism – contained in stories, images and actions
| - explain (with appropriate examples) where people might seek wisdom and guidance
- consider the role of rules and guidance in uniting communities
| - discuss and debate the sources of guidance available to them
- consider the value of differing sources of guidance
|
content (Christianity) | Church | - describe what Christians mean when they talk about one God in Trinity
- identify the beliefs contained within the Apostle’s Creed
- explain why the Christian community (The Church) might want/need an agreed statement of belief
| - describe and explain the meaning of a range of symbols that might be used for the Trinity
- explain how symbols might unite the worldwide Christian Church
- describe the role of places like Taizé where Christians from different backgrounds might come together to worship
| - consider what we mean by sources of authority. Give examples of sources of authority that might guide individuals and communities – and the value of these as guidance for life
- discuss different responses to sources of authority
| - raise meaningful questions about things that puzzle them
- differentiate between questions that can be answered factually and those that have a range of answers, including personal beliefs and values
|
Jesus | - describe Christian beliefs about miracles as ‘signs’ of the divinity of Jesus
- retell a selection of miracle stories – and explain what these might reveal to Christians about the nature of Jesus
| - describe why some Christians might go on pilgrimage to places associated with miraculous events
- explain the impact that belief in miracles and the power of prayer might have on a Christian
| - explain the difference between fact, opinion and belief
- consider differing interpretations of the word miracle – i.e. an amazing event, a very lucky experience, a strange coincidence, an act of God
| - discuss their own beliefs – is there anything that they accept as truth which others may not agree with?
- reflect on how they make decisions about what is/is not true
|
God | - describe Christian beliefs about sin and forgiveness
- describe and explain the teaching from Genesis 3 – of how Adam and Eve disobeyed God
- suggest different ways that this story might be understood by Christians
| - describe and explain how and why Christians might use the Lord’s Prayer
- analyse and interpret the Lord’s Prayer – and what guidance it provides for Christians
- suggest things that might lead Christians into temptation in the modern world – and how and why they might try to resist these temptations
| - consider the different ways that myth and stories are and used
- explain how a ‘truth’ might be contained within a story
| - consider how they decide what is ‘true’ – and how there might be different types of truth (eg. empirical truth, historical truth, spiritual truth)
- discuss and debate things that they consider to be true that others might disagree with
|
Y4: How should we live our lives? | RE skills | - describe what a believer might learn from a religious teaching/story
- make links between ideas about morality and sources of authority
| - describe the impact religion has on believers’ lives
- explain the deeper meaning and symbolism for specific religious practices
| - consider the range of beliefs, values and lifestyles that exist in society
- discuss how people make decisions about how to live their lives
| - reflect on their own personal sources of wisdom and authority
|
| Church | - retell some of the main parables of Jesus
- explain how and why these might be an important source of guidance for Christians
- suggest ways that Christians might put these teachings into action in the 21st century
| - describe and explain (with examples) Christian attitudes about how to treat others
- explain the importance of love for all (agape) as part of Christian life, and the ways that this might be expressed
| - explain (with examples) how and why people might use stories to pass on wisdom and guidance
- discuss how and why fables might be an important aspect of human history and culture
| - discuss examples of wisdom and guidance that they have learnt from stories
- consider what messages/words of wisdom they would want to pass on to future generations – and how they would do this
|
Jesus | - retell the story of Jesus in the wilderness
- identify Christian beliefs about Jesus reflected in this story
- suggest why sacrifice might be an important Christian value (linked to beliefs and teachings about Jesus)
| - describe what a Christian might do during Lent and why
- explain what is meant by sacrificial love – agapé – and give examples of how Christians might do this
- Discuss Christians who have been examples of sacrificial love (eg. Martin Luther King, Oscar Romero) and how they were motivated by their faith
| - consider differing attitudes and responses to the concept of sacrifice (both positive and negative)
- discuss why many people are willing to make sacrifices for the people they love
- discuss why some people may be willing to make a sacrifice for someone they don’t even know
| - give examples of acts of sacrifice that have been done by or for them
- discuss who or what they would be prepared to make sacrifices for
- consider the value of sacrifice – as an expression of love and commitment
|
God | - explore different Christian beliefs about the Bible as the word of God
- explain why the Bible can be described as a library and give examples of the different types of writings found in the Bible
- describe why some Christians might view the Bible as an important source of authority and moral guidance
| - explain why Christians might have different views about how to interpret and apply the Bible
- explain why Christians might also look to other sources of authority when making decisions about how to live (eg. church leaders, prayer, conscience)
| - discuss why people might have different views about what is right and wrong – and where these views might come from
- describe the different sources of authority that humans might look to when making decisions about how to live their lives
| - reflect on their own understanding of morality and where it comes from
- raise questions and discuss responses to different ideas about how to live well
|
Y3: Who should we follow? | RE skills | - show awareness of similarities in religions
- identify beliefs and values contained within a story/teaching
- identify the impact religion has on a believer
| - identify how religion is expressed in different ways
- use religious terms to describe how people might express their beliefs
| - describe how some people, events and sources of wisdom have influenced and inspired others
| - in relation to matters of right and wrong, recognise their own and others’ values
- discuss own questions and responses related to the question ‘who should we follow – and why?’
|
content (Christianity) | Church | - know what Christians mean by the Holy Spirit
- suggest how belief in the Holy Spirit as God’s presence in the world might have an impact on individuals and communities
- identify Christian values exemplified in the gifts of the Spirit
| - identify how beliefs about the Holy Spirit might influence forms of worship in a range of Christian denominations
- describe how and why Pentecost is celebrated
- describe why some Christians might take part in a procession of witness
| - describe aspects of being human that we should be proud of
- discuss what it means to be a successful human – and the different measures of success that might be applied
| - discuss their own sense of value and what is good/unique about being them
- reflect on the people that they value in their lives – and how they show their appreciation
|
Jesus | - know what is meant by discipleship
- know about the people who became disciples of Jesus – and suggest why these people decided to follow Jesus
- identify beliefs and values within religious teachings (eg. ‘Follow me and I will make you fishers of men’ – Matt 4:19)
| - describe how and why Christians might try to follow the example of Jesus through mission and charity work
- describe the work of one Christian organisation that aims to help people, and how this work is an expression of their Christian beliefs
| - talk about what it means to have charisma
- describe what makes a good leader and why people might want to follow him/her
- discuss what motivates people to want to make a difference
| - reflect on their own leadership abilities
- discuss their own desires to make a difference in the world/in their communities
|
God | - know that the Abrahamic faiths believe in prophets (and that many of these are shared across the three religions)
- identify Christian beliefs and values contained within stories of the prophets (eg. Noah, Abraham, Moses, Jonah)
- suggest why these prophets chose to listen to and follow God
| - identify Christians who might be described as people who listened to and followed God
- describe how and why some Christians might devote their lives to serving God
- talk about what is meant by a sense of vocation
| - identify inspirational people/role models for the world today
- describe the qualities that inspirational people might have
| - discuss who makes a good role model and why
- raise and discuss questions about following others – including both positive and negative responses
|
Y2: How do we respond to the things that really matter? | RE skills | - retell and suggest meanings for religious stories and/or beliefs
- use some religious words and phrases when talking about beliefs and values
| - identify and describe how religion is expressed in different ways
- suggest the symbolic meaning of imagery and actions
| - identify things that influence a person’s sense of identity and belonging
| - ask relevant questions
- talk about their own identity and values
|
content (Christianity) | Church | - suggest beliefs and values that might unite the Christian community
- talk about why some Christians might think it is important to come together to worship God
| - identify symbols (images and actions) used in Christian worship
- talk about how and why symbols might be used in Christianity
- identify and describe features of a church
| - identify signs and symbols in the world around them
- talk about the school logo – what values it might represent and how it might unite the school community
| - ask thoughtful questions about signs and symbols
- talk about communities that they belong to – and how they show their commitment to these communities
|
Jesus | - suggest what Christians might mean when they refer to Jesus as ‘the Light of the world’
- talk about the different titles that might be given to Jesus – Christ/Messiah/Saviour/Son of God
| - identify ways in which Christians might use light as part of their Christmas celebrations (advent candles, candle-light carl services, Christingle) – and the symbolic meaning
- talk about the different ways that Christians might celebrate Christmas
| - identify different ways that humans use light
- discuss the importance of light – as a source of comfort, security and hope
- talk about how and why light might be an important symbol
| - ask questions about the value of sources of light in their own lives
- talk about the people who provide comfort, security and hope for them
- suggest ways in which they might be a light for others
|
God | - retell (simply) the Genesis 1 story of creation
- suggest why Christians might think it is important to look after the world
| - suggest ways that Christians might express their concern for the natural world
- describe how and why Christians might thank God for creation at Harvest festivals
| - identify ways in which humans use (and abuse) the natural world
- talk about why our planet should matter to all humans – and how this should influence our behaviour
| - reflect on their own use of the world’s resources
- ask questions about what they can do to show that they care about the world
|
Y1: What do people say about God? | RE skills | - give an example of a key belief and/or a religious story
- give an example of a core value or commitment
| - use some religious words and phrases to recognise and name features of religious traditions
- talk about the way that religious beliefs might influence the way a person behaves
| - notice and show curiosity about people and how they live their lives
| |
content (Christianity) | Church | - know that some Christians welcome babies into the God’s family (the Church) with baptism ceremonies
- talk about what it might mean to belong to the Church family
| - identify features of baptism – eg. the font, candles, godparents
- talk about why parents might want to have their child baptised
| - talk about what is means to belong to a family
- talk about the role of families in raising children
| - talk about their own identity as part of a family and part of the school community
|
Jesus | - know a simple version of the nativity story
- talk about why Christians would say that Jesus is a special baby
- talk about how different characters in the nativity welcome the baby Jesus
| - identify religious aspects of Christmas celebrations
- talk about why Christmas is a special time for Christians
| - consider how and why babies might be special – and why they need love and care
- talk about the importance of looking after those who cannot help themselves
| - talk about their own beginnings and how they were welcomed into the family
- reflect on who has helped them in life so far
|
God | - know that Christians refer to God as ‘Father’
- talk about why Christians might compare God to a loving parent
| - talk about how and why Christians might want to talk to God (prayer)
- suggest symbolic meanings of rituals and items used in Christian prayer
| - talk about the importance of love in families
- talk about the ways in which they are cared for and supported by family members
| - reflect on their own role within the family
- discuss who they can talk to when they are happy/sad/worried
|
| knowing about and understanding religions and worldviews | expressing and communicating ideas related to religions and worldviews |
Lancashire Field of enquiry | Beliefs and values | Living Religious Traditions | Shared Human Experience | Search for Personal Meaning |
