Religious Education (Lancashire Agreed Syllabus) Expected standards: Islam |
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
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content (Islam) | - analyse the Five Pillars of Islam and how they are linked
- explain how the beliefs and values of Islam might guide a person through life
- explain the importance of the Ummah for Muslims and that this is a community of diverse members
| - describe and explain the importance of Hajj, including the practices, rituals and impact
- explain how a person might change once becoming a hajji
- consider how important it is for a Muslim to go on hajj – and what this means for those who are unable to make the pilgrimage
| - discuss the various events that might happen on the journey of life and how people might change over the course of their life
- consider what support people might need on life’s journey
| - ask and respond thoughtfully to questions about their own journey of life – consider how they have changed so far, how they will continue to change and the support and guidance that might be needed
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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
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content (Islam) | - explore Islamic beliefs about the Qur’an as the word of God
- explain how and why the Qur’an is a source of guidance for life for a Muslim
- explain the impact of believing that the Qur’an is divine revelation
- describe and explain what Muslims believe when they describe Muhammad (pbuh) as the seal of the prophets
| - explain how and why Muslims might commemorate the Night of Power
- describe and explain a variety of ways that Muslims might show respect for the Qur’an – and how this symbolises their respect for God
- explain how the teachings of the Qur’an might influence the actions and choices of a Muslim
| - discuss where people might look to for guidance about how to live – consider a range of sources of wisdom and authority
- suggest when and why people might want guidance about how to live
| - discuss who or what has guided them in their own beliefs, values and commitments
- reflect on what ‘ultimate authority’ might mean for them
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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
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content (Islam) | - explore Islamic teachings about Ramadan from the Qur’an
- make links between Islamic values and the beliefs explored so far in their study of Islam
| - use subject specific language to describe how and why Muslims fast at Ramadan
- explain the importance of Ramadan in the context of the Five Pillars of Islam
- consider the impact that fasting might have on individuals, families and communities
| - discuss (with relevant examples) the importance of showing commitment to a belief, value or community
- consider the role of sacrifice within religion and communities
| - reflect on their own beliefs, values and commitments
- consider and discuss how they demonstrate their personal commitments
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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?’
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content (Islam) | - develop and understanding of the importance of founders and leaders for religious communities
- identify Islamic beliefs and values contained within the story of the life of the Prophet Muhammad (pbuh)
- describe how a Muslim might try to follow the teachings and example of the Prophet Muhammad (pbuh)
| - describe and give reasons for the Islamic practice of Zakah
- suggest why charity might be important to a Muslim – and the different ways that a Muslim might try to be charitable
| - identify characteristics of a good role model
- discuss how good role models can have a positive impact on individuals, communities and societies
| - reflect on their own aspirations for themselves and others
- ask questions and suggest answers about how they can try to make the world a better place
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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
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content (Islam) | - suggest why Muslims believe that it is important to respect God
- talk about why Muslims would want to show their gratitude to God
- know that submission to God is an important aspect of Islamic life
| - identify that Islamic beliefs about God motivate most Muslims to pray on a regular basis
- describe the rituals of Islamic prayer (salah), including wudhu and use of a prayer mat
- suggest how making time for the five daily prayers is an act of submission
| - talk about the ways in which shared rituals might unite communities (make links with the way that the Islamic community – the Ummah – is united by prayer)
- identify ways in which humans show their gratitude
| - talk about the things they do on a regular basis as a sign of their commitment and belonging
- reflect on who they should be grateful to and how they show this
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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
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content (Islam) | - know that Muslims believe in one God (Allah)
- know that Muslims believe the world was created by God
- talk about why Muslims might value the natural world
| - know that Islam teaches that humans should be caretakers (stewards/Khalifahs) of the planet
- suggest how Muslims might show respect for God by caring for the natural world
| - talk about their own experiences and feelings about the natural world and what they have noticed about the way that humans treat it
| - reflect on how they treat the natural world – and if they have a duty to look after it
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| 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 |
