Religious Education Scheme of Work School theme: sound and light re theme: celebration year: 3+4

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Religious Education Scheme of Work

School theme: SOUND AND LIGHT RE theme: CELEBRATION Year: 3+4 (or first cycle)

Cross Curricular Skills **

Religious Education

Skills and Range**

Key Questions / Learning Objectives

Possible Learning Activities
Examples of activities marked with an * are available either on Amdro or from the Carmarthenshire advisory service

Assessment for Learning (AfL) tools**

** Highlight the skills you intend to develop and the AfL tools you intend to use



1. Asking questions

2. Activating prior skills, knowledge and understanding

3. Gathering information

4. Determining the process/method and strategy

5. Determining success criteria


6. Generating and developing ideas

7. Valuing errors

and unexpected outcomes

8. Entrepreneurial thinking

9. Thinking about cause and effect and making inferences

10. Thinking logically and seeking patterns

11. Considering evidence,

information and ideas

12. Forming opinions and making decisions

13. Monitoring progress


14. Reviewing outcomes and success criteria

15. Reviewing the process/method

16. Evaluate own

learning and thinking

17. Linking and lateral thinking


1. Developing information and ideas

2. Presenting information and ideas

3. Locating, selecting and using information using reading strategies

4. Responding to what has been read


5. Organising ideas

and information

6. Writing accurately

Wider communication skills

7. Communicating ideas and emotions

8. Communicating information
1. Finding and developing information and ideas

2. Creating and presenting information and ideas

1. Use mathematical information

2. Calculate

3. Interpret and present findings


1. Engaging with fundamental questions
1. ask, discuss and respond to fundamental questions raised by their own experiences, the world around them and aspects of religion

2. draw on a range of evidence from religious and non-religious sources in order to consider the issues raised

3. use evidence from a range of sources effectively in order to present and support arguments and opinions

4. develop alternative explanations and suggest new possibilities

5. carry out investigation in an open-minded way and be prepared to accept challenge in the light of new information or evidence

2. Exploring religious beliefs, teachings and practices
6. recall, describe and begin to explain religious beliefs, teachings and practices

7. explore and make links between religious beliefs, teachings and practices

8. describe and begin to explain the impact that religion has on the lives of believers

9. identify the similarities and differences within and across religions

10. recognise and begin to interpret layers of meaning/symbolism within religious stories, rituals, art, dance and music.
3. Expressing personal responses
11. express and begin to justify their own feelings and opinions in different ways, e.g. orally, in writing and through creative arts

12. demonstrate how what they have learned has impacted on their own views/ideas
13. consider, appreciate, empathise with and respect the viewpoints of others

14. recognise, explore and reflect on the spiritual side of life

15. use a range of religious language appropriately

16. use ICT and other means to gain access to information and to communicate religious concepts.



The natural world

1. origins

2. responsibility and concern
Human experience

3. human identity

4. meaning and purpose of life

5. belonging

6. authority and influence

7. relationships and responsibility
Search for meaning

8. spiritual/non-material

9. responding to spiritual experience

How do you and other people celebrate?
Are there common features in different celebrations?

Introducing Celebrations

Think of a festival which you celebrate. Discuss the reasons for the celebration and the features of it, (e.g. food, presents, story, special objects, special place). Use pictures as a stimulus - see Exploring Celebrations booklet pp 2-3).

Use these pictures when you look at the different festivals during the unit so as to make links within and across religions.

Increase thinking/wait time
Big questions

Collaboration on formulating questions

Questions learners get wrong
Group responses
Phone a friend
Choice of answers
No hands up
Setting ground rules
Feedback using comments only
Targets of how to improve

Closing the gap comments

Two stars and a wish
Instant feedback
Allow time
Self -assessment
Learner to learner dialogue
Temporary comments
Traffic lighting
Thumbs up/Thumbs down
Talk partners
Post-it challenge
KWL/KWHL grids
QuADS grids
Self marking
Peer marking
Writing journals
Learners set questions

Looking back on my life in school last year:

  • What am I pleased with?

  • What would I like to change this year?

How can I improve?

Rosh Hashanah and Yom Kippur – Setting the challenge

Either Mystery Bag - examine objects relevant to Rosh Hashanah and Yom Kippur *, or in groups, examine a set of cards containing key terms and pictures for Rosh Hashanah and Yom Kippur *. By the end of the unit, the pupils should be able to explain and make links between the objects or cards – e.g. a simple concept map.

The new school year – new beginnings

Discuss that the new school year is a great opportunity to make a fresh start - a clean slate, cf New Year’s Day. Look back at the last school year. Opportunity to reflect – What am I pleased with. What would I like to change this year? How can I improve? Two stars and a wish. Wish = resolution. Plan how to keep the resolution. Write it down and keep it safely.

How and why do Jews celebrate Rosh Hashanah?
If I had to make amends for my wrongdoings during the past year, would I think twice before misbehaving?
Would the world be a better place if everyone did this?

Rosh Hashanah – The Jewish New Year

Using the items in the Mystery Bag or the cards containing key words and pictures as a stimulus, pupils should do research on the festival of Rosh Hashanah.

Taste apples dipped in honey.

Examine Rosh Hashanah greetings cards.

Ten days to repent (say sorry) and make amends for wrongdoings

What happens during the ten days between Rosh Hashanah and Yom Kippur? Discuss repentance, making amends for wrongdoings and forgiveness. Practical activities on this theme, e.g.

  • Continuum and human graph – would I forgive someone who…*

  • Give advice to people on how to make amends for various wrongdoings.

  • Make a ‘Sorry’ card to send to someone to whom you have done wrong.

Discuss the key questions (opposite).

What is the message of the story of Jonah?
What is the connection between the story of Jonah and Yom Kippur?
What does the story of Jonah teach about repentance and forgiveness?

Yom Kippur – The Day of Atonement

Introduce Yom Kippur. What is the meaning of ‘atonement’? (return to the right relationship with God). The pupils can do research to find out:

  • What do Jews do on Yom Kippur?
  • Why is it the most important and most solemn day of the year for them?

The story of Jonah This is read in the synagogue on Yom Kippur. Share the story. Do activities based on it, e.g.

  • Fortune Line – Jonah’s feelings *

  • Hot Seating – pupils to draw up ‘good’ questions to ask Jonah

  • Engage with the key questions – e.g. through concept cartoons *

Write a prayer that a Jew could say to God on Yom Kippur, or write a prayer that you would like to say to God, asking for forgiveness.

In this unit, I have learnt about repentance, making amends and forgiveness. How has this affected my ideas and my life?

Response to the challenge In small groups, the pupils should try to connect the objects or the words and pictures in an appropriate way in order to show their understanding of the terms and concepts.

Opportunity to reflect on the key question (opposite).

How successful have I been in keeping the resolution that I made at the beginning of the unit?

Extention work

Activate previous learning. What do Christians teach about repentance and forgiveness? – e.g. the story of Zacchaeus, the parable of the Prodigal Son. How does this compare with Jewish teachings?

How and why do Jews celebrate Chanukah?
What is the link between the story and the celebrations today?
What can I do to bring goodness to the world?


Consider the festival of Chanukah. Share the story of Judah the Macabee and the reclaiming of the Temple.

Explore how the festival is celebrated by the Jewish community today. What are the links between the celebration and the story? Play the Dreidel game and cook ‘potato laktes’. Examine the Chanukiah. Why is light an important feature in this festival? What does it symbolise (good conquering evil / hope).

What good and bad things are there in the world today? Can good conquer evil? What can we do to bring goodness to the world?

How do Christians celebrate Christmas?
Why do Christians celebrate Christmas?
What are the links between the Birth Narratives and the ways that Christians celebrate Christmas today?
* * * * *
Other questions will depend on the concepts and themes you choose to develop

Advent and Christmas

There are a wide variety of ways to introduce Advent and Christmas to pupils which meet the requirements of the Agreed Syllabus and develop the three RE skills. The two resources referred to below give numerous strategies to do this effectively.


1. Christmas, a year-by-year approach This booklet contains lots of ideas for practical activities which you can use throughout the primary school in order to ensure continuity and progression. It includes the following themes:

  • Jesus’ birthday

  • Gifts and giving

  • Good news

  • Light

  • Journeys – Mary’s milestones

  • Peace

  • Incarnation – God becoming human.

2. Experience Christmas. This resource explains an innovative and interactive method of encouraging pupils to reflect on concepts and big questions about Christmas. It shows how you can create a ‘labyrinth’ on the main events in the accounts of Jesus’ birth in order to promote the pupils’ spiritual development. You can adapt it to suit the needs of your pupils. Ideally, you should work with the local church or chapel and set up the labyrinth there, although it is possible to use it in school (see also Easter years 5+6). This labyrinth has six stations, namely:

  • the Preparation – thinking about preparing our hearts as well as our homes during Advent

  • the Announcement – the angel visits Mary

  • the Promises – the birth of Jesus is foretold

  • the Journey – Mary and Joseph make their way to Bethlehem

  • the Message – the angels appear to the shepherds

  • the Gift – God’s gift of Jesus is given to the world.

General: Exploring Celebrations and Special Times published by RE Today services
Rosh Hashanah and Yom Kippur

Activities*: contents of the Mystery Bag; cards containing key words and pictures; Continuum and human graph – ‘Would I forgive someone who…?’; Fortune Line – story of Jonah; Concept Cartoon – the main message of the story of Jonah.

Artefacts: shofar, Rosh Hashanah greetings cards

ICT - CD-ROM Jewish way of life; County’s RE website – – the section on the stained glass festival windows in the Swansea synagogue

Chanukah: Artefacts: Chanukiah, Dreidel, greetings cards

ICT: CD-ROM Jewish way of life; Videos: Living Festivals 1 - Chanukah pub Pergamon Educational Productions;

Books: Hannukkah - Leila Berg Celebration Series (Ginn); What is Hanukkah? by Harriet Ziefert pub. HarperFestival; Festivals of Light pub. Christian Education Movement

Christmas: Activities*: Mystery ‘Which advent calendar does Aled buy?’

Books: Christmas – a year by year approach pub RE Today services; Experience Christmas pub Jumping Fish;

Artefacts: Resources to set up the 6 stations referred to above (see Experience Christmas). Christingle candle, advent crown, advent calenders; Local church / chapel.

ICT: ICT activities on the NGfL-Cymru website – ‘Christmas’ CD Christianity Unpacked by RE Quest;

Christian Aid resources on Christmas – new resources produced every year.

* available on Amdro or from the Carmarthenshire advisory service

Level 2

Pupils ask questions about their own experiences, the world around them and aspects of religion, and suggest some answers. They recall and communicate simply some of the basic religious beliefs, teachings and practices investigated. They suggest, in simple terms, why these aspects of religion are important to some people. They talk in simple terms about their own feelings, actions and opinions and those of other people. They use simple religious vocabulary appropriately.

Level 3

Pupils discuss the questions raised by their own experiences, the world around them and aspects of religion, giving their own opinions. They describe some of the basic religious beliefs, teachings and practices investigated. They describe how some of these aspects of religion affect believers’ lives. They describe their own feelings, actions and opinions, and in simple terms comment on the viewpoints of others. They begin to recognise that religious symbols carry meaning, and use religious vocabulary appropriately.

Level 4

Pupils discuss their own and others’ responses to questions about life, the world around them and religion. They describe and begin to explain the religious beliefs, teachings and practices investigated. They give specific examples of the ways in which these aspects affect believers’ lives and begin to identify the similarities and differences within religions. They explain in simple terms how their own feelings, actions and opinions differ from those of others. They recognise some religious symbols and use a range of religious vocabulary appropriately.

Mary Parry 10.09 Cyngor Sir Gâr

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