"Awareness, Mystery and Value" syllabus (Somerset, N. Somerset and B&NES) |
Key Stage 1 Study Units |
| Unit 1: OURSELVES
This unit explores ideas of what it is to be human and relates them to religious beliefs. | |
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What the study units require |
Useful pages of RE:Quest |
| Develop an awareness of aspects of their own identity, personality and experience e.g. feelings, emotions, favourite things | Use the 'Music' and 'Prayer' pages of the Infants' section of the site to stimulate thought and discussion about these issues. |
| Participate in times of stillness and reflection | Church Buildings |
| Explore feelings, experiences and situations which may give rise to reflection or prayer | 'Prayer' in the Infants' section of the site. |
| Listen and respond to stories, prayers, songs etc., which help people to understand more about themselves and their ideas of God. | 'Life of Jesus' in the Infants' section of the site. |
| Unit 2: FESTIVALS AND CELEBRATIONS
This unit explores those aspects of life on earth which are reflected in the pattern of religious practices and festivals. | |
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What the study units require |
Useful pages of RE:Quest |
| Share experiences of special occasions and celebrations in their own life | |
| Learn about some major religious festivals and celebrations e.g. anniversaries, seasonal festivals, commemorations, and hear stories associated with them | 'Festivals'; 'Milestones in Family Life' in the Infants' section of the site. |
| Identify some artefacts used in some festivals and celebrations | Use 'Festivals - Christmas' in the Infants' section of the site to make Christingle, Christmas card, Advent Calendar, etc. |
| Relate some stories and practices associated with religious festivals and celebrations to experiences and feelings in their own lives | |
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Unit 3: SPECIAL BOOKS
This unit explores how religions express values and commitments in a variety of creative ways. |
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What the study units require |
Useful pages of RE:Quest |
| Identify some books and stories that are special to them or that have special authority | 'Bible'; 'Life of Jesus' in the Infants' section of the site. |
| Listen to stories, poems, teachings etc. that appear in key religious books and consider the ideas or beliefs that might be expressed through them | 'Life of Jesus' in the Infants' section of the site. |
| Share ideas about why particular stories or books may be special to themselves or others | |
| Learn about how religious books are used | 'Bible' in the Infants' section of the site. |
| Unit 4: FRIENDS, FAMILY AND COMMUNITY
This unit explores ideas of those aspects of human nature which relate to religious practices and communities. | |
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What the study units require |
Useful pages of RE:Quest |
| Share their feelings and experiences associated with belonging to a group or community | Use 'Going to Church' in the Infants' section of the site, to explain to pupils what it is like for a child to belong to the Christian community. |
| Identify the types and characteristics of groups or communities people belong to | |
| Learn about some practices and events associated with some specific groups or communities and roles that people might have within them | 'Faith in the Home' in the Infants' section of the site. |
| Unit 5: MILESTONES IN FAMILY LIFE
This unit explores how religions express aspects of life's journey in variety of creative ways. | |
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What the study units require |
Useful pages of RE:Quest |
| Identify some important events in their lives that might happen to them as they get older | |
| Learn about how important times in life are marked or expressed by different groups, e.g. birth, marriage, being welcomed into a group, naming ceremonies. | 'Milestones in Family Life' in the Infants' section of the site. |
| Identify some artefacts and symbols associated with events that mark important times in life | Use the 'Church Buildings' in the Infants' section of the site to identify such things as the font, Baptistry, communion table etc. |
| Share ideas about what it is that makes important times in life significant or special | |
| Unit 6: RULES AND CHOICES
This unit explores how religious beliefs affect approaches to moral issues. | |
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What the study units require |
Useful pages of RE:Quest |
| Talk about times when their behaviour has affected others | |
| Identify some rules or codes of behaviour that people may be guided by | |
| Hear and discuss stories from religious traditions with a moral message and stories about the lives of people who have committed themselves to others, particular goals or ways of life | 'Life of Jesus' in the Infants' section of the site. |
| Identify values that may be important to themselves or others, e.g. fairness, honesty, forgiveness, kindness, and think about some of the ways in which these values are demonstrated in everyday life. | |
| Unit 7: SPECIAL PLACES
This unit explores how religions express aspects of human nature in a variety of creative ways. | |
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What the study units require |
Useful pages of RE:Quest |
| Identify places that are special to them or have special associations | |
| Identify parts, characteristics and functions of some religious buildings or places and consider the ideas or beliefs that might be connected with them | 'Church Buildings' in the Infants' section of the site. |
| Look at examples, within religious buildings and/or places, of how people have used various forms of expression to convey a message e.g. symbols, paintings, stained glass, architecture | 'Church Buildings'; 'Symbols' in the Infants' section of the site. |
| Share ideas about why particular places may be special to themselves or others | |
| Unit 8: THE WORLD AROUND US
This unit explores ideas about the nature of life on earth and relates them to religious belief. | |
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What the study units require |
Useful pages of RE:Quest |
| Share feelings related to experiences of wonder, amazement, mystery or disappointment that the natural world can evoke | 'Our World' section on the environment. |
| Listen to songs, poems etc. that describe beliefs about God, e.g. as creator, provider, parent, one who cares for all, one who answers prayers | |
| Express their own ideas/beliefs about God. | |
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NB Sensitivity needs to be shown when asking pupils to share their ideas about God. Members of some faiths might find it inappropriate, for example, to ask pupils to draw pictures of God. |
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| Unit 9: THE LIFE OF JESUS
This unit explores how people's values and commitments might be demonstrated in the lives of religious believers. | |
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What the study units require |
Useful pages of RE:Quest |
| Identify people who have helped or guided them in their lives | |
| Listen to and discuss stories about the life of Jesus: his birth, his disciples and friends, some of his miracles, some of his parables, his death and resurrection | 'Life of Jesus' in the Infants' section of the site. |
| Discuss some aspects of Jesus' teaching which guide people in their lives e.g. love your neighbour or teaching on forgiveness | 'Life of Jesus' in the Infants' section of the site. |
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Key Stage 2 Study Units |