Throughout key stage 1, pupils explore Christianity and at least one other principal religion. They learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion and belief, especially for other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to them and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.
Knowledge, skills and understanding
Learning about religion
1. Pupils should be taught to:
- explore a range of religious stories and sacred writings and talk about their meanings
- name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate
- identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives
- explore how religious beliefs and ideas can be expressed through the arts and communicate their responses
- identify and suggest meanings for religious symbols and begin to use a range of religious words.
Learning from religion
2. Pupils should be taught to:
- reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness
- ask and respond imaginatively to puzzling questions, communicating their ideas
- identify what matters to them and others, including those with religious commitments, and communicate their responses
- reflect on how spiritual and moral values relate to their own behaviour
- recognise that religious teachings and ideas make a difference to individuals, families and the local community.
Explanatory notes
Note for 1a
ICT opportunity
Pupils could use the internet or CD-ROMs to obtain a wide range of stories about religious beliefs and teachings.
Cross reference to English
En1 Speaking and listening: Listening
2. To listen, understand and respond to others, pupils should be taught to:
c. make relevant comments
d. listen to others' reactions
e. ask questions to clarify their understanding
En1 Speaking and listening: Drama activities
11. The range should include:
b. presenting drama and stories to others [for example, telling a story through tableaux or using a narrator]
Note for 1b
ICT opportunity
Pupils could use the internet or CD-ROMs to obtain a wide range of stories about religious beliefs and teachings.
Note for 1c
Attitudes
Pupils have the opportunity to develop respect for all.
Note for 2a
Attitudes
Pupils have the opportunity to develop appreciation and wonder.
Cross reference to geography
Geographical enquiry and skills
1. Pupils should be taught to:
c. express their own views about people, places and environments [for example, about litter in their school]
Knowledge and understanding of places
3. Pupils should be taught to:
a. identify and describe what places are like [for example, in terms of landscape, jobs, weather]
Note for 2c
Cross reference to PSHE and citizenship
Developing confidence and responsibility and making the most of their abilities
1. Pupils should be taught:
a. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
b. to share their opinions on things that matter to them and explain their views
Preparing to play an active role as citizens
2. Pupils should be taught:
c. to recognise choices they can make, and recognise the difference between right and wrong
e. to realise that people and other living things have needs, and that they have responsibilities to meet them
Note for 2d
Cross reference to PSHE and citizenship
Developing confidence and responsibility and making the most of their abilities
1. Pupils should be taught:
a. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
b. to share their opinions on things that matter to them and explain their views
Preparing to play an active role as citizens
2. Pupils should be taught:
c. to recognise choices they can make, and recognise the difference between right and wrong
e. to realise that people and other living things have needs, and that they have responsibilities to meet them
Attitudes
Pupils have the opportunity to develop appreciation and wonder.
Breadth of study
3. During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study:
Religions and beliefs
- Christianity
- at least one other principal religion
- a religious community with a significant local presence, where appropriate
- a secular world view, where appropriate
Themes
- believing: what people believe about God, humanity and the natural world
- story: how and why some stories are sacred and important in religion
- celebrations: how and why celebrations are important in religion
- symbols: how and why symbols express religious meaning
- leaders and teachers: figures who have an influence on others locally, nationally and globally in religion
- belonging: where and how people belong and why belonging is important
- myself: who I am and my uniqueness as a person in a family and community
Experiences and opportunities
- visiting places of worship and focusing on symbols and feelings
- listening and responding to visitors from local faith communities
- using their senses and having times of quiet reflection
- using art and design, music, dance and drama to develop their creative talents and imagination
- sharing their own beliefs, ideas and values and talking about their feelings and experiences
- beginning to use ICT to explore religions and beliefs as practised in the local and wider community.
Explanatory notes
Note for 3i
Cross reference to history
Organisation and communication
6. During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study:
c. the lives of significant men, women and children drawn from the history of Britain and the wider world [for example, artists, engineers, explorers, inventors, pioneers, rulers, saints, scientists]
Note for 3l
ICT opportunity
Pupils could use digital recording equipment to enhance their learning about places of worship.
Note for 3m
ICT opportunity
Pupils could record their work using digital video and use ICT painting, desktop publishing or multimedia authoring packages.
This content relates to the 1999 programmes of study and attainment targets.