Year 3 Religious Education

Religious Education lessons in year 3...

Autumn Term

Believing

What do different people believe about God?

  1. To think about if 'seeing is believing' and think about what we think about believing in God (C1, B1).
  2. To understand what Christians believe about God as Love, Father, Light, Creator, Trinity, Listener to Prayers (A1, C1, B1, B2)
  3. To find out what the stories of Moses and the Burning Bush and Saint Paul's conversion tell us about God in Christianity (A1, C1, B2, B1).
  4. To understand what Muslims believe about Allah - the Arabic word for God (A1, C1, B2, B1).
  5. To learn what Muslims believe about the Holy Qur'an, Allah's gift to humanity (A1, C1, B2, B1).
  6. To find out how Hindu people show what they believe about gods and goddesses (A1, C1, B1).
  7. To learn why are three of the gods of the Hindu way especially important (A1, C1).
  8. To understand what difference does it make to life if you believe there is no God - finding out about Humanism (C1, B1).
  9. To find out the similarities and differences between different ideas about God (A1, C1, B1).
  10. To think about what we have learned about ideas of God from Hindus, Christians, Humanists and Muslims (C1, B1).

Learning outcomes

  1. Describe some of the ways in which Christians Hindus and/or Muslims describe God (A1).
  2. Ask questions and suggest some of their own responses to ideas about God (C1).
  3. Suggest why having a faith or belief in something can be hard (B2).
  4. Identify how and say why it makes a difference in people’s lives to believe in God (B1).

Spring Term

Expressing

Why are festivals important to religious communities?

  1. To understand what is worth celebrating (B2, C1).
  2. To learn about what Christians celebrate at Easter (A2, B2, C1).
  3. To find out about the meaning of Jesus' last meal with his friends (A2, C1).
  4. To understand what the crucifying of Jesus means to Christians (A2).
  5. To find out what Christians believe happened on Easter Sunday morning (A2, B2, A3).
  6. To learn why Divali is significant to Hindus (A2, B2, A3).
  7. To find out why Muslims celebrate at the end of Ramadan (A2, B2, A3).
  8. To think about why Jewish people celebrate Pesach every year (A2, B2, C1).
  9. To understand what we can learn from celebrations and festivals (B2, A3, C1).

Learning outcomes

  1. Make connections between stories, symbols and beliefs with what happens in at least two festivals (A2).
  2. Ask questions and give ideas about what matters most to believers in festivals (e.g. Easter, Eid) (B2).
  3. Identify similarities and differences in the way festivals are celebrated within and between religions (A3).
  4. Explore and suggest ideas about what is worth celebrating and remembering in religious communities and in their own lives (C1).

Summer Term

Living

What does it mean to be a Christian living in Britain today?

  1. To learn about how Christians show their beliefs in the home (A1, B2).
  2. To find out how Christians show their beliefs at Church (A1).
  3. To understand how and why different Christians use music in worship (A1, A2).
  4. To learn how and why different Christians celebrate holy communion (A1).
  5. To find out how Christians make a difference in their local community (A1, C2).
  6. To understand why people stand up against injustice because of their religion (A1, C2, B2).

Learning outcomes

  1. Describe some examples of what Christians do to show their faith, and make connections with some Christian beliefs and teachings (A1).
  2. Describe some ways in which Christian express their faith through hymns and modern worship songs (A2).
  3. Suggest at least two reasons why being a Christian is a good thing in Britain today, and two reasons why it might be hard sometimes (B2).
  4. Discuss links between the actions of Christians in helping others and ways in which people of other faiths and beliefs, including pupils themselves, help others (C2).