Year 4 Religious Education
Religious Education lessons in year 4.
Autumn Term
Believing
Why is Jesus inspiring to some people?
To think about what the word 'inspiring' means and think about who is inspiring (A1).
To think about what we we know about Jesus' life story and if his story is inspiring for some people (A1, B1).
To find out if Jesus is inspiring because of his actions (A1).
To learn about what Jesus taught and to find out if he wasa good and inspiring teacher (A1).
To understand if Jesus' teachings inspire people and why (A1).
To think about who Jesus said he was and why he is so important to Christians (A1).
To understand why Christians call the day Jesus died 'Good Friday' and the following Sunday his Resurrection day (A1, B1).
To reflect on if Jesus is still important today and if so, to who and how it shows (A1, B1).
To think about the kind of image of Jesus for the 21st Century we would like to create and think about if it might be inspiring to others (B1).
To think about if being inspired by Jesus makes a person stronger (A1, B1).
To think about who is inspiring for us as individuals and others in class (A1).
Learning Outcomes
Make connections between some of Jesus’ teachings and the way Christians live today (A1).
Describe how Christians celebrate Holy Week and Easter Sunday (A1).
Identify the most important parts of Easter for Christians and say why they are important (B1).
Give simple definitions of some key Christian terms (e.g. gospel, incarnation, salvation) and illustrate them with events from Holy Week and Easter (A2).
Spring Term
Expressing
Why do some people think that life is like a journey and what significant experiences mark this?
To think about what a journey means to us (A2, B2).
To understand what the significance of Baptism is to Christians (A3, B2, C1).
To think about how Jewish people mark beoming an adult (A3, B2).
To find out what ceremonies Hindus mark in the journey of life (A2, A3, B2).
To think about why people choose to get married (A3, B2, C1).
To think about if all journeys are similar and if we can compare the journeys of Christians, Jewish people and Hindus (A2, A3, B2, C1).
Learning Outcomes
Suggest why some people see life as a journey and identify some of the key milestones on this journey (A2).
Describe what happens in Christian, Jewish, and/or Hindu ceremonies of commitment and say what these rituals mean (A3).
Suggest reasons why marking the milestones of life are important to Christians, Hindus and/or Jewish people (B2).
Link up some questions and answers about how believers show commitment with their own ideas about community, belonging and belief (C1).
Summer Term
Living
What can we learn from religions about deciding what is right and wrong?
To think about what rules are important and how the Golden Rule is important (B1).
To understand the important messages that are in the Ten Commandments and think about how they help Jewish people know how to live (B1, C3).
To find out what Christianity says about how to live a good life (B1, C3).
To think about how people can decide what is right and wrong without God's help (B1, C3).
To learn what religious stories tell believers about temptation (A2, C3).
To think about how religious teachings helped to affect somebody's actions (B1).
Learning Outcomes
Give examples of rules for living from religions and suggest ways in which they might help believers with difficult decisions (B1).
Make connections between stories of temptation and why people can find it difficult to be good (A2).
Give examples of ways in which some inspirational people have been guided by their religion (B1).
Discuss their own and others’ ideas about how people decide right and wrong (C3).