Year 6 Religious Education

Religious Education lessons in year 6.

Autumn Term

To think about what questions you have got about what happens when we die.
To find out what some people think carries on after we have died and what our soul is (B2, A1).
To learn if some people believe that you come back to life as a different thing and what reincarnation is (A1, B2).
To consider if you get to heaven if you do things wrong (A1, B2, B3).
To learn what Christians think happens when we die (B2, A1).
To think about what people who don’t believe in God think happens when we die (A1, B2, B3)
To learn what different ideas there are about what happens when we die and consider what we think (B2, A1, B2, B3).

Express ideas about how and why religion can help believers when times are hard, giving examples (B2).
Outline Christian, Hindu and/or nonreligious beliefs about life after death (A1).
Explain some similarities and differences between beliefs about life after death (B2).
Explain some reasons why Christians and Humanists have different ideas about an afterlife (B3).

To think about what makes a place special, what a sacred place is, are all places sacred and what the value is of a sacred place (A1, B3, C2).
To understand how mosque buildings express Islamic beliefs and values and what makes a fine mosque (A1, B3, C2).
To look at Muslim calligraphy, painting and poetry and think about what is inspiring (A1, B3).
To find out how Christians use art in worship and in remembering Jesus and think about what you admire about some works of art (A1, B3).
To think about if a Christian place of worship can be a building for the ‘glory of God’ and consider what this means (A1, B3, C2).
To understand how and why Muslim charities try to change the world (B2, C2).
To understand how and why does Christian Aid try to change the world (B2, C2).
To think about what matters more to Christians & Muslims: art and architecture or generosity and charity and consider what matters more to you (B3, B2).

During this unit of work we hope to visit Manchester Cathedral.

Describe and make connections between examples of religious creativity (buildings and art) (A1).
Show understanding of the value of sacred buildings and art (B3).
Suggest reasons why some believers see generosity and charity as more important than buildings and art (B2).
Apply ideas about values and from scriptures to the title question (C2).

To think about what we can learn from the game ‘Everyone’s Committed’ and what does it mean for Hindus, Muslims and Christians to commit to key beliefs (A1, B3).
To understand how Muslim people build their community, the Ummah, by following their Prophet (A1).
To find out how it feels to be a part of the Muslim Ummah and think about what difference it makes (A1, B2).
To understand what harmlessness means in the Hindu religion and to understand the example of the ways Gandhi stood up for his beliefs and commitments (A1, B2).
To find out how Hindus show their commitment to ahimsa through acts of service or sewa (A1, B2).
To learn what Jesus taught about God’s grace and forgiveness (A1, B2).
To understand why Jesus shared bread & wine with his disciples, the night of his arrest and how Jesus show the meaning of grace (A1).
To learn how the life of a great Christian person show us the meaning of grace (A1, B2).
To reflect on what have we learned from the Muslims, Christians and Hindus about their commitments to the Ummah, to Ahimsa and to Grace and how these religions similar, and how are they different (A1, B3).

Make connections between beliefs and behaviour in different religions (A1).
Make connections between belief in ahimsa, grace and Ummah, teachings and sources of wisdom in the three religions (A1).
Outline the challenges of being a Hindu, Christian or Muslim in Britain today (B2).
Consider similarities and differences between beliefs and behaviour in different faiths (B3).