Religious Education Curriculum Progression Purpose: Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE they learn about and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully. Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ. Opportunities KS1 KS2 Year 1 Year 2 Year3 Year 4 Year 5 Year 6 Breadth of Christianity, Judaism and Humanism Christianity, Judaism, Islam, Hinduism and Humanism Study Christianity Christianity Christianity Hinduism Christianity Hinduism (God and (Gospel) (God and (Dharma / Deity / (God and (Dharma / Deity / Incarnation) Incarnation) Creation) What do Atman) Atman) What do Christians believe What do Christians What do Hindus believe What do Christians What do Hindus believe Christians about love? believe about God about Dharma? What do believe about God about Dharma? What and Incarnation? and Incarnation? believe about Hindus believe about do Hindus believe about

God? Christianity Judaism Deity? What do Hindus Judaism Deity? What do Hindus (Salvation) (God and the believe about Atman? (God and the believe about Atman? Christianity What do Covenant) Covenant) (Incarnation) Christians believe What do Jewish Christianity What do Jewish Christianity What do about salvation? people believe about (Salvation) people believe about (Salvation) Christians God and the What do Christians God and the What do Christians believe about Judaism Covenant? believe about Salvation? Covenant? believe about Salvation? Jesus? (Torah) What do Jewish Judaism Christianity Judaism Christianity Judaism people believe (Torah) (Gospel) (Torah) (Gospel) What do Jewish What do Jewish (God and the about Torah? What do Christians What do Christians people believe about people believe about Covenant) Torah? believe about love and Torah? believe about love and What do Jewish Humanism Agape? Agape? people believe What is a Islam Islam about God and Humanist? What (Islam and Iman) Humanism (Islam and Iman) Humanism the covenant? do Humanists What do Muslims What is a Humanist? What do Muslims What is a Humanist? believe? believe about Islam What do Humanists believe about What do Humanists and Iman? believe? submission to Allah? believe? Religious Education Curriculum Progression Knowledge and Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Understanding God and Creation Gospel God Dharma God Dharma  Christians find out  Jesus taught that people  Christians believe the Bible talks  Recall stories of the exile,  Christians believe that “God is  Know that the term about what God is should be loving, kind about what God is like and his return and reign of Rama love” (1 John 4.8) – compassionate, “Hinduism” is a Western like and how he and forgiving to relationship with people who from the Hindu book: The all knowing (omniscient), term for people who wants people to everyone because this is believe in Him. Ramayana and understand everywhere at once (omnipresent), lived in Northern India, live from the Bible. what God is like.  Christians will describe one God how they teach a) respect for all powerful (almighty), pure, set who shared the Vedas  There is a story in  Recall the story of the as Father (parent), Son and Holy Parents, b) keeping promises, apart (holy). and ancient Sanskrit the Bible which Unmerciful Servant Spirit. The Trinity. c) doing the right thing even  Christians believe that it matters writings of India. Christians believe Matthew 18:23-34,  Recall what happens in both when it’s hard, and from his what people do. When people Followers prefer the expresses their key linking it to forgiveness Infant Baptism and Believers’ reign d) using power with treat others badly (sin) it makes term “Sanatan Dharma”, beliefs about in the Lord’s Prayer Baptism. Water is used. The care and responsibility God upset and angry. which mean ‘eternal creation. Matthew 6:5-15 person baptising usually says “I towards those with less  Christians believe the Bible talks truths’ (i.e. basic – God created the including (a) Peter’s baptise you in the name of the power, know that Hindus about what God is like and his teachings which have universe. question, “How many Father, and the son, and the think these are important relationship with people who always been true and – The story is called times should I forgive?” Holy spirit.” The person is guidelines for right-living. believe in him. always will be). the six days of (b) the events of the welcomed into the Christian  Understand when Hindus  Raise and suggest answers to  Know the Holi festival creation and parable, (c) understand Church. light lamps to celebrate Divali relevant questions in response to celebrates Spring, describes what that, just as Christians  Raise and suggest answers to they remember that God their enquiry into what Christians community and God did as the believe that God relevant questions in response guides us in life the way believe about God. equality, reminding world was created. forgives them, Jesus to their enquiry into what lamps light up darkness, to  Recognize that Christians use Hindus to respect the – The last thing wants them to forgive Christians believe about God. help us see our way. evidence to support their belief in natural world and its that God created everyone (d) that  Know Dharma means ‘right- God. seasons. Also recall the was humans. Christians are reminded Incarnation living’ and that the Hindu  Understand God loves His creation, Holika story, who died  Christians believe about these things  Recall stories from the Bible of faith is called the ‘Hindu and everything is created in using her powers to try that God expects every time they pray Jesus miracles – what do they Dharma’ harmony. and kill Prahlad, a humans to care for the Lord’s prayer. say about Jesus? e.g. that Jesus  Humans have a duty to care for believer in God, and His world because  Reflect on the calmed a storm – he had power Deity God’s creation. They are the understand how this it belongs to God. implications of this over the forces of nature Mark  Know that Hindu holy books stewards of creation. reminds Hindus to use  Raise and suggest story for Christians and 4.35-41, healing Jairus’ daughter describe Rama AND Krishna  Raise and suggest answers to their gifts to help not answers to for themselves today. – that he had power over death as special people called relevant questions in response to hurt others, the relevant questions  Raise and suggest (Luke 8. 40-56). Avatars. These are believed their enquiry into the evidence principle of ahimsa. in response to their answers to relevant  Understand what Christians by Hindus to be God, in Christians use to support their  Know the Hindu word enquiry into what questions in response to believe this and other stories human form and that God belief in God and the concept of for ‘action’ is ‘karma Christians believe their enquiry into this from the Bible say about who can choose to be born as an stewardship. which means everything about God. story, e.g. ‘Why did Jesus is – that only God can do Avatar, in any time and place, we do will have Jesus tell this story and things like this. Christians when the world needs God’s Incarnation consequences. This is Incarnation other parables?’ believe that Jesus is the Son of help or example.  Know that the nativity is found in the ‘Law of Karma’.  Christians find out God.  Know that Hindus believe two gospels: Matthew (ch 1-2) and Following the Dharma about what Jesus is Salvation  Raise and suggest answers to that they can also worship Luke (ch 1-2) will produce beneficial like and how he  Know that the Christian relevant questions in response God in other divine forms (or  Understand that the two accounts results. wants people to Holy book is called the to their enquiry into the deities) alongside the are told from different viewpoints live from the Bible. Bible, and that it is accounts of these miracles and Avatars, such as a loving (Mary and Joseph’s) Deity  Understand that divided into two parts – what Christians say about who mother (Devi), Lakshmi,  Reflect on why there may be  Understand that Advent is the time Old Testament (which Jesus is. popularly worshipped at different accounts. thousands of years ago, before Christmas Christians share with Divali.  The Bible account of the virgin Hindu books called the when Christians Judaism – Jesus was a God and The Covenant birth supports the Christian belief Vedas described many get ready for Jesus Jew) and New  God first made his covenant Atman that Jesus is both human and ways of thinking about coming. Testament. agreement with Abraham. God  Recognise a form of Hindu divine. God with special names,  Recall Bible stories  Recall stories from the worship (called puja) using a images and stories to Religious Education Curriculum Progression associated with the Bible associated with promises he would be the father special tray called ‘a puja  Some Christians understand this help Hindus remember birth of Jesus. the last eight days of of a great nation, the Jewish thali’ with a small sacred symbolically and others literally. and understand about Including (a) the Jesus’ life, including (a) people, who will live in the land flame, a bell, flower petals,  The nativity of Jesus concerns the God. Hindus pray to God meaning of his his entry into Jerusalem, of Canaan. incense and water to help incarnation of Jesus: literally by any of these names names Immanuel (b) the Last Supper, (c)  Recall the story of the giving of them not be distracted by “become flesh”. Incarnation is the and ways. (God is with us) his arrest, (d) crucifixion the 10 commandments to anything else they may see, belief that Jesus Christ is fully  Recall the story of Shiva and Jesus (he and (e) resurrection. Moses: The people of Israel are hear, smell or touch around human and fully God. and the Ganges. saves), (b), the  Recognise the order of enslaved in Egypt; God sends 10 them, to make it a special  Identify how the belief that Jesus is Understand that Hindus angel Gabriel’s the key events in the plagues; the Pharaoh releases time. “God is with us” helps a Christian in believe that whilst the message to Mary – Biblical narrative. the Jews; this hasty departure is  Know and be able to use the daily life. Christians pray because natural world is all from that her baby is  Identify these stories known as the exodus; the Jews following terms accurately they believe that Jesus is with within God and so is to God’s son, (c) his with the religion of spent 40 years as nomads; and confidently: Mandir, them to listen and to help. be treated as special, humble birth, (d) Christianity, who are Moses went up Mt Sinai to shrine, puja, murti, prasad the Ganges is a holy visited by collectively called receive from God the 10 and arti. God and The Covenant river to visit and Shiva is shepherds - Christians and know commandments and other  Know that Hindus have a  Know that Jews have coming of age a special and ordinary people – that they are from the commandments which were the special place at home for ceremonies: Bar and Bat Mitzvah particularly powerful and the Magi. Bible. rules Jews had to live by. performing puja once a day. (for boys and girls, respectively). form of God to worship.  Identify these  Understand that  Understand that the Jews made  Understand that Puja helps These are important because it  Hinduism teaches that stories with the Christians believe that an agreement or covenant with Hindus be quiet enough to marks the time when people there is one Supreme religion of because Jesus died, God: If Jews agree to obey His ‘hear’ God guiding them from become responsible for following Being/Person, Brahman. Christianity, whose they can be forgiven by commandments; the Jews within and to know Hindus the Torah. Brahman is everywhere members are God. would be His Chosen people. can perform Puja at home or  Know that Abraham is called one of and everything that collectively called  Understand that  Know that Jews celebrate the in a place of worship called a the fathers of Judaism exists lives in Brahman Christians and Christians believe that exodus at the week-long Mandir.  Know the story of Abraham who all the time. Nothing know that these Jesus rose from the Passover festival; at the Seder  Raise and suggest answers to Jews believe was the first person to would exist if Brahman stories are from dead, giving hope of a meal Jews re-tell the story of relevant questions in believe in one God: was not in it. the Bible. new life. the Exodus using symbolic food. response to the Hindu belief – Abraham was rich and lived in Ur;  Recognise the symbol  Recognise the  Raise and suggest The festival recalls this as a key in Dharma, deity and Atman. the people worshipped many gods often associated with order of the key answers to relevant event in their history because it  Attempt to support their – God speaks to Abraham and tells Hinduism: Aum. The events in the questions in response to shows: (a) God was at work in answers using reasons him to leave his home with 3 sound is sacred and is a Biblical narrative. their enquiry into the the events of history (b) they and/or information. promises: a relationship with God, way of describing  Raise and suggest Easter story. have been chosen to have a numerous descendants and land Brahman. answers to special relationship with God. Salvation – but Sara is barren relevant questions The Torah  Understand that Jews believe  Recognise that Christians – with no scriptures or traditions, Atman in response to their  Know that the Torah there is one God who should be refer to Jesus as ‘the Saviour’ he puts his faith in God  Recall the Hindu enquiry into the means ‘teaching’ is the placed above all else. or as ‘my Saviour’.  Understand that, for Jews, the greeting Namaste and Christmas story. most important part of  The Shema, which expresses  Explain the Christian covenant that began with Abraham its meaning: ‘I respect Jewish scriptures. these key beliefs, is placed on Salvation story and that it is an important belief of a two-way you’, because Hindus God and The Covenant  Know that it contains the doorpost of Jewish houses makes four main claims: relationship. Jews put their faith in believe the same God is  Know that Jews the first 5 books of the in a Mezezah. – God created a perfect God (not blind faith – Abraham inside every heart and believe in one God Hebrew Bible.  Raise and suggest answers to world often questions God) and God must be treated as one who created the  It teaches Jews what relevant questions in response – Humanity went wrong gives his blessings to Abraham and world-family. universe. God is like and how they to the story of Moses and the – To save humanity, God had his descendants.  Hindus believe in  Know basic should live their lives. giving of the 10 a salvation plan  Know that Yom Kippur is the Reincarnation: the belief elements of the  One day a week Jews commandments. – God enters into the world holiest day in the Jewish calendar. that when a body dies story found in observe the Sabbath:  Attempt to support their as Jesus Christ who saves This period starts with Rosh their atman (“soul”) Genesis: they rest, have a meal answers using reasons and/or humanity Hashannah and ends ten days later may move onto another – God made the on Friday evening with information.  Recall the key features of the with Yom Kippur. It is during this being. In the Bhagavad world from nothing their family. Jews story of Zacchaeus: time of fasting that Jews show how Gita this is likened to – God Makes believe that bringing Torah – Understand the context of sorry they are, and attend the someone changing dirty everything in the  On the Shabbat Jews attend the the story; Zacchaeus is an synagogue as often as they can, clothes for clean ones. Religious Education Curriculum Progression world, including the family together synagogue, where they worship outcast because he is seen as listening to the Torah; for asking Similarly, the Atman plants and animals once a week when no God. Doing this develops a a greedy, corrupt traitor. for forgiveness from those who casts off its worn-out – Man is the last to one works is important. sense of community. Now he is sorry. He wants to they have wronged, forgive those body for a new one. be made  Understand how special  The reading of the Torah is make up for his bad deeds who have wronged them and ask (Bhagavad Gita 2:22). – Man is made last the Torah is for Jews: central to the service: during and live a better life. G-d to forgive them; saying, “And  The Atman persists and and is given the Torah is read every the service there will be – Understand the message of for all these, God of forgiveness, is reborn many times. responsibility to week in the synagogue, readings from the Torah. this and other stories from forgive us, pardon us, and grant us This continual cycle is care for the world the end of one cycle is  In the synagogue the Torah the Bible – that Christians atonement”. called Samsara. God has created celebrated in Simchat (Sefer Torah) is written on believe Jesus came to forgive  Understand how Jews celebrate  The type of life an  Know that the Torah. parchment, which are written and rescue everyone. No one the Shabbat and why it is Atman moves onto Jewish name for  Raise and suggest by hand with a special ink. The is too bad – or too good. considered the most important depends on its previous God is Adonai answers to relevant importance of the scrolls is  Recall the story of Jesus’ festival: one. This is determined which mean ‘Lord’. questions in response to shown by the way they are: death on the cross. – Timing of Shabbat, no work, but by the Law of Karma. Jews use the name the Jewish teachings on – Never touched by human Understand that Christians study, rest and leisure  The end of Samsara is with great respect, the Torah. hands- a special pointer is used believe that because Jesus – Time to celebrate belief in one called Moksha. The soul never carelessly.  Attempt to support – Each scroll has a mantle died, they can be forgiven by God as creator breaks out of Sometimes Jews their answers using (cover) God. – Central rituals: Kiddush, lighting reincarnation and joins write the words as reasons and/or – Once they have been used, candles, wine shared, and bread with Brahman God because of its information they are returned to the Ark Gospel cut  Raise and suggest sacredness. – There is an ever-burning lamp  Christians try to be like Jesus – Attendance at Synagogue and answers to relevant  Be able to Humanism outside the Ark to show God is and obey his teachings in the opening of Ark questions in response to recognise the Star  Be familiar with the always present things that they think and do. – Dietary rules including kosher the Hindu belief in of David as a terms ‘Humanist’ and  Know that some Jews wear  Recall the story of the Good and trefah and separation of meat Dharma, Deity and symbol of Judaism, ‘atheist’. Tephilin (or Tefillin), which are Samaritan Luke 10.25-37. and milk. Atman. which represents  Know that of utmost two straps with boxes on and Man attacked on dangerous  Raise and suggest answers to  Attempt to support the 6 days of importance for a contain small pieces of road; left without anything – relevant questions in response to their answers using creation found in Humanist is what parchment from Torah, on the even clothes; he is seen by a the concept of a covenant with reasons and/or Genesis. human beings have forehead to remind Jews they Priest and Levite (respected God. information.  Know that Jews live achieved and can must love God with their mind members of community);  Attempt to support their answers all over the world, achieve as individuals and on their arm facing the Samaritan stops and helps using reasons and/or information. Salvation but Israel is and together to heart to remind Jews they must Jew; uses expensive oils;  Identify the use of the considered very improve life for love God with all their heart. places man on donkey while Torah word ‘atonement’ in special as it was everyone and look after  Know the Torah is written in he walks; taken to inn and  Recall that Jewish scriptures are Christianity as referring promised to the world. Hebrew. pays for stay. called the Tenakh, which are made to the forgiving or Abraham and his  Know that many  Raise and suggest answers to  Know the context for the up of 3 sections: Torah, Nevi’ism pardoning of sin descendants by Humanists are relevant questions in response story: how the story came to and Ketuvim. The word Tenakh, is through the death and God. ‘atheists’; they do not to the importance and respect be told – Jesus is asked how made up of these 3 types of resurrection of Jesus.  Raise and suggest believe in a deity or Jews give to the Torah. to inherit eternal life? Love writing.  Know that ‘atonement’ answers to deities.  Attempt to support their God and your neighbour as  Know that the Torah is the most originally meant “at-one relevant questions  Recognise the ‘happy answers using reasons and/or yourself; Jesus is asked who important because it tells Jews –ment”, which means in response to the human’ logo information. is my neighbour? what God is like and how they being “at one” or story of creation.  Know how a Humanist  Understand background to should live. harmony, with  Attempt to support family might celebrate Islam the story; Samaritans and  Know that the teachings in the someone. their answers using the birth of a child  Know that Islam means Jews are enemies (at the end Torah are summed up in the  Know that Christians reasons and/or and/or the naming of a “Submission (to the will of of the story the person asking Shema, which is kept on the emphasize that Jesus is information. baby. Allah)” and the word Muslims the question cannot even say doorpost of Jewish homes. It says the Saviour of the world means someone who has the word ‘Samaritan’, the “Hear O Israel, the Lord our God, and through his death willingly submitted themselves people who walked by had the Lord is one …” the sins of humanity to Allah. good reason (muggers still  Understand that there is also a have been forgiven.  Identify the two main beliefs of around; might be a trap; he collection of writings called the  Christians use a range of Islam as: might be dead anyway Talmud. These contain the Religious Education Curriculum Progression – the belief in only one God, and (cleansing process); road teaching of rabbis over many years. theories and metaphors – the belief that Muhammad is called ‘red road’ for good It gives more details about how to to explain how this the Messenger of God reason. put the rules found in the Torah reconciliation works. A  Understand that praying 5 times  How does this and other into practice. common approach in a day, which is prescribed in the teachings of Jesus display  Understand the meaning of Western Christianity is Qur’an, is one way Muslims disinterested love (agape) Simchat Torah: a ceremony at the that: – Humans have not submit to the will of Allah. They being shown to all: freely end of Sukkot, when the final part lived in the way God do this by: given; generous; selfless; of Deuteronomy and the first part intended – they have – Being constantly reminded of self-sacrificing? of Genesis is read to show that the sinned Allah throughout the day,  Support their attempt to reading of the Torah never stops. It – Having broken God’s reminds them for what is answer the relevant reminds Jews that it is important to Law, humans should important in their life and helps questions they raise in study and obey the Law have been punished. them straying from the path response to their enquiry throughout their lives. (Romans 6:23 – The sujud position into the Good Samaritan  Raise and suggest answers to – Jesus is without sin (prostration) reflects Muslim parable using reasons and relevant questions in response to – He sacrifices himself in submission as a physical act. information to support their the idea of being able to put into the place of humanity – Salah can take place views. practice the teachings of the Torah. – Because Jesus is anywhere, as God created  Attempt to support their answers without sin, he ‘pays the everything Humanism using reasons and/or information price’ which should have  Raise and suggest answers to  Be familiar with the concepts been paid by humanity’. relevant questions in response ‘material world’ and ‘secular’. Islam (Galatians 3.13) to what they have learnt about Know that ‘secular’ means  Understand that the Qur’an is the  Reflect on and appraise the Islamic belief in submitting ‘concerned with the material original and most basic source of the view that Easter to the will of Allah and the world’ and ‘not concerned God’s Law, but Hadith provide celebrates Jesus dying practice of Salah. with religion’. Muslims with the practical to take the punishment  Attempt to support their  Be able to tell another interpretations of how to apply the (atonement)/ pay the answers using reasons and/or person what is meant by Qur’an to everyday life. Muslims debt of sin (redemption) information ‘Humanist’ and ‘atheist’. believe Muhammad received so that people can be  Have had the opportunity to instructions from Gabriel and so forgiven by God and live Iman talk with members of a these are as valid as those in the in relationship with Him.  Know that Muslims believe that Humanist family. Qur’an.  Know that Christians Muhammad had many  Know that Humanists look for  Know that humans have the role of believe that Jesus rose revelations over 22 years. truth as it is known and Khalifah, trustees of Allah’s again and that faith in  Understand that Islam teaches accessible through science, creation. All things belong to Allah. him will give eternal life that Muhammad told many reason and the experience of Muslims have always studied to the believer. others what the revelations human beings of the ever- nature for signs and wonders of were. They wrote down the changing material world. Allah Gospel Words that had been revealed  Know that Humanists  Understand that the practices of  Recall what Jesus said to Muhammad. What they primarily make decisions Zakat (giving) and Saum (fasting about selfless, wrote formed a book – the holy about right and wrong based during Ramadan) illustrate the unconditional love in Qur’an. on what is perceived to bring concept of Khalifah: the Beatitudes (part of  Know that Muslims believe that justice, happiness and peace – Zakat (giving) is a duty the Sermon on the the angel Gabriel was ‘sent to individuals, communities (something you must do) not Mount, Matthew 5.1-12 down’ with God’s holy book – and societies. They should charity (something you might & 43-46). the Mother of the Book. This know that Humanists do not chose to do); it should be done  Give examples of what was the book that was shown to believe that knowledge of anonymously, receiving no praise. Christians are doing Muhammad. So the Qur’an is a right and wrong comes from – Saum (fasting during Ramadan) is today to live out these copy of God’s holy book. a deity or deities or that good an act of learning to appreciate all beliefs.  Understand that the Qur’an is deeds or wrong-doing will be that God has provided.  Jesus told his followers, treated with great respect by judged and/or punished by a  Know the story of Bilal and “As I have loved you, so Muslims, including that it is god or gods. understand why this story is you must love one Religious Education Curriculum Progression often kept in a stand, kept  Be familiar with what the important to Muslims: Bilal is a another.” John 13.35. above all other books, is 'happy human' symbol means black African slave; refuses to obey  Give examples of the sometimes wrapped in a cloth, a to Humanists. his master to attack one of ways that the Christian Muslim will wash their hands Muhammad’s followers who Church shows the love before touching the book. claimed that all people are equal; of God both to its  Know that God’s message is while imprisoned, waiting to be members and across known as the ‘Straight Path’ or punished, he became a Muslim; society, in the UK and the Shariah. close to death he was sold to Abu wider world today. E.g.  Raise and suggest answers to Bakr one of Muhammad’s closest visiting the sick, relevant questions in response companions; Bilal was freed; Bilal chaplains, hospices, to what they have learnt about became the first Muezzin (gave the food banks, the Islamic belief in submitting first call to prayer at the first rehabilitation of to the will of Allah. mosque in Medina and then at the prisoners and addicts,  Attempt to support their Ka’aba). helping the homeless, answers using reasons and/or – Meaning: this story emphasises street pastors, information. that people should be judged not promoting fair trade, aid by their position in society or race, work, education and but on their commitment to obey working with youth. Allah’s commands.  Raise and suggest – That Allah alone is worthy of answers to relevant worship. questions in response to – Bilal exemplified his dedication to their enquiry into how Allah, even risking his own life. He Christians put the is a role model to Muslims. commandment to love  Raise and suggest answers to into practice. How do relevant questions in response to these things set an what they have learnt about the example and cut across Islamic belief in submitting to the expectations? will of Allah.  Attempt to support their answers Humanism using reasons and/or information  Be familiar with the term ‘agnostic’ and its Iman two related meanings –  Know the Muslim belief that 1) a person who holds Muhammad is the final Prophet. that nothing is known or  Know the names of Prophets that can be known about lived before Muhammad who are anything beyond the named in the Qur’an, including: material world and 2) a Adam, Abraham, Moses and Jesus. person who does not According to the Qur’an these know whether a god, prophets taught essentially the gods or anything same religion (din) (from Adam to beyond the material Muhammad). know that all the world exists. They Prophets before Muhammad were should know that some given the same message. Muslims Humanists are agnostic. do not criticise the prophets of  Be able to say why other religions, because of this. Humanism is a life Muslims show great respect to stance but not a these by adding the phrase, ‘peace religion. be upon them’. They also show  Know how secular great respect to the sacred texts of Humanists regard life Religious Education Curriculum Progression other religions; such as gospels and and death. They should Torah. know that the focus of  Know the Muslim belief that their attention is on humans have a tendency to forget, what can be achieved ignore or tamper with, God’s clear during this life in this message. world and that they  Understand that the Muslims hold that death is the believe the Qur’an is (a) the word end of life. of God not a human creation, (b) is  Know how Humanists the authentic version of the might celebrate revelations to Muhammad in word, marriage or conduct an rhythm (it is poetic) and so must be event to mark the death read in Arabic, (c) the most of someone close to comprehensive and final book of them. Be able to say knowledge and instruction to how these differ from a believers. religious ceremony and  Know that Islam means why. “Submission (to the will of Allah)”  Be able to name two and the word Muslims means prominent Humanist someone who has willingly scientists of the modern submitted themselves to Allah. period and say  Understand the Muslim belief that something about their humans have not followed God’s lives and contribution to message in the past because of our understanding of over self-confidence (hubris) and the world, e.g. Marie so they Curie, Albert Einstein, – forgot it Helen Caldicott. – ignore it  Know that the Humanist – tamper with it perspective informs music, song, poetry, literature and the visual arts and be able to refer to at least one example, e.g. John Lennon’s Imagine.  Be aware of the work of the British Humanist Association (BHA) in promoting understanding of Humanism.

Religious Education Curriculum Progression Threshold Understand beliefs Understand beliefs Understand beliefs Understand beliefs Understand beliefs Understand beliefs Concepts and teachings and teachings and teachings and teachings and teachings and teachings

Understand Understand Understand Understand Understand Understand practices and practices and practices and practices and practices and practices and lifestyles lifestyles lifestyles lifestyles lifestyles lifestyles

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Reflect Reflect Reflect Reflect Reflect Reflect Conceptual God and Creation Gospel God Dharma God Dharma God, Holy, Bible, Agape, Unconditional, Bible, God, God’s Word, Dharma, Right Living, God, Bible, Dharma, Rama, Hindu, Vocabulary Christian, Jew, Jewish, Sacrificial, Love, Kind, Old Testament, New Respecting Life, Compassionate, The Ramayana, Divali, Old Testament, New Disciples, Parable, Testament, Parable, Honouring Natural Omniscient, Hindu Dharma, Right Testament, Tanakh, Mercy, Unmerciful, Father, Son, Holy Spirit, World, Exile, Rama, Omnipresent, Almighty, Living Creation, Adam, Eve, Forgive, Unforgiving, Trinity, Baptism, Hindu, The Ramayana, Holy, All Powerful, Sin, Garden of Eden, Lord’s Prayer, Miracle, Commitment, Church, Divali, Faith, Hindu Set Apart, Fair, Unfair, Deity Harvest, Forgiven, Christ, Lord, Messiah, Denomination, Baptist, Dharma, Hindi Judgement, Forgiveness, Deity, Brahman, Deva, Forgiveness, Psalm, King Son of God, Selfish, Catholic, Anglican, Creation, 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Pardoning, Baptism, Father, Son, Crucifixion, Last Supper, Messiah, Jesus, Baptism, Covenant, Abraham, Resurrection, Death, Holy Spirit, Trinity, Humble, Serve, Pray, Healing, Miracle, Salvation Judaism, G-d, Barren, Christ, Lord, Master, Paralysed, Forgiveness, Gethsemane, Peter, Paralysed, Transformed, Christianity, Christ, Descendants, Sacrifice, Son of God, Son of Man, Incarnation Betrayal, Mocked, Holy Transfiguration, Moses, Cross, Relationship, Circumcision, Brit Milah, Emmanuel, Christian, Week Elijah, Tanakh, Old and God, Forgiven, Mohel, Covenant, Saviour, Sacrifice, Cross, Religious Education Curriculum Progression God and the Covenant New Testamant Forgiveness, Good Ceremony, Initiation, Sin, Easter, Redemption, Rosh Hashanah, Yom Torah Friday, Sins, Herod, Bar Mitzvah, Bat Last Supper, Good Kippur, Fasting, Law, Torah, Moses, God and the Covenant Pilate, Crucifixion, Mitzvah, Torah, Kippah, Friday, Celebration, Synagogue, Torah, G-d, Simchat Torah, Scroll, G-d, Abraham, Salvation, Fall, Tallit, Yad, Torah Scroll, Eucharist, Palm Sunday, Forgiveness, Pardon, Tablets, Covenant, Chosen Humanity, Creation, Synagogue, Aliyah, Disciples, Condemned, Atonement, Shofar, Commandments, People, Jews, Jewish, Lent, Temptation, Shabbat, Challah Communion, Trinity, Sukkot, Lulav, Etrog, Mezuzah, Challah, Hebrew Bible, Plagues, Shrove Tuesday, Ash Loaves, Mezuzah, Liturgy, Creed, Prayer, Moses, Manna, Bar Kippah, Tallit, Shabbat, Exodus, Passover, Wednesday, Devil, Holy Kosher, Parve, Blessing, Praise, Scripture, Bible, Mitzvah, Bat Mitzvah, Day of Rest, Yad, Pesah, Seder Meal, Anti- Week, Easter, Maundy Forgiveness, Pardon, The Lord’s Prayer, Commandment, Synagogue, Chupah, Semitism, Ten Thursday, Good Friday, Atonement, Rosh, Baptism, Sacrament, Covenant, Kippah, Tallit, Ketubah, Mazel Tov Commandments, Triumphal Entry, Palm Hashannah, Yom Kippur, Symbolism, Redeemed Yad, Scroll, Star of Matzah, Tanakh, Sunday, Zacchaeus, Shofar David, Judaism, King Humanism Temple, Wailing Wall, Prodigal Son, Patient, Gospel Solomon, Wisdom, Atheist, Agnostic, Solomon Unforgiving Torah Agape, Love, Selfless, Proverbs Humanist, Church, Jewish, Scriptures, Sacrificial, Synagogue, Mosque, Torah Gospel Tenakh, Torah, Unconditional, Storge, Wedding, Dedication, Synagogue, Jewish, Samaria, Samaritan, Nevi’ism, Ketuvim, Philia, Eros, Beatitudes, Baptism, Registry Office, Worship, Torah, Rabbi, Jewish, Israel, Jericho, Talmud, Shema, Navi, Blessed, Saviour, Happy Human, Sefer Torah, Mantle, Jerusalem, Priest, Mishnah, Hebrew, Revenge, Reconciliation, Reciprocity Ark, Hebrew, Scroll, Levite, Agape, Gospel, Aramaic, Rabbi, Simchat Sin, Forgiveness, Moral Prayer Book, Scribe, Love, Good News, Torah, Sukkot, Law, Choices, Talents, Secular Shabbat, Tanakh, Navi, Neighbour, Synagogue, Mezuzah, Ketuvim, Talmud, Unconditional, Selfless, Levaya, Shiva, Yahrzeit Humanism Mishnah, Aramaic, Sacrificial, Selfishness, Humanism, Humanist, Scriptures, Holy, Shema Widow, Temple, Mean, Islam and Iman Agnostic, Atheist, British Generous, Compassion, Sawm, Qur’an, Sunna, Humanist Association Islam Miracle Muslim, Prophet (BHA), Registrar Islam, Submission, Muhammad PBUH, Muslims, Qur’an, Humanism Ramadan, Allah, Id-ul- Ka’bah, Qiblah, Makkah, Truth, Right, Wrong, Fitr, Zakat, Zakah, Wudhu, Wuzu, Allah, Humanist, Humanism, Khalifah, Trustee, Mosque, Rak’ahs, Sujud, Agnostic, Atheist, Hadith, Charity, Bilal, Prostration, Salat, Secular, Reason Mosque, Minaret, Prayer, Prayer Mat, Umaya, Abu Bakr, Shahadah, Kalimah, Muezzin Muhammad, Messenger of God, Arabesque

Iman Gabriel, Shariah, Prophet, Arabic Religious Education Curriculum Progression Key Skills Understanding beliefs and teachings Understanding beliefs and teachings Understanding beliefs and teachings  Describe some of the teachings of Christianity,  Present the key teachings and beliefs of  Explain how some teachings and beliefs are Milestones Judaism and Humanism. Christianity, Judaism, Islam, Hinduism and shared between religions and non-religions (i.e.  Describe some of the main festivals or Humanism. Judaism, Islam and Christianity share some key celebrations of Christianity and Judaism.  Refer to religious figures and holy writings to teachings and beliefs) explain answers (i.e. Mohammad, Moses, The  Explain how religious and non-religious beliefs Understanding practices and lifestyles Quran, The Bible) shape the lives of individuals and communities.  Recognise, name and describe some Christian and Jewish artefacts, places and practices. Understanding practices and lifestyles Understanding practices and lifestyles  Identify religious artefacts and explain how and  Explain the practices and lifestyles involved in Understand how beliefs are conveyed why they are used. belonging to a faith or non-faith community.  Name some Christian, Jewish and Humanist  Describe religious buildings and explain how  Compare and contrast the lifestyles of different symbols. they are used. faith and non-faith groups and give reasons why  Explain the meaning of some Christian, Jewish  Explain some of the religious and non-religious some within the same faith or non-faith may and Humanist symbols. practices of both clerics (i.e. minister, iman, adopt different lifestyles. rabbi) and individuals.  Show the understanding of the role of a spiritual Understand values leader.  Identify how they have to make their own Understand how beliefs are conveyed choices in life.  Identify religious symbolism in literature and the Understand how beliefs are conveyed  Explain how actions affect others. arts.  Explain some of the different ways that  Show an understanding of the term ‘morals’. individuals show their beliefs. Understand values Reflection  Explain how beliefs about right and wrong affect Understand values  Identify the things that are important in their people’s behaviour.  Explain why different religious or non-religious own lives and compare these to religious and  Describe how some of the values held by communities or individuals may have a different non-religious beliefs. communities or individuals affect behaviour and view of what is right and wrong.  Relate emotions to some of the experiences of actions.  Show an awareness of morals and right and religious and non-religious figures studied (i.e.  Discuss and give opinions on stories involving wrong beyond rules (i.e. wanting to act in a Moses, David, Jesus) moral dilemmas. certain way despite rules).  Ask questions about puzzling aspects of life.  Express their own values and remain respectful Reflection of those with different values.  Show an understanding that personal experiences and feelings influence attitudes and Reflection actions.  Recognise and express feelings about their own  Give some reasons why religious and non- identities. Relate these to religious and non- religious figures may have acted as they did. religious beliefs or teachings.  Ask questions that have no universally agreed  Explain their own ideas about the answers to big answers. questions.  Explain why their own answers to big questions may differ from those of others. Religious Education Curriculum Progression BAD Understanding beliefs and teachings Understanding beliefs and teachings Understanding beliefs and teachings  Describe some of the main festivals,  Present the key teachings and beliefs of  Explain how some teachings and beliefs are shared Assessment celebrations and teachings of a religion. Christianity, Judaism, Islam, Hinduism and between religions and non-religions (i.e. Judaism, Basic – With the support of a teacher, some Humanism. Islam and Christianity share some key teachings of the main festivals, celebrations and Basic – When encouraged, some good examples and beliefs) teachings of Christianity and Judaism are of the key teachings and beliefs of Christianity, Basic – With support, some good examples are explored. Judaism, Islam, Hinduism or Humanism are provided for, how beliefs are shared between Advancing – Generally, some of the main given. religions and non-religions. festivals, celebrations and teachings of Advancing – Generally, some key teachings and Advancing – Generally, beliefs that are shared Christianity and Judaism are described. beliefs of Christianity, Judaism, Islam, Hinduism between religions and non-religions are identified Deep – The main festivals, celebrations and or Humanism are selected and presented with and explained. teachings of Christianity and Judaism are some reference to religious or non-religious Deep – Beliefs that are shared between religions described and explained with some figures. and non-religions are identified and any variations interesting detail. Deep – Key teachings, and how they relate to to a general belief are analysed and explained. religious or non-religious figures, are presented Understanding practices and lifestyles with interesting detail and explanations.  Explain how religious beliefs shape the lives of  Recognise, name and describe some Christian individuals and communities. and Jewish artefacts, places and practices. Understanding practices and lifestyles Basic – When encouraged, some examples are Basic – During structured activities, some  Identify religious artefacts and buildings explain provided for how religious and non-religious beliefs Christian and Jewish artefacts, places and how and why they are used. shaped the lives of individuals and communities. practices are explored. Basic – There are some good examples of the Advancing – Good examples, with some interesting Advancing – There is a growing knowledge of identification and naming of religious artefacts detail, are provided for, how religious and non- some religious artefacts, places and and buildings. With encouragement, there is religious beliefs shape the lives of individuals and practices, and some are chosen and some explanation of how and why they are communities. described. used. Deep – Well-chosen and very well-explained details Deep – There is an in-depth understanding of Advancing – Generally, religious artefacts and are provided for how a wide range of religious and some religious artefacts, places and practices buildings are identified and how and why they non-religious beliefs shape the lives of individuals which are described in interesting and are used explained with some detail. and communities and how there may be some accurate detail. Deep – Religious artefacts and buildings are variation to practices between them. identified rapidly, and detailed and interesting Understand how beliefs are conveyed explanations of how and why they are used are Understanding practices and lifestyles  Name some Christian, Jewish and Humanist provided.  Compare and contrast the lifestyles of different symbols. faith and non-faith groups and give reasons why Basic – With the support of a teacher, the  Explain some of the religious and non-religious some within the same faith or non-faith may adopt names of meanings of some Christian, Jewish practices of both clerics (i.e. minister, iman, different lifestyles. and Humanist symbols are explored. rabbi) and individuals. Basic – With support, lifestyles of different faith and Advancing – Some Christian, Jewish and Basic – When encouraged, some good examples non-faith groups are compared and contrasted. Humanist symbols are selected, named and of explanations of the religious and non- Advancing – Good examples of similarities and their meanings described. religious practices of clerics and individuals differences in the lifestyles of different faith and Deep – Some Christian, Jewish and Humanist given. non-faith groups are identified and described. Religious Education Curriculum Progression symbols are named and described with Advancing – Generally, good explanations of Deep – Well-chosen and detailed examples are interesting and accurate detail. the religious practices of clerics and individuals provided for similarities and differences in the are given with some interesting detail. lifestyles of different faith and non-faith groups. Understand values Deep – Well-though out explanations, along  Identify how they have to make their own with telling examples, of the religious or non-  Show the understanding of the role of a spiritual choices in life. religious practices of clerics and individuals are leader. Basic – During structured discussions, there is given. Basic – There is some awareness of the role of a some exploration of how they must make spiritual leader. choices in life. Understand how beliefs are conveyed Advancing – There is some interesting exploration Advancing – There is a growing  Identify religious symbolism in literature and and recognition of aspects of the role of a spiritual understanding that they must make choices the arts. leader. in life and some good examples of this are Basic – With support, religious symbolism in Deep – There is a good understanding of, and described. literature and the arts is explored. excellent examples provided for, the wide and Deep – There is a good understanding that Advancing – There is a growing recognition of, varied role of a spiritual leader. they must make choices in life, including and some examples provided for, the use of some that are very difficult. Good examples religious symbolism in literature and the arts. Understand how beliefs are conveyed are provided and described well. Deep – Good, well-explained examples of  Explain some of the different ways that individuals religious symbolism in literature and the arts show their beliefs.  Explain how actions affect others. are given in a wide range of contexts. Basic – There is some awareness of the different Basic – There is some awareness of how ways that individuals show their beliefs. actions affect others. Understand values Advancing – There is a growing awareness of, and Advancing – There is a growing  Explain how beliefs about right and wrong some good examples provided for, the different understanding that actions affect others in a affect people’s behaviour. ways that individuals show their beliefs. variety of ways, some of which can be Basic – There are some good examples of Deep – There is a very good awareness of, and some explained. explanations of how beliefs affect people’s excellent and detailed examples provided for, the Deep – There is a good understanding that behaviour. different ways that individuals show their beliefs. actions affect others in a wide variety of Advancing – Generally, good explanations are ways, which are explained with interesting provided for how beliefs affect people’s Understand values examples and details. behaviour in a range of contexts.  Explain why different religious communities or Deep – Well-considered and detailed individuals may have a different view of what is  Show an understanding of the term ‘morals’. explanations are provided for how beliefs affect right and wrong. Basic – During structured discussions the people’s behaviour in a range of contexts. Basic – There are some good examples that show term ‘morals’ is explored. some understanding that different religious Advancing – There is a growing use of the  Discuss and give opinions on stories involving communities may have different views of what is term ‘morals’ when discussing behaviour and moral dilemmas. right and wrong. decisions. Basic – The term ‘moral dilemma’ is Advancing – There is a growing understanding Deep – There is a good understanding of the experienced during discussions. demonstrated by good examples of, and term ‘morals’ and many good examples of Advancing – There is a growing understanding explanations for, different views of what is right and how it can be applied to familiar situations of, and examples provided for, instances where wrong. are provided. there has been a moral dilemma. Deep – There is an excellent understanding, Religious Education Curriculum Progression Deep – Apt, and very well-described instances demonstrated by well-chosen examples of, and Reflection provided for situations involving moral detailed explanations for, different views of what is  Identify the things that are important in their dilemmas. right and wrong. own lives and compare these to religious and non-religious beliefs. Reflection  Show an awareness of morals and right and wrong Basic – During structured discussions,  Show an understanding that personal beyond rules (i.e. wanting to act in a certain way important aspects of their own life and how experiences and feelings influence attitudes and despite rules). this compares to religious and non-religious actions. Basic – There is some exploration of the need to act beliefs are explored. Basic – During structured discussions, there is according to a belief of right and wrong even in the Advancing – There is a growing some exploration of how personal experiences absence of rules. understanding and some good explanation of and feelings influence attitudes and actions. Advancing – There is a growing understanding of how important aspects of their own life Advancing – There is a growing awareness of, the need to act in a morally right way, even in the compares to religious and non-religious and good examples provided for, personal absence of rules or regulation. beliefs. experiences and feelings and how they Deep – The word ‘integrity’ and how this applies to Deep – Aspects of their own life are chosen influence attitudes and actions. one’s own decisions. and compared to religious and non-religious Deep – Good, well-explained examples of beliefs from Christianity, Judaism an personal experiences and feelings, and how  Express their own values and remain respectful of Humanism. they influence attitudes and actions, are given those with different values. in a wide range of contexts. Basic – With support, personal values are explored.  Relate emotions to some of the experiences Advancing – There are some good examples of of religious and non-religious figures studied  Give some reasons why religious and non- articulation of personal values and a respect of (i.e. Moses, David, Jesus) religious figures may have acted as they did. those with different values. Basic – With the support of a teacher, Basic – When encouraged, some reasons why Deep – Personal values are becoming well emotions are explored and links pointed out religious and non-religious figures may have developed and explained. There is a high degree of to the experiences of some of the religious acted as they did are given. respect for those with different values. and non-religious figures. Advancing – Generally, good attempts to Advancing – There is a growing ability to explain why religious and non-religious figures Reflection explain how emotions relate to some of the may have acted as they did, relating reasons to  Recognise and express feelings about their own experiences of religious figures. some of the teachings of a religion or identities. Relate these to religious beliefs or Deep – Emotions are related very well to worldview, are made. teachings. some of the experiences of religious figures Deep – Carefully reasoned and well-explained Basic – In structured discussions the concept of and described in some interesting detail. examples, that refer to the teachings of a identity is explored and related to religious beliefs religion or worldview, describe why religious or and teachings.  Ask questions about puzzling aspects of life. non-religious figures may have acted as they Advancing – There are some good examples of Basic – During structured discussions, some did. explanations of the concept of identify and how this questions about puzzling aspects of life are related to religious beliefs or teachings. explored.  Ask questions that have no universally agreed Deep – Well-chosen and apt, detailed examples are Advancing – During discussions, some answers. provided for the concept of identify and how this questions are raised and opinions given Basic – When encouraged, some questions that related to religious beliefs or teachings. about some puzzling aspects of life. have no universally agreed answers are Religious Education Curriculum Progression Deep – During discussions, well-considered explored.  Explain ideas about some answers to big questions questions are raised and opinions given and Advancing – Generally, some good questions and why answers may differ between individuals. justified about some puzzling aspects of life. that have no universally agreed answers are Basic – There are some good examples of asked and explored with enthusiasm. exploration of some answers to big questions and Deep – Some well-considered questions that why answers may differ between individuals. have no universally agreed answers are asked Advancing – There is a growing understanding and explored in depth. demonstrated with well-explained descriptions, of some answers to big questions, and how answers may differ between individuals. Deep – Detailed, in-depth research provides excellent examples and detailed descriptions of different answers to big questions between individuals. POP Tasks God and Creation Gospel God Dharma and Deity God Dharma Draw a picture of one of Draw a picture of Compare and contrast Write a diary entry of a Write a diary entry for Compare the rules from the ‘Lost and Found’ someone showing two different types of Hindu person and how someone who “Lives the Ramayana with the parables. Give it a title Agape love and explain church. What is the same they live in a normal Lightly” – a day in the Ten Commandments and a short explanation what difference this and what is different week, showing how life of… from the Bible/Torah. of how it shows what belief makes to about baptism? What they practice Dharma. Can you explain what What are the God is like for people’s lives. other similarities and this has to do with similarities? What are Christians. differences are there – Atman Christian values and the differences? Salvation the buildings, the décor Produce a guide for beliefs? Incarnation Draw or paint a and decorations, the someone visiting a Deity Children to show, in Triptych (three pattern of worship and mandir for the first time Incarnation Choose and research their own words and pictures) showing the what is said/done in the explaining what Create a Venn Diagram one of the Hindu picture(s), what the Crucifixion, services? happens there and showing why Christians deities. Write a report Trinity is. Can they show Resurrection and including all the key believe Jesus is both about them, including God as Father, Son and Ascension of Jesus. Incarnation terms. God and man. In one their “back story” and Holy Spirit? Can the children Design your own stained circle, all the evidence what aspect of Brahman remember what these glass window showing Salvation from the Bible that do they demonstrate. God and the Covenant words mean to enable who Christians believe Show children the shows he was human, in Using the story of how them to draw the Jesus is. picture of the cross the other circle, all the Atman King David was chosen, Triptych? filling the gap, and ask if evidence showing he Write a set of can the children explain God and the Covenant they can explain the was divine. Should there instructions on how to what it means to be Torah Provide photographs of picture. Can they also be an intersection? If so, perform Hindu worship beautiful on the inside? Children label a key places in Israel that explain why Christians what would go in it? or Puja in your home. Why is this more diagram of a Jewish are important to the call Jesus ‘my saviour’? important than outward temple. Jewish people. Can pupils Going deeper – Ask God and the Covenant Salvation appearances? http://www.amvsomer name them and say why children to explain how Choose one of the Make your own comic set.org.uk/wp- they matter to Jewish belief in the cross might Jewish festivals or strip version of the content/uploads/2018 people today? The help a Christian who is special times Easter story for a Religious Education Curriculum Progression /10/1-6-KS1-torah- answers could be written feeling guilty about (Circumcision, Bar/Bat younger child (Year 1 or Lesson-4-Inside-the- on post it notes and, with doing something wrong. Mitzvah, Shabbat, 2). Include the synagogue-sheet.pdf the pictures, turned into http://www.amvsomers Keeping Kosher, Rosh significance of the Last Explain why Jewish a display on the wall. et.org.uk/wp- Hashannah, Yom Supper, Crucifixion and people celebrate Children could record this content/uploads/2018/ Kippur). Explain what the Resurrection for Shabbat? in their books with copies 12/2.4-Lower-KS2- Jewish people do during Christians. of the pictures. Salvation-Lesson-2-why- this time, why they do it Humanism is-Good-Friday-good- and how this shows Gospel Design an invitation to Torah sheet.pdf they are different to Write a persuasive piece a Humanist Children match up the others. of writing, persuading celebration, either a names for the different Gospel people to seek baby being born, a parts of the Hebrew Bible Children choose one of Torah reconciliation rather wedding or a special with their definitions. the Bible stories looked Make a Powerpoint or than revenge. Can you birthday (coming of http://www.akhlah.com/ at in this unit. Using this put together a written include the other side of age – 18) tanach/ story, can the children presentation showing the argument and give a http://www.jewfaq.org/t explain what agape is how Jewish people reason why someone orah.htm and show how it was demonstrate the might want revenge, but demonstrated? importance of the Torah finish on persuading Islam in their lives. Focus on them to be reconciled? In your own words, Humanism the way it is celebrated explain the importance of Can you explain what a and how they physically Humanism the Shahadah. humanist is? How do show how important it Compare and Contrast – they decide what is is to them. Choose another faith Iman true? How do they (Christian, Jewish, Complete the decide what is right or Islam and Iman Islamic, Hindu) and connections activity. wrong? Write a short draw up a compare and Children write a few recount/biography contrast grid – to words to explain how the about ‘Bilal – The First compare a Humanist words from Islam are Muezzin’. Include why with a person of linked. he is so respected by another faith. Focus on http://www.amvsomerse Muslims. how they live as well as t.org.uk/wp- what they believe. content/uploads/2019/0 2/2.2-Allahs-Prohets- connection-activity-1.pdf