Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Teaching Religious Education in Key Stage 1: Guidance for using the Suffolk Agreed Syllabus 2012

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Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Teaching Religious Education in Key Stage 1: Guidance for using the Suffolk Agreed Syllabus 2012 The Key Stage 1 Programme of Study can be found in the Suffolk Agreed Syllabus (2012). This details the statutory RE requirements for all KS1 pupils in Community and Voluntary Controlled Schools in Suffolk. Church of England Aided Schools may also choose to follow this syllabus although they should enrich the Christianity content. Academies and Free schools are invited to follow the syllabus too. Roman Catholic schools

have their own syllabus.

This Agreed Syllabus came into force in 2012-2013 and will remain so until the Suffolk SACRE1 reviews it and decides whether the syllabus should remain or be replaced. Government legislation on the National Curriculum does not affect the Agreed Syllabus for RE; RE is locally determined by law and the Suffolk Syllabus is a statutory document in its own right.

Contents of this pack:  Programme of Study for Key Stage 1 (from Suffolk Agreed Syllabus 2012)  What might a Scheme of Work for KS1 look like?  How should a KS1 Scheme differ in a CEVA school/CE academy/CE Free school?  The Emmanuel Project: an RE Scheme of Work  Attainment in Religious Education  An example of ‘I can’ statements based on the Suffolk Agreed Syllabus  What do we have to do in KS1 RE? A simple guide  Five flexible building blocks for an effective RE enquiry  A Sample Enquiry Cycle - Believing: Why was Jesus given the name Saviour?  Some Resources for Key Stage 1 RE This pack is intended to support headteachers, teachers of RE, HLTAs, governors and RE Subject Leaders as they devise or revise their KS1 curriculum. There is a similar document for EYFS and for KS2. Further copies may be downloaded from www.cofesuffolk.org (follow Schools and religious education) where you will also find other support materials and details of courses and conferences for RE teachers.

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SACRE – Standing Advisory Council for Religious Education – a statutory body of the County Council

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Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Programme of Study for Key Stage 1 Throughout Key Stage 1 pupils investigate Christianity and are introduced to 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 beliefs for some children and their families. Pupils ask relevant questions and use their imagination to develop a sense of wonder about the world. 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 and belief 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 and differences, 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 creative and expressive arts and communicate their responses • identify and suggest meanings for religious symbols and begin to use a range of religious words and phrases.

Learning from religion and belief 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 • particularly those concerned with right and wrong, justice and injustice • recognise that religious teachings and ideas make a difference to individuals, families and the local community. 3

Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Breadth of Study During this key stage pupils should be taught the knowledge, skills and understanding through the following:

a. Religions and beliefs • investigating Christianity introducing all the learning themes below • introducing one other principal religion, Judaism, including at least themes 1 – 4. • encountering examples from other religions (Buddhism, Hinduism, Islam or Sikhism) possibly with a local presence and a secular world view as appropriate, and touching on any relevant area of study. • encountering a secular world view within any of the learning themes. N.B. More time should be spent on Christianity than on any other individual religion with a minimum equivalent of no fewer than three terms on Christianity and one on Judaism. 1 This contributes to the fulfilment of the statutory requirement to teach about all ‘principal’ religions in Britain. It does not exclude teaching of other faiths or suggest one faith is more or less important than others. 2 Each learning theme is developed into key questions relating to the six principal religions in the Non-statutory Curriculum Guidance for Religious Education in Suffolk Schools 2012. This will enable teachers to construct units of work around key questions.

b. Learning themes 1. Believing

What some families believe about God, the natural world, human beings, a significant figure.

2. Belonging

Where and how people belong and why belonging is important

3. Prayer and Worship

How and why some people pray and what happens in a place of worship

4. Leaders and Teachers

Figures who have an influence on others locally, nationally and globally in religion and why

5. Stories and Books

How and why some stories and books are sacred and important

6. Celebrations

What celebrations are important in religion and why

7. Symbols and Artefacts

How symbols and artefacts are used to express religious meaning and why they are used

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Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Experiences and opportunities • visiting places of worship with a focus on stories, symbols and feelings • listening and responding to visitors from local faith communities • using their senses to explore religious artefacts • experiencing times of celebration, ritual, silence and quiet reflection • using art and design, music, dance and drama to express feelings and ideas • beginning to use ICT to explore religions and beliefs • encountering secular world views and sharing their own beliefs, ideas and values This Programme of Study comes from the Suffolk Agreed Syllabus for Religious Education 2012.

Note from the Schools’ Adviser – Sept. 2016 The Emmanuel Project, fully trialled in schools and providing lesson materials for each Learning Theme, is now available. Written in the form of guided learning enquiries, these help teachers take a conceptual approach to RE and support teacher background knowledge. See details later in the booklet. Alternatively, support can still be found in the Nonstatutory Curriculum Guidance for Religious Education in Suffolk Schools 2006. This provides key questions relating to the six principal religions for each Learning Theme and can be used to construct your own units of work. If you use these questions, remember to select; do not attempt to do them all.

Tudor CE Primary Academy, Sudbury KS1 Emmanuel Project Judaism ‘Believing’ unit

This guidance can be found on Suffolk Learning website or on www.cofesuffolk.org – following schools and religious education.

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What might a Scheme of Work for KS1 look like? Here is one way of organising a Scheme of Work based on the Programme of Study for KS1. There are other ways of doing this. It is good to lay out what you want to do over 2 years e.g. as a straight year 1 and 2 plan or as years A/B on a two year cycle. This model gives a good balance between Christianity and Judaism in any one year and puts Learning Themes 1-4 alongside each other so similarities and differences can be picked up more easily; this is an important feature of assessment in RE. One half term is left free for teachers to encounter an example from another religion such as Hinduism, Islam, Sikhism or Buddhism. For this work any learning theme could be touched upon. In addition, a brief encounter with other religions is commended in the first four themes. This is indicated by a coloured block in the grid e.g. when looking at Belonging, 6 hours should be spent on both Christianity and Judaism but an additional hour could be spent looking at how Sikh babies are welcomed into their community, in Prayer and Worship an hour could be spent on Muslims praying, in Leaders and Teachers, children could hear a simple story about Buddha, and in Believing, classes could investigate Ganesh, a favourite deity in Hinduism.

Autumn 1

Autumn 2

Belonging

Spring 1

Spring 2

Stories

Celebrations

and Books

Summer 1

Summer 2 YEAR

Prayer and Worship

Christianity

Judaism

Christianity

Christianity

Christianity

Judaism

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

A school-selected unit on any religion or learning theme. This could be taught anywhere in the plan.

Symbols

Leaders and Teachers Christianity

Judaism

YEAR

Believing

2

and Artefacts Christianity

1

Christianity

Judaism

6

Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

RE can often be more closely linked to other curricular areas by moving units around within a year to establish better matches or even play the lead e.g. with a unit on Stories and Books or Belonging, but schools should not ignore the statutory nature of the RE curriculum in KS1. Later, in Key Stage 2, Hinduism and Islam are the main religions looked at alongside Christianity. Judaism is revisited, having been a focus in Key Stage 1, while Sikhism, Buddhism and Humanism are encountered in any Learning Theme wished. The Good Samaritan, Kessingland CE – Stories and Books unit

Here is another version:

Year 1 / A Celebrations

Belonging Where and how people belong and why belonging is important

Prayer and Worship

Stories and Books

How and why some people pray and what How and why some stories and books are happens in a place of worship sacred and important

(Christian)

(Christian + Jewish)

(Christian + Jewish)

(Christian + Jewish)

Year 2 / B

Believing

Symbols and Artefacts

Leaders and Teachers

Celebrations

What some families believe about God, natural world, humans, a significant figure

How are these are used to express religious meaning and why these are used

Figures who have an influence on others locally, nationally and globally in religion and why

(Christian + Jewish)

(Christian + Jewish)

(Christian + Jewish)

(Christian)

Notes: ‘Celebrations’ Learning Theme is ongoing not restricted to a particular term or year. Staff can expand on Christian festivals in CW to enrich RE curriculum but at least one hour lesson per half-term. Additional material may be covered in English but not replace the RE lesson. In Year 1 / A, the syllabus requires Christian stories but here additional stories from the Christian Old Testament are included as stories shared with the Jewish community. It is also suggested that children discuss their ‘Open the Book’ assembly stories, delivered by a local church to uncover why their importance to believers. In Year2 / B, extra time on artefacts gives space to study symbols of Easter and some Jewish artefacts too.

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Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

How should a KS1 Scheme of Work differ in a CEVA Primary / CE Academy / CE Free school? The C of E Education Office (previously The National Society) recommends up to ¾ of RE time is Christian. In CEVA schools, governors must decide what RE should be taught; most adopt the Suffolk Agreed Syllabus. RE lessons in an Aided school, and in a CE Academy which was previously an Aided school, are inspected regularly by the National Society as part of the SIAMS inspection process. HMI have warned that the teaching of Christianity has been the worst of any religion. This should not be the case in a church school where RE should be highly valued. It is to be hoped that all pupils in CEVA schools will develop a rich understanding of Christianity, and in turn be able to share this in RE lessons in high school. The Suffolk Agreed Syllabus for KS1 provides for sufficient Christianity to satisfy the National Society. KS1 children will, however, benefit from a richer diet of Bible stories, both Old and New Testament. A class Bible story book for use in classroom worship time or at story-time would be an excellent start as would a good selection of individual Bible story books in the class library or book box. Visits to the local parish church and familiarity with the local clergy would also be beneficial. Consideration should be given to enriching the RE curriculum in KS1 with such things as: 

a Cathedral visit or a visit from the Guild of Storytellers, who work from the Discovery Centre at the Cathedral in Bury St Edmunds



involvement in special festival days e.g. Christmas, Easter, Epiphany, Pentecost, maybe resulting in a play or a special church service



Active choice of some Christian content for other curricular areas – a longer Bible story for Literacy, a Christian artist or an artist working with a Christian subject, Songs from the World Church used in music or by a school choir.



Involvement in whole school work around the celebration of Eucharist, the arrival of a (new) Bishop, the Lord’s Prayer, a royal wedding, baptism or funeral, etc.

Governors and RE staff should be aware of the Statement of RE Entitlement from National Society, and also the SIAMS inspection schedule for RE which all church aided, or former church aided, schools undergo. This documentation is used to inspect RE. These documents are available from the C of E Education Office website: https://www.churchofengland.org/education/church-schools-academies.aspx

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Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

The Emmanuel Project: an RE Scheme of Work The pictures here come from the trials of the new Emmanuel Project materials for KS1 which are being used successfully in Suffolk schools and form part of a scheme of work which runs from EYFS through to the end of Y6. The 7 Christianity units for KS1 are on CD 1 which costs £75 and contains 22 Christianity units from EYFS to Y6. Order from: [email protected]. Disk 2 contains 20 additional units on different world religions - for KS1 - 4 on Judaism and one on Islam - and KS2 – 4 on Islam, 4 on Hinduism, 2 each on Buddhism, Sikhism and Judaism and 1 on Humanism). This disk will be available late autumn 2016 and can be ordered now from: [email protected]. Overleaf is the Programme of Study for KS1 created by the units; it covers the Agreed Syllabus by looking at key Christian, Jewish and Muslim concepts or beliefs and unpacking stories, festivals and practices through learning about those beliefs. Taught well, these units make an excellent and challenging programme of study for all schools.

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Further details: Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Autumn 1

Autumn 2

Belonging

Spring 1

Spring 2

Summer 1

Summer 2

Stories and Books

Prayer and Worship

Celebrations (Pentecost)

Prayer and Worship

Christianity

Judaism

Christianity

Christianity

Christianity

Judaism

Baptism / church

Mitzvot / tzedakah

Parables / gospel

Prayer / worship

Emmanuel / Holy Spirit

Creation / blessings

Why is belonging to God and the church family important to Christians?

Why is learning to do good deeds so important to Jewish people?

What did Jesus teach about God in his parables?

Why do Christians pray to God and worship him?

How does celebrating Pentecost remind Christians that God is with them always?

Why do Jewish families say so many prayers and blessings?

Autumn 1

Autumn 2

Summer 1

Summer 2

Spring 1

Believing Judaism Christianity Teshuvah/ G-D Saviour / Jesus Why do Jewish families talk about G_D & repentance at new year?

Why was Jesus given the name ‘saviour’?

Spring 2

Symbols and Artefacts

Leaders & Teachers

Islam Peace / obedience

Christianity Resurrection / joy

Christianity Disciple / faith

Judaism Torah / rabbi

Why do Muslims believe peace and obedience go together?

What are the best symbols of Jesus’ death & resurrection at Easter?

Why do Christians trust Jesus and follow him?

Why is the Torah such a joy for the Jewish community?

YEAR

1 OR

A YEAR

2 OR

B

This is the outline for the Emmanuel Project units for Key Stage 1 Religious Education.

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Further details - Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Attainment in Religious Education ASSESSMENT nationally is undergoing huge changes. The Suffolk Agreed Syllabus (2012) still uses 8 levels to assess pupil progress. These are set out below. Additional details can be found in the Agreed Syllabus. Continue to use these levels to set appropriate challenges for pupils and assess their progress. Adapt the terminology to your current school policy on assessment. Pupils nationally achieve lower results in RE, often it is because they are set less challenging work or are assessed in relation to English not RE. Look at the levels you think your pupils are likely to achieve. Use the descriptors to help plan suitable tasks and you will rapidly become familiar with them.

Level Descriptions for Religious Education (Suffolk) Level 1

Attainment Target 1: Learning about Religion and Belief Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.

Attainment Target 2: Learning from Religion and Belief Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. Level 2

Attainment Target 1: Learning about Religion and Belief Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways.

Attainment Target 2: Learning from Religion and Belief Pupils ask, and respond sensitively to, questions about their own and others’ experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others. Level 3

Attainment Target 1: Learning about Religion and Belief Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between 11

Further details - Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers’ lives. They describe some forms of religious expression.

Attainment Target 2: Learning from Religion and Belief Pupils identify what influences them, making links between aspects of their own and others’ experiences. They ask important questions about religion and beliefs, making links between their own and others’ responses. They make links between values and commitments, and their own attitudes and behaviour. Level 4

Attainment Target 1: Learning about Religion and Belief Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people’s lives. They suggest meanings for a range of forms of religious expression.

Attainment Target 2: Learning from Religion and Belief Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others.

Notes: • The Non-Statutory Curriculum Guidance includes ‘P’ Levels.

• An alternative grid form of the levels is available – see overleaf. Many teachers have found this useful for helping to plan and record assessment tasks. This is the format used in The Emmanuel Project.

• Teachers are advised to keep some records of pupil progress and evidence of tasks related to the assessment levels; this might include oral work, class books, display work or individual work in books as appropriate.

• In CEVA schools, or Academies which were CEVA, RE is inspected regularly. It is even more important that RE is assessed regularly and that evidence should be available inspectors. If these schools wish to adapt the syllabus and use another form of assessment this should be noted in the RE policy approved by the governors.

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An example of ‘I can’ statements based on Suffolk Agreed Syllabus Level Descriptors (from the Lord’s Prayer Project)

Level

1 2 3

AT1 Learning about religion How pupils develop their knowledge, skills and understanding with reference to: beliefs, teachings and practices and ways of forms of expression sources life I can I can I can remember a Christian use the right names for recognise religious art, (Hindu, etc.) story and things that are special to symbols and words and talk about it Buddhists (Jews, etc) talk about them

AT2 Learning from religion How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: identity and meaning, purpose values and belonging and truth commitments I can I can I can talk about things that talk about what I find talk about what is happen to me interesting or puzzling important to me and to other people

e.g. talk about how Jesus taught his disciples to pray to God

e.g. say “That is the Lord’s Prayer” when I

e.g. recognize the word ‘amen’ and know it comes at the end of a prayer

e.g. talk about who teaches me important things

e.g. say ‘It’s strange that God is a swear word.’

e.g. talk about my name and say that respecting God’s name is important to some people

tell a Christian (Sikh, etc.) story and say some things that people believe

talk about some of the things that that are the same for different religious people

ask about what happens to others with respect for their feelings

talk about some things in stories that make people ask questions

talk about what is important to me and to others with respect for their feelings

e.g. tell Jesus’ story of the Lost Son from Luke 15 and say some things Christians believe God about God as father

e.g. say that Christians and Muslims both have special prayers that they learn and say, and that prayers ask God for help

say what some Christian (Muslim, etc) symbols stand for and say what some of the art (music, etc) is about e.g. say Lord’s Prayer

e.g. ask different people about praying to find out what they do, or whether they pray.

e.g. in the story of the ‘Lost Son’ ask why the father was nice to the son when he came back.

e.g. say I want to be forgiven when I say sorry and I think others want to be forgiven too

describe what a believer might learn from a religious story

describe some of the things that are the same and different for religious people

use religious words to describe some of the different ways in which people show their beliefs

compare some of the things that influence me with those that influence other people

ask important questions about life and compare my ideas with those of other people

link things that are important to me and other people with the way I think and behave

e.g. describe what some phrases of the Lord’s Prayer teach Christians about God

hear it said or sung

e.g. note how Christians and Muslims both have prayers they learn by heart, but they are different; all Muslims learn set prayers, not all Christians do

reminds Christians of Jesus; say Christians use prayers to praise and thank God and say sorry

e.g. talk about the words ‘hallowed’ and ‘honoured’ and how Christians show their respect for God in different ways

e.g. talk about how Jesus influenced his disciples then and today and how friends influence them

e.g. ask why the world isn’t perfect, compare my own ideas with Christian ideas from the Lord’s Prayer

e.g. talk about how Jesus’ words and stories about forgiveness might make me think or behave when I have a grudge against someone

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Further details - Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

What do we have to do in KS1 RE? A simple guide for RE Subject Leaders to use with their colleagues 1. Follow the Agreed Syllabus for Suffolk (2012). This is the legal document which outlines the children’s entitlement. 2. Allow for 36 hours a year of RE, delivered as a stand-alone subject or integrated into a creative curriculum approach. Be careful that RE is not distorted or

pupils’ entitlement lost because staff do not understand the statutory requirements. 3. Encourage the right attitudes in RE The syllabus encourages 4 in particular:    

self-awareness respect for all open-mindedness appreciation and wonder

4. Ensure the 2 Attainment Targets are used (Learning about Religion and Belief / Learning from Religion and Belief) to help measure progress in RE and set challenging tasks. 5. Study the KS1 Programme of Study so everyone knows the baseline for RE teaching in KS1. The Programme of Study contains:  Overview for KS1 RE  Learning about Religion and Belief / Learning from Religion and Belief objectives for pupils at KS1  Religions and Beliefs to be studied in KS1 in relation to Learning Themes o Christianity - forms the core o Judaism - provides continuity into KS2 o Other religions and worldviews e.g. Humanism - as appropriate  7 Learning Themes through which religions are viewed at KS1  Experiences and Opportunities for pupils at KS1 6. Look at your school scheme of work in the light of requirements or create your own order for teaching the requirements. Compare with other curricular areas for possible links.

Jesus calms the Storm – Sir Robert Hitcham CEVA Primary, Framlingham

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Further details - Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Planning units of work You could plan your own units: 1. Take a learning theme e.g. Believing This must be taught for Christianity for half-a term, no less than 6 hours, and for Judaism for a further half-term. It would be good to teach these close together so comparisons may be made.

Our Tzedakah box – Kessingland CE Y1s

Teachers may find they have ideas stimulated just by the title. Or none at all! 2. Check the definition of the title. For ‘Believing’, the Programme of Study says: What do some (Christian) families believe about God, the natural world, human beings, a significant figure This may give teachers more ideas or still leave them with no idea what to do! 3. Find KS1 Christianity in the Non-Statutory Guidance. Look up ‘Believing’. This gives a series of possible areas which Christians might say are important to them. And it frames Learning about and Learning from questions for teachers to use. Select one or two areas to use. Look up material that relates to the children’s interests if possible. 4. Refer to the Programme of Study ‘Experiences and Opportunities’ to help establish a varied pedagogy in RE and use the Assessment level descriptors to help decide on tasks and ensure there is sufficient challenge for all pupils. Alternatively, you could adopt The Emmanuel Project units; these provide ready-made units for your scheme of work – see p.9-10. Teachers should read these units carefully adapting the material to their own class.

The Emmanuel Project is based on the Enquiry Cycle model, describer overleaf, which explores key concepts or beliefs in each religion and the stories, practices and rituals which arise from them. In the Enquiry Cycle, pupils engage with concepts in an exciting way, making links with their own experiences of life. They develop questions to help them enquire into religious belief and practice and explore these in different ways. They evaluate their work to see if they have a secure understanding of the belief / concept and then express their learning for another audience.

Great Prayer and Worship Adventure in St Luke’s Church, Beccles From a pack produced by the Diocesan Education Team – available from [email protected] 15

Further details - Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Five flexible building blocks for an effective RE enquiry

Engage

Express

Evaluate

Enquire

Explore

The Suffolk Agreed Syllabus 2012 recommends, among other approaches, the use of an enquiry model for RE. The framework is described in more detail here and an example of the basic enquiry cycle given. Teachers are encouraged to use this framework when creating their own units. The Emmanuel Project units were also written in this format and developed into fuller lesson plans.

ENGAGE A stimulus is offered to ENGAGE pupils with a key religious concept. A carousel of activities may be used to stimulate thinking or a teacher may set up a community of enquiry, a reflective story telling session, a dilemma, visualisation or creative activity. Carefully selected stories, poems, artwork or artefacts may also draw pupils in with questions such as:  What does this make you think of?  Have you seen/heard anything like this before?  I wonder how this is used?  Why might this be important to some people?

Shabbat Box project

Whatever is chosen should point towards the concept being introduced, initially, drawing on contexts related to pupils’ own experience or prior knowledge, although it is also very powerful to use a context which grips the imagination even if it is outside pupils’ experience. As pupils ENGAGE with the stimulus, they begin to unpack the meaning and significance of the key concept and any misconceptions, including those of the teacher, can be challenged. A good choice of stimulus should encourage pupils to take full ownership of the ENQUIRY and lead them towards the creation or unveiling of a big or key question which will frame their work.

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Further details - Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

ENQUIRE A ‘big’ question related to the key concept is co-constructed and agreed with the pupils; they are ready to ENQUIRE. Where the right stimulus was chosen in the ENGAGE stage, the question is often constructed and agreed naturally, and sub-questions may also be recorded. With younger pupils or those inexperienced in an enquiry approach, the teacher may ‘model’ questions. Blooms Taxonomy is helpful in creating good questions.

Wilby CEVC Primary

As pupils ENQUIRE further the journey of learning is mapped out: ‘What do we need to find out in order to be able to answer our question?’ ‘Is there more than one way of showing what we find out?’ ‘Who can we ask?’ ‘How can we show our learning?’ At this stage, the assessment criteria are introduced to the pupils along with the ‘express’ task so pupils can see where their learning journey will take them, the purposes of the learning and what good work will look like in this ENQUIRY.

EXPLORE Pupils set out to EXPLORE religions and/or worldviews in relation to the key concept / focus of the ENQUIRY and the questions developed in the ENQUIRE stage. The teacher takes on the role of facilitator, providing appropriate resources and content for all abilities to undertake investigation and research; they may also actively teach some content. A range of pedagogies may be used according to abilities and age groups. Useful approaches may be: ‘Thinking Skills’, Active Learning strategies, various forms of independent research. In this stage pupils are generally Learning about religion and belief (AT1). They should use examples from religious, philosophical or secular traditions to explore the key concept further.

Sir Robert Hitcham CEVA Primary, Framlingham

Some big RE questions more associated with Learning from religion and belief (AT2) may arise as the pupils proceed with their exploration:   

What does this really mean? What do I think about what it means? Is this only important for some people? Why? What would it be like if everyone believed this? What if I believed it?

Teachers encourage pupils to consider such questions and draw their own conclusions. Pupils should be engaged with continual reflection on their learning.

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Further details - Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Supplementary questions from the ENQUIRE stage are used in plenaries to see if the knowledge being gained is helping pupils find answers to their big question or shedding light on key concepts.

EVALUATE Pupils EVALUATE their learning in this ENQUIRY; they have time for personal reflection on and response to the key religious concept they have been exploring. At this stage pupils are focused on Learning from religion and belief (AT2) with opportunities for robust and challenging discussion with questions posed by both teacher and pupils. They should check their understanding of the key religious concept as they evaluate what they have learnt.

All Saints’, Laxfield CEVA Primary

It is important to ask learners not only how well they answered the focus of the ENQUIRY, but also how they went about their learning: Did they co-operate? Were they good researchers? Did they show independence? What happened when they were stuck? Did they learn from their mistakes?

EXPRESS Pupils EXPRESS an answer to the key question or their understanding of the key religious concept at the heart of the ENQUIRY. Teachers use a range of different approaches to enable children to express themselves and draw together what they have learned from each stage of the enquiry. The TASC wheel (Thinking Actively in a Social Context) may be a useful strategy in this stage. If possible, pupils choose how to express their Jonah, Kessingland CE Primary knowledge and understanding e.g. through the creative arts, presentations, written tasks. Peer and self- assessment is encouraged as pupils complete their tasks and further individual evaluation and pupil assessment will be possible.

On the following page you will find a sample Enquiry Cycle (Believing: Christianity) which unpacks ‘Why was Jesus given the name Saviour?’

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1. Engage with the concepts of rescuing and a rescuer

5. Express knowledge and understanding in relation to the two Attainment Targets for RE e.g.  Art activity – painting/drawing – showing God coming to earth as a baby and talking about it  Art activity – 3D (e.g. clay, plasticene), collage – Choose the 4 most important characters to put in your crib set. Make crib set. Explain choices.

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Look at pictures of rescues – who needs rescuing/who is rescued? How? Why? Look at picture The Annunciation by Paul Woelfel. Cover most of the picture just leaving envelope and hand visible – what do they think is in the envelope? How is it being held? Look at whole picture – what questions do they have? Tell the story of the Annunciation (Bible, Luke 1:26-38), using a story bible. Angel means ‘messenger’ – what is the message? What is Mary doing, why?

Drama – responding to the painting of Simeon and Anna ‘Presentation in the Temple’ by Dinah Roe Kendall.

2. Enquire into the idea of Jesus coming as a saviour (rescuer) 4. Evaluate what pupils have learned about Christian belief in Jesus  Look at picture ‘Eternal God is Born’ by Sister Mary Stephen. Use for assessment opportunities: Who is in the picture? What do you think the picture is about?  What does Jesus’ name mean? Would a Christian think it was a good name?  Extension – God was born as a baby because... Or Jesus was a light because …

 Look at nativity sets/pictures. What do you know about the story? Storyline – sequencing activity. What questions do you have about the story? Record questions.  Why do Christians keep telling this story? Who is the most important person in the nativity story for Christians? Why?  Names – who chose your name? Why? What does it mean – look at baby name books and on-line. How did Jesus get his name? (Mary was told to call him Jesus) Why Jesus? What does it mean? (saviour) What is a saviour? (link back to rescuing/saving in ENGAGE)

3. Explore what Jesus means to Christians i.e. as God come to help

CHRISTIANITY – Believing Why was Jesus given the name Saviour?

 Listen to or learn songs about Jesus as saviour/ coming from God.  Tell the story of Simeon and Anna (Luke 2: 21-39) who had been waiting for God to rescue their whole ‘people’. What is it like to wait for someone special? .. or to wait for someone to help you?  Talk about experiences of light and dark. Think about being in the dark. Why might we need help in the dark? How is the world ‘dark’? Why do Christians say Jesus is the ‘light of the world’?  Candle craft e.g. Advent wreath/candle (see ‘Barnabas’ make and do crafts – talk to Christians about the significance to them.) 19

Further details - Helen Matter, Diocesan Schools’ Adviser – 01473 298570 – [email protected]

Some resources for Key Stage 1 RE The Emmanuel Project Christianity materials are available from [email protected] for £75. There are 22 Christianity units from EYFS to Y6 on the disk.

Disk 2 contains additional units on different world religions - for KS1 - 4 on Judaism and one on Islam - and KS2 – 4 on Islam, 4 on Hinduism, 2 each on Buddhism, Sikhism and Judaism and 1 on Humanism). This second disk will be available late autumn 2016.  RE Today Services – produce a number of teaching booklets on different learning themes for the primary phase, which give you lots of usable ideas for different units of work. Visit their website to see what is on offer.  Reflective Storytelling Books – from the Cathedral Discovery Centre, Bury St Edmunds, which also arranges school visits  The Lord’s Prayer Project – A CD with songs and much more including lessons for a whole school RE day on the Lord’s Prayer and enough work to support Prayer and Worship: Christianity. Order the CD for £15 plus p and p from [email protected] but check first to see if the school already has it.  The Great Prayer and Worship Adventure - a photo-pack with lessons and interactive stations to support Prayer and Worship: Christianity. Order from [email protected] @£15 plus p and p.  Websites like REonline and REquest provide useful links and resources which can be freely downloaded.  Persona dolls – The Emmanuel Project units use two characters: Tom and Tessa. Pictures or cartoons can be used to represent them but persona dolls are ideal. You can also download lessons about Elizabeth (a Christian) which could help in mixed EYFS and KS1 classes http://www.bristol.anglican.org/2013/15659/. The lessons would need more development for KS1 children. Other religions also available.  Artefacts, persona dolls, DVDs and books for RE can be bought from ‘Articles of Faith’ or ‘Religion in Evidence’.  Focus papers on different religions with background information and lots of ideas can be found on www.cofesuffolk.org.uk – follow Schools + Religious Education. Courses for KS1 teachers to help them teaching the Emmanuel units are available each year. Contact [email protected] for more information or see the Diocesan website: www.cofesuffolk.org.uk.

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