CNR RE

3
Subject: TERM PLAN RELIGIOUS EDUCATION UPDATED January 22 TEACHING RE / Celebration afternoon / Visits or visitors/ UC resource/ SACRE
Resource
AUTUMN TERM
ONE
AUTUMN TERM
TWO
SPRING TERM
ONE
SPRING TERM
TWO
SUMMER TERM
ONE
SUMMER TERM
TWO
KS1
Cycle
A
R.E
1.2 CREATION: Who
Made the World?
Harvest
Vicar to visit school
R.E.
1.10 What does it
mean to belong to a
faith community?
DIWALI
R.E.
1.1 GOD: What do
Christians believe
God is like?
CHINESE NEW YEAR
R.E.
1.7 Who is Jewish and
how do they live?
(PART 1)
R.E.
1.7 Who is Jewish and
how do they live?
(PART 2)
Visit to a synagogue
R.E.
1.9 How should we
care for the world and
for others, and why
does it matter?
KS1
Cycle
B
R.E
1.6 Who is Muslim and how
do they live? (PART 1)
Visit to a Mosque
R.E.
1.3
INCARNATION:
Why does
Christmas matter
to Christians?
ST ANDREW’S DAY
(30TH
NOV)
What Country in the
UK does St Andrew
represent as their
patron saint?
R.E.
1.6 Who is Muslim and
how do they live? (PART
2)
R.E.
1.5 SALVATION: Why
does Easter matter to
Christians?
ST PATRICKS DAY: How
and why do we celebrate
special times?
ST DAVID’S DAY
What does the daffodil
symbol represent?
Visit to Church
R.E.
1.4 GOSPEL: What is
the good news Jesus
brings?
ST GEORGES DAY
(23rd
April)
What flag is linked to
the celebration of
Saint George and why?
R.E.
1.8 What makes some
places sacred to
believers?
INTERFAITH WEEK

4
LKS2
Cycle
A
R.E
2a.1: CREATION/ FALL:
What do Christians learn
from the creation story?
R.E.
2a.10 How do festivals
and family life show
what matters to
Jewish people?
Christmas
DIWALI
Visit to Jewish
Museum
R.E.
2a.2 PEOPLE OF GOD:
What is it like to follow
God?
CHINESE NEW YEAR
What is the Chinese year
called and what does this
represent?
R.E.
2a.9 How do festivals and
worship show what
matters to a Muslim?
Easter
Visit to a Mosque
R.E.
2a.4 GOSPEL: What kind
of world did Jesus want?
R.E.
2a.12 How and why do
religious and non-
religious people try to
make the world a better
place?
LKS2
Cycle
B
R.E
2a. 7 What do Hindus believe
God is like?
Visit to a Mandir
R.E.
2a.3 INCARNATION/
GOD: What is the
Trinity and why is it
so important to
Christians?
ST ANDREW’S DAY
(30TH
NOV)
How do people
celebrate this saint’s
day?
R.E.
2a.8 What does it mean to
be a Hindu in Britain today?
R.E.
2a.5 SALVATION: Why
do Christians call the day
Jesus died ‘Good Friday’?
ST DAVID’S DAY
What did St David do?
And how did he inspire
others?
ST PATRICK DAY
What is the deeper
meaning of this festival?
R.E.
2a.6 KINGDOM OF GOD:
For Christians- what was
the impact of
Pentecost?
ST GEORGES DAY (23rd
April)
How did St George
defeat the dragon?
R.E.
2a.11 How and why do
people mark the
significant events of
life?
INTERFAITH WEEK

5
UKS2
Cycle
A
R.E
2b.8 What does it mean to
be a Muslim in Britain
today?
Visitor that follows Islam
R.E.
2b.3
INCARNATION
Why do Christians
believe Jesus was
the Messiah?
Christmas
DIWALI
R.E.
2b.1: GOD: What does it
mean if Christians
believe God is Holy and
Loving?
CHINESE NEW YEAR
What is the meaning of
a new year/ new
celebration?
R.E.
2b.9 Why is the Torah
so important to Jewish
people?
Easter
R.E.
2b.4 GOSPEL: How do
Christians decide how
to live? What would
Jesus do?
R.E.
2b.10 What matters
most to Humanists and
Christians?
UKS2
Cycle
B
R.E
2b.7 Why do Hindus want to be good?
ST ANDREW’S DAY (30TH
NOV)
Why was he called the fishers of men?
Visit to a Mandir
R.E.
2b.2 CREATION/FALL:
Creation & Science
Conflict or
Complimentary?
R.E.
2b.5 SALVATION:
What do Christians
believe did Jesus to
save Human Beings?
ST DAVID DAY (1ST
March)
What does a Saint represent
to a country?
ST PATRICK DAY (17th
March)
Have religions tried to stop
slavery?
R.E.
2b.6 KINGDOM OF
GOD: What kind of
King is Jesus?
ST GEORGES DAY
(23rd
April)
Fact or Fiction the
story of St George.
R.E.
2b.12 How does faith
help people when life
gets hard?
INTERFAITH WEEK

6
Years: 2018-2019 Cycle A 2019-2020 Cycle B 2020-2021 Cycle A 2021-2022 Cycle B 2022-2023 Cycle A
2023-2024 Cycle B 2024-2025 Cycle A 2025-2026 Cycle B 2026-2027 Cycle A 2027-2028 Cycle B
NATIONALCURRICULUM FOR RELIGIOUS EDUCATION
Religious Education and the subjects of the National Curriculum form the basic curriculum. "Religious Education makes a distinctive contribution to the school curriculum by developing pupils' knowledge
and understanding of religion, religious beliefs, practices, language and traditions and their influence on individuals, communities, societies and cultures. It enables pupils to consider and respond to a
range of important questions related to their own spiritual development, the development of values and attitudes and fundamental questions concerning the meaning and purpose of life." Religious
Education is an essential component of a broad and balanced education. Religious Education is concerned with the deep meaning that individuals and groups make of their experiences and how this helps
them give purpose to their lives. It provides opportunities to explore, make and respond to the meanings of those experiences in relation to the beliefs and experiences of others as well as to one's own
experiences. To provide opportunities for all pupils to learn and to achieve. To promote pupils' spiritual, moral, social and cultural development and to prepare all pupils for the opportunities,
responsibilities and experiences of the present and the future.
R.E. National Curriculum KS1
Principal aim
The principal aim of religious education is to explore what people believe and what difference this
makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to
handle questions raised by religion and belief, reflecting on their own ideas and ways of living.
R.E. National Curriculum KS2
Principal aim
The principal aim of religious education is to explore what people believe and what difference this
makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to
handle questions raised by religion and belief, reflecting on their own ideas and ways of living.
Key stage 1
In KS1, children should develop their knowledge and understanding of principal religions and
worldviews. They learn to use subject-specific vocabulary, ask questions and begin to express their
own views in response to what they’re taught. Children are expected to:
 Recall and name different beliefs and practices, including festivals, forms of worship, rituals
and ways of life, in order to find out about the meanings behind them.
 Retell and explore the meanings of some religious and moral stories, explore and discuss
sacred writings and sources of wisdom, and recognise the traditions behind them.
 Recognise some of the symbols and actions that express a religious community’s way of life,
looking at similarities between them.
 Ask and respond to questions about what individuals and communities do, and why, so they
can identify what it means to be a part of a community.
 Observe and recount different ways of expressing identity and belonging.
 Notice and respond to some of the similarities between different religions and worldviews.
 Explore questions about belonging, meaning and truth so that they can express their own
opinions and ideas in response, using words, music, art or poetry.
 Find out about and respond to examples of cooperation between people who are different.
 Find out about questions of right and wrong and begin to develop and express their own
opinions.
Key stage 2
In KS2, pupils are expected to expand on the knowledge and understanding of religions and
worldviews that they gained in KS1.
 Describe and make connections between different features of the religions and worldviews
they study, discovering more about celebrations, worship, pilgrimages and rituals.
 Describe and understand links between stories and other aspects of the communities they
are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and
teachings of different communities.
 Explore and describe a range of beliefs, symbols and actions so they can understand
different ways of life and ways of expressing meaning.
 Observe and understand varied examples of religions and worldviews so that they can
explain, with reasons, their meanings and significance to individuals and their communities.
 Understand the challenges of commitment to a faith community, suggesting why belonging to
a community might be valuable.
 Observe and consider different dimensions of religion, showing an understanding of
similarities and differences within and between religions and worldviews.
 Discuss and present their own and others’ views on questions of belonging, meaning, purpose
and truth, through different forms such as music, art and poetry.
 Consider and apply ideas about ways in which diverse communities live together for the
wellbeing of all, taking account of values, community and respect.
 Discuss and apply their own and others’ ideas about ethical questions, including ideas about
right and wrong, and justice and fairness.

7
KEY & Progression for Religious Education
RE PROGRESSION EYFS RE PROGRESSION KS1 RE PROGRESSION LKS2 RE PROGRESSION UKS2
C – COMMUNICATION
RBS- RELIGIOUS BELIEFS AND SOURCES
IR- IMPACT AND RESPOND
SD - SIMILARITIES AND DIFFERENCES
RX- RELIGIOUS EXPRESSION
EF - EXPEREINCE AND FEELINGS
QV - QUESTIONS AND VALUES
C – COMMUNICATION
C – COMMUNICATION
COMMUNICATION
Observe or handle sources of information to
answer questions about religion on the basis of
simple observations and use some simple terms in
context
RELIGIOUS BELIEFS AND SOURCES
Retell religious stories
IMPACT AND RESPOND
Know that religion is important to some people
SIMILARITIES AND DIFFERENCES
Begin to show some awareness of similarities in
religions
RELIGIOUS EXPRESSION
Begin to identify how religion is expressed in
different ways through use of symbols and
actions
EXPEREINCE AND FEELINGS
Be aware of their own and others experiences
and discuss them
QUESTIONS AND VALUES
Recognise that some questions are difficult to
answer and that the choices we make affect our
relationships with other people
COMMUNICATION
Begin to select and combine information from
different sources. Begin to produce structured
work and use a wider range of religious terms in
context
Make links between beliefs and sources including
religious stories
IMPACT AND RESPOND
Recognise the impact of religion on people’s lives
Describe some similarities and differences
between religions
Suggest why there are different forms of
religious expression
Describe what influences and inspires themselves
and others and shows a respect for the beliefs
of others
Ask and begin to reflect on questions of identity,
belonging, meaning and purpose.
Begin to show some understanding of the
contributions religion makes to human
relationships and global issues
COMMUNICATION
Select organise and deploy relevant information
to produce structured work and begin to argue,
using an increasingly wider range of religious
terms in context
Explain how ideas, feelings and experiences are
used to provide answers to ultimate questions
and ethical issues.
Give reasons for the links between these
sources and their practices, beliefs, ideas,
feelings and experiences
IMPACT AND RESPOND
Explain the effects of beliefs on individuals
and communities, and the believer’s response to
ethical issues
Explain the reasons for the similarities and
differences both within and between religions
Explain a range of forms of spiritual and
religious expressions
Explain what influences and inspires themselves
and others and shows a respect for the beliefs
of others
Pose their own questions and respond with
reasons to questions of identity, belonging,
meaning and purpose and explain with some
evidence the contribution religion makes to
human relationships and global issues

8
KEY STAGE
ONE
Additional RE afternoon:
Cycle A:
2020-2021
2022-2023
2024-2025
Diwali , Chinese New Year,
Christmas, Easter
KS1 Progression of skills in R.E. A child who is working at ARE will be able to do the
following:
Additional Notes
KS1- Autumn
Term One
CYCLE A
R.E.
1.2 CREATION: Who Made
the World?
Harvest
COMMUNICATION
Observe or handle sources of information
to answer questions about religion on the
basis of simple observations and use some
simple terms in context
IMPACT AND RESPOND
Know that religion is important to some
people
Begin to show some awareness of
similarities in religions
Begin to identify how religion is expressed
in different ways through use of symbols
and actions
Be aware of their own and others
experiences and discuss them
Recognise that some questions are difficult
to answer and that the choices we make
affect our relationships with other people
 I can retell the story of creation from Genesis 1:1–
2:3. RBS
 I can recognise that ‘Creation’ is the beginning of
the ‘big story’ of the Bible. RBS, RE (UC resource)
 I can write a prayer to say ‘thank you’ to God for
Creation. IR SD (UC Resource)
 I can compare the Jewish vs the Christian Creation
story. EF QV RBS IR (SACRE resource)
 I can answer the Big Question – Who made the
world? IR
Harvest
 I can compare what happens during a harvest
festival both inside and outside of our school and
community. IR
Vicar to visit school/ virtual
 I can name and label some Christian symbols
following the Reverend’s visit into school. RE IR
Bible
Beginning
Story
Creation
Jesus
World
God
Days
Night
Thank you
Prayer
Grace
Thankful
Polite
Respect
First
Last
Happy
Harvest
Food

9
KS1- Autumn
Term Two
CYCLE A
R.E
1.10 What does it mean to
belong to a faith community?
DIWALI
Christmas
COMMUNICATION
IMPACT AND RESPOND
people
and actions
 I can recall the story of the lost sheep/ lost coin. RE
RBS IR
 I can label the symbols used in a religious baptism
and a non- religious naming ceremony. RE RBS
 I can compare the similarities and differences in a
traditional Christian and Muslim welcome ceremony.
RBS SD (UC resource)
 I can create a thought shower of the ways people
show they love each other and belong to each other
when they get married (promises/ rings) RE
 I can describe what I think is good about being in a
community. C EF IR
 I can answer the big question- What does it mean
to belong to a faith community? IR
Diwali
 I can re in act the story of Diwali through role play.
RBS C (picture in book and saved on the system)
Christmas
 I can write a comic strip of the story of Christmas.
RBS RE IR (UC resource)
Community
Family
Individual
Stronger
Together
Love
Happy
Belong
Marriage
Birth
Values
Faith
Belief
Ceremony
Traditions
People
Vows
promises
KS1-Spring
Term One
CYCLE A
R.E.
COMMUNICATION
IMPACT AND RESPOND
people
 I know what a parable is. RBS C IR
 I can retell the story of the ‘Lost Son’ from the
Bible. RE EF RBS
 I can create a hidden meaning box. IR RBS (UC
resources)
 I can record how a Christian shows their belief in
God as loving and forgiving. (e.g. by saying sorry, by
seeing God as welcoming them back; by forgiving
others) IR EF QV (UC resource)
Parable
Story
Bible
Father
God
Christian
Christians
Forgiveness
Welcomed
Church

10
1.1 GOD: What do Christians
believe God is like?
CHINESE NEW YEAR
and actions
 I can write a prayer to God. (e.g. by saying sorry to
God) QV C EF (UC resource)
 I can answer the bug question- What do Christians
believe God is like? IR
Chinese New Year
 I can listen to the story of Chinese New Year and
create a symbol for celebrating Chinese New Year.
(Chinese lantern) IR RBS QV
Worship
Practice
Saying sorry
Prayer
Confession
Hidden meaning
KS1-Spring
Term Two
CYCLE A
R.E.
1.7 Who is Jewish and how do
they live? (PART 1)
Easter
COMMUNICATION
IMPACT AND RESPOND
people
and actions
 I can recognise the words of the Shema as a
Jewish prayer. C RBS (SACRE resource)
 I can record special words I would use in my home.
 I can retell the story of David and Goliath. C RE IR
(Bible gateway)
 I can create a mind map and label the different
symbols used in the Shabbat. IR RE EF
 I can answer the big question – Who is Jewish and
how do they live? IR
Easter
 I can use pictures to retell the Easter story. RBS
RE (UC resource)
 I can understand the word sacrifice and share the
definition. IR
Shema
Jew
Jewish
Person
People
Shabbat
Chanukah
God
Celebrate
Special times
Events
Stories
Torah

11
KS1- Summer Term One
CYCLE A
R.E.
1.7 Who is Jewish and how do
they live? (PART 2)
Visit to a synagogue/ virtually
COMMUNICATION
IMPACT AND RESPOND
people
and actions
 I can record some symbols used in a Jewish
home (e.g. mezuzah) RBS RE EF (SACRE
resource)
 I can read the story of Chanukah and make
links to the menorah. RBS QV EF
 I can reflect on my own beliefs about
reflecting, thanking, praising and remembering.
IR RE SD
 I can answer the big question- Who is Jewish
and how do they live? IR
Visit to a Synagogue/ virtually
 I can generate questions to ask on our visit to
the Synagogue and record my answers. QV
 I can label the inside of a Synagogue after my
visit. RE
Stories
Mezuzah
Praise
Thanking
Prayer
Food
Remembering
Menorah
Reflecting
KS1-Summer
Term Two
CYCLE A
COMMUNICATION
 I can recall the story of Genesis 1. C RE RBS
(UC resource)
 I can give 3 examples of how people can show
that they care for others (e.g. by giving to
charity). C QV
Unique
Valuable
Belief
God
Genesis 1
Story

12
R.E.
1.9 How should we care for
the world and for others, and
why does it matter?
IMPACT AND RESPOND
people
and actions
 I can compare how Christians and Jews show
care for the natural earth. IR (SACRE
resource)
 I can record my friend’s special skills. IR
 I can give 5 good reasons why everyone
(religious and non-religious) should care for
others and look after the natural world. IR RBS
RE QV (SACRE resource)
 I can answer the big question- How should we
care for the world and for others and why
does it matter? IR
Bible
Jews
Christians
Natural
Earth
Planet
County
Country
Care
Love
Importance
Charity
Skills
benefit
KEY STAGE
ONE
Cycle B:
2021-2022
2023-2024
2025-2026
Saints days- St Patrick, St
David, St Andrew and St
George
KS1-Autumn
Term One
CYCLE B
R.E
COMMUNICATION
basis of simple observations and use
some simple terms in context
IMPACT AND RESPOND
people
 I know the name of 1 God as Allah in the Muslim
faith. RBS RE (SACRE resource)
 I can recognise and retell the story of ‘the first
revelation. QV IR RBS (SACRE resource)
 I can write the hidden meaning behind the story
about a Prophet. IR RE QV C (Camel)
 I can answer the big question- Who is Muslim and
how do they live? IR
Visit to a Mosque
 I can generate questions to ask on our visit to the
Mosque and record my answers. QV
 I can label the inside of a Mosque after my visit.
RBS
Shahadah
Muslim
Islam
Allah
Prophet
Muhammad
Belief
Similarities
Differences
99 names
Mosque
Stories

13
1.6 Who is Muslim and how do
they live? (PART 1)
Visit to a Mosque
Begin to identify how religion is
expressed in different ways through use
of symbols and actions
KS1- Autumn
Term Two
CYCLE B
R.E.
1.2 INCARNATION: Why
does Christmas matter to
Christians?
ST ANDREW’S DAY
(30TH
NOV)
COMMUNICATION
IMPACT AND RESPOND
people
Recognise that some questions are
difficult to answer and that the choices
 I can retell the story of Jesus arrival from the
Gospel of Luke. RBS C
 I know what the word Advent means and how it is
celebrated. QV IR
 I can write a ‘thank you’ prayer in the role as
someone at Jesus’ birth. IR RE (UC resource)
 I can place incarnation on a timeline of the big
story. RBS RE IR (UC resource)
 I can answer the big question- Why does
Christmas matter to Christians? IR
NOV)
 I can name the country St Andrew is the patron
Saint of and retell through pictures the story of
Saint Andrew. RBS QV EF
Gospels
Jesus
Important
Christmas
Nativity
Stories
Thankful
Celebrations
Life
Death
Born
Special
Saviour
Prayers
Baby
Advent
Saint
Saviour
patron

14
we make affect our relationships with
other people
KS1- Spring
Term One
CYCLE B
R.E.
1.6 Who is Muslim and how do
they live? (PART 2)
COMMUNICATION
IMPACT AND RESPOND
people
other people
 I can record 3 ideas of how the Prophet cared for
Allah’s creation. RBS (the story of the tiny ants)
(SACRE resource)
 I can create a mind map of ways Muslims show
prayer, respect, celebration and self-control. QV
RE IR
 I can research the role of the Imam. RBS
 I can give a description for an another name of
Allah RBS IR RE (99) (SACRE resource)
 I can write a ‘how to’ guide for looking after a
Quran. EF
 I can recite how a Muslim Prays up to 5 x a day by
re in acting it to my class. EF RE (record the
children and place on the system)
 I can answer the big question- Who is a Muslim
and how do they live? IR
Prophet
Ramadan
Eid
Prayer
Stories
Respect
Celebration
Fast
Self-control
Actions
Muslim
Islam
Allah
KS1- Spring
Term Two
CYCLE B
R.E.
COMMUNICATION
 I can recognise that Incarnation and Salvation are
part of a ‘big story’ of the Bible and plot these on a
time line. C RBS RE IR (UC resource)
 I can give at least three examples of how
Christians show their beliefs about Jesus’ death
and resurrection in church worship at Easter. C RE
IR SD
Incarnation
Salvation
Big story
Bible
Jesus
Holy week
Easter

15
1.5 SALVATION: Why does
Easter matter to Christians?
ST DAVID’S DAY
ST PATRICKS DAY:
Visit to Church
IMPACT AND RESPOND
people
other people
 I can order the events of Easter. RBS RE
(sequenced pictures)
 I can answer the big question- Why does Easter
matter to Christians? IR
Visit to Church
 I can generate questions to ask on our visit to the
Church and record my responses. QV
St David’s Day
 I can create a 3d daffodil as a symbol for the
celebration of St David and write why it is
important. RBS
ST PATRICKS DAY
 I can write a fact sheet of how people celebrate St
Patrick’s Day. RBS C IR
Death
Life
Reborn again
Tomb
Palm Sunday
Sadness
Happiness
Heaven
God
Save people
Stories
Saint
Ireland
Scotland
KS1- Summer
Term One
CYCLE B
R.E.
1.3 GOSPEL: What is the good
news Jesus brings?
COMMUNICATION
IMPACT AND RESPOND
people
 I can act out the story of Matthew 9. RBS (UC
resource)
 I can represent people who need to be forgiven
with a speech bubble. IR RE
 I can create a part of the class mobile from the
Gospel of good news. RBS QV IR (UC resource)
 I can highlight parts of prayers that share good
news. RBS RE IR
 I can answer the big question- What is the good
news Jesus brings? IR
April)
 I can recognise and create the flag of St George
and write a caption of why the flag links to England.
IR
Gospel
Good news
Stories
Instructions
Behaviour
Follow
Jesus
Christian
Christ
Study
Follow
Church
Community
Celebrate
Service

16
April)
Bible
KS1- Summer
Term Two
CYCLE B
R.E.
1.8 What makes some places
sacred to believers?
INTERFAITH WEEK
COMMUNICATION
IMPACT AND RESPOND
people
affect our relationships with other people.
 I can match symbols to a place of worship. (Jewish,
Christian and Muslim) RBS RE
 I can compare 2 different places of worship.
(Mosque and Church) SD QV
 I can record my emotions to religious music used in
3 places of worship.IR RE C (SACRE resource)
 I can research how a place of worship is used by
people. (Church/ Mosque) RBS RE C SD
 I can answer the big question- What makes some
places sacred to believers? IR
INTERFAITH WEEK
 I can create a poster to celebrate all faiths in the
UK. RE EF IR
Worship
Faith
Differences
Sacred places
Belief
God
Community
Stories
Church
Mosque
Synagogue
Sacred buildings
Prayer
Symbols
Respect
Similarities
Cross
Lectern
Torah scroll
Prayer mat

17
LOWER KEY STAGE 2
Cycle A:
2020-2021
2022-2023
2024-2025
Christmas, Easter
LKS2 Progression of skills in R.E. A child who is working at ARE will be able to do the
following:
Additional Notes
LKS2- Autumn
Term One
CYCLE A
R.E.
2a.1: CREATION/ FALL:
What do Christians learn
from the creation story?
COMMUNICATION
Begin to select and combine information
from different sources. Begin to produce
structured work and use a wider range of
religious terms in context
Make links between beliefs and sources
including religious stories
IMPACT AND RESPOND
Recognise the impact of religion on
people’s lives
Describe some similarities and
differences between religions
Suggest why there are different forms
of religious expression
Describe what influences and inspires
themselves and others and shows a
respect for the beliefs of others
Ask and begin to reflect on questions of
identity, belonging, meaning and purpose.
 I can place God and Creation on a timeline of the
Bible’s ‘big story’ RBS C SD (UC resource Big Frieze)
 I can create a grid to make clear links between
Genesis 1 and what Christians believe about God and
Creation. SD IR RE
 I understand that the story of ‘the fall’ in Genesis 3
gives an explanation of why things go wrong in the
world. RE RBS IR (Adam and Eve)
 I can reflect on the 10 commandments from the past
and how these could be different today. RE RBS QV
(UC resource sheet 4)
 I can compare what might be important in the
Creation story for Christians and for non- Christians
living today. QV EF (grid)
 I can answer the big question- What do Christians
learn from the creation story? IR
God
Creation
Timeline
Bible
Story
Big Story
Genesis 1
The fall
Genesis 3
Creator
Pray
Sorry
Forgiveness
Christian
Christ
Beliefs

18
LKS2- Autumn Term Two
CYCLE A
R.E.
L2.10 How do festivals and
family life show what
matters to Jewish people?
DIWALI
Christmas
Visit to Jewish Museum
COMMUNICATION
IMPACT AND RESPOND
people’s lives
 I can compare some Jewish beliefs about God, sin
and forgiveness and describe what they mean. SD
RBS C (grid, SACRE resource)
 I know the story of the Exodus through art and can
understand its importance to Jewish believers. RBS
4 pictures to use SACRE resource)
 I can answer questions of true or false about the
story of Exodus. QV IR
 I can make links between Jewish beliefs about God
and his people and how Jews live SD QV IR (Venn
diagram, yon Kippur/ pseach)
 I can share my personal opinion of Big Question-
How do festivals and family like show what
matters to Jewish people? IR
Visit to Jewish Museum
 I can collect a series of thought bubbles of the
Jewish Museum. QV IR C
Diwali
 I can question the moral of the story Rama and Sita
from my perspective. IR (thought bubble) Do you
think it was ok to kidnap Sita? Have you ever
wanted something that was not yours? -
consequences
 I can record similarities and differences between
Diwali and Christmas. SD IR
Christmas
Jew
Jewish
Sin
God
Forgiveness
People
Exodus
Story
Torah
Salvation
Freedom
Worship
Communities
Family
Belief
Past
Future
Relationships

19
 I can write a report about the story of Christmas
and order the events on a timeline. RBS QV IR (UC
resource)
LKS2- Spring Term One
CYCLE A
R.E.
2a.2 PEOPLE OF GOD: What
is it like to follow God?
CHINESE NEW YEAR?
COMMUNICATION
IMPACT AND RESPOND
people’s lives
 I can sequence the story of Noah in a cartoon
strip.RE C (UC resource)
 I can write 3 promises that can be made at a
wedding for a Christian and a non-Christian. C QV
RE
 I can compare the promises made from Noah,
Wedding and non-religious wedding. IR RBS C
(extract of covenant/ 4-part grid/ promises Noah vs
promises wedding)
 I can find similarities between the story of Noah
and how we live in school and the wider world. SD
RE C EF
 I can give my opinion of the Big question- What is
it like to follow God? IR
Chinese New Year
(3 objectives in 1 lesson)
 I can understand the story of the Zodiac. C
 I can name the zodiac signs and symbols. RE
 I can share what Zodiac animal I would be
according to the year I was born. IR Q (Use
Chinese new Year sheet)
Noah
Story
God
Meaning
Sequence
Promises
Christian
World
Ceremony
Wedding
Covenant
Zodiac
Symbol
Animal
Year
Sign
colour
LKS2- Spring Term Two
CYCLE A
R.E.
COMMUNICATION
 I can read and explain what Surah 1 represents to
Muslim faith. RBS IR QV (from the Quran 1-6)
SACRE resource)
God
Islam
Muslim
Worship
Story

20
L2.8 How do festivals and
worship show what matters
to a Muslim?
EASTER
Visit to a Mosque
IMPACT AND RESPOND
people’s lives
 I can explain what steps Muslims undertake when
performing the Ibadah. RBS RE
 I can explore beliefs about God in Islam, expressed
in Surah 1. RBS C SD
 I can give examples of Ibadah (worship) in Islam
(e.g. prayer, fasting, celebrating) and label what
they involve. RBS RE IR
 I can compare Muslim beliefs about God and a range
of ways in which Muslims worship (e.g. in prayer and
fasting, as a family and as a community, at home
and in the mosque) SD QV
 I can answer the big question- How do festivals
and worship show what matters to a Muslim? IR
Easter
 I can create an Easter garden. RBS IR
Visit to a Mosque
 I can create a mini fact file about my visit to the
Mosque. QV IR C EF
Prayer
Mosque
Community
Family
Traditions
Ramadan
Fast
Celebration
Eid
Belief
Creator
world
LKS2- Summer Term One
CYCLE A
R.E.
COMMUNICATION
IMPACT AND RESPOND
people’s lives
 I know a story that comes from a Gospel means
good news. C QV IR RBS (Matthew 4: 18-22) (UC
resource)
 I can share from the Bible stories I have studied
the importance of love from my perspective.SD QV
C
(Mind map- love, Matthew, prayers, Good Samaritan)
 I can order the message of Jesus through the Good
Samaritan Story RBS. (UC resources sheet 1)
 I can explain how Jesus show’s love and forgiveness
to unlikely people and compare it to present day.
RBS IR QV EF (The good Samaritan/ Roger bully)
 I can respond to the big question- What kind of
world did Jesus want? IR
Gospel
Jesus
Teaching
Christian
Christ
Bible
Love
Family
Church
Community
World
Traditions
Expectations
Outcast

21
2a.4 GOSPEL: What kind of
world did Jesus want?
Fisher of people
Disciples
Samaritan
LKS2- Summer Term Two
CYCLE A
R.E.
L2.12 How and why do
religious and non-religious
people try to make the world
a better place?
COMMUNICATION
IMPACT AND RESPOND
people’s lives
Part 1
 I can make a comparison between religious
charitable organisations and non-religious
charitable organisations actions to make the world
a better place. SD IR RBS
(Christian Aid, Water aid and Our school CNR)
 I can share my opinion in a thought bubble of
whether I believe non-religious people make a
positive difference. IR
Part 2
 I can identify some differences in how people put
their beliefs into action through forgiveness,
kindness, generosity. SD
(Islamic relief, Desmond Tutu, Tzedek)
 I can ask questions and suggest answers about why
the world is not always a good place. QV SD RE IR
(what actions can I do to make people around me
have a better life?)
 I can answer the big question- How and why do
religious and non-religious people try to make the
world a better place? IR
Sin
Christian
Bible
World
Good
Bad
Place
Worship
Hope
Live
Charity
Help
Belief
Non-Christian
Christian
Traditions
Religious ideas

22
LOWER KEY STAGE
TWO
Cycle B:
2021-2022
2023-2024
2025-2026
George
LKS2- Autumn Term One
CYCLE B
R.E
2.7 What do Hindus believe
God is like?
NOV)
Visit to a Mandir
COMMUNICATION
from different sources. Begin to
produce structured work and use a
wider range of religious terms in
context
IMPACT AND RESPOND
people’s lives
Ask and begin to reflect on questions
of identity, belonging, meaning and
purpose.
 I can recognise the symbol Aum and write its
meaning to Hindu’s RBS QV RE
 I can retell the story through a comic strip. RE IR
C (Svetaketu SACRE resource)
 I can write a school set of rules based on atman
‘inner spark’. RE C IR
 I can answer the big question- What do Hindu’s
believe God is like? IR
Visit to a Mandir
 Pt 1 I can create a question sheet to ask a leader.
QV
 Pt 2 I can complete my question Grid. QV SD (at
least 8 questions, add in any extra info)
St Andrew’s Day
 I can record using an advert how people celebrate
St Andrews’s Day. RBS RE IR QV
God
Hindu
Hinduism
Stories
Spark/ atman
Worship
Prayer
Good
Mandir
Symbols
Aum
bad
LKS2- Autumn Term Two
CYCLE B
R.E.
COMMUNICATION
context
 I know the story The Miracle Maker and
understand what Gospel means. RBS RE (THE
BAPTISM OF JESUS BY JOHN THE BAPTIST:
MATTHEW 3:11–17)
 I can find similarities and differences between an
Infant and Adult baptism. SD QV (UC resource
sheet 3)
Gospel
Stories
Baptism
Trinity
Father
Son
Holy spirit
God

23
2a.3 INCARNATION/ GOD:
What is the Trinity?
IMPACT AND RESPOND
people’s lives
 I can design and annotate an artefact to represent
the Grace. IR RE EF
 I can compare 2 paintings representing the baptism.
SD RE (UC resource)
 I can create a picture to represent Jesus’ baptism.
IR RE RBS
 I can answer the big question- What is the
Trinity? IR
Christianity
Belong
prayer
blessings
artist
paintings
respect
Christmas
Advent
birth
LKS2- Spring Term One
CYCLE B
R.E.
2.8 What does it mean to be
a Hindu in Britain today?
COMMUNICATION
context
IMPACT AND RESPOND
people’s lives
 I can create a chart to show how Hindus show their
faith within their families in Britain today RBS C
(e.g. home puja). (see picture of grid NC)
 I can write a step by step guide about how Hindu’s
pray RBS QV RE (Punjr)
 I can create a flow chart to explain the ritual of a
Hindu when they enter the Mandir. RBS IR QV
 I can share definitions of what the terms dharma,
Sanatan Dharma and Hinduism mean. QV RBS
 I can compare how Holi is celebrated here in Britain
and India. QV RBS RE
to be a Hindu in Britain today? IR
Hindu
Faith
Prayer
Worship
Britain
Today
Traditions
Similarities
Differences
India
Countries
Practices
Dharma
Holi
Mandir

24
Ask and begin to reflect on questions
purpose.
LKS2- Spring Term Two
CYCLE B
R.E.
2a.5 SALVATION: Why do
Christians call the day Jesus
died ‘Good Friday’?
ST DAVID’S DAY
ST PATRICK DAY
COMMUNICATION
context
IMPACT AND RESPOND
people’s lives
 I can write a diary entry in the role of Mary during
Holy week. RE IR (Matthew21, Luke 23, Luke 24)
 I can create an emotion Graph for Mary. RE IR QV
(UC resource 2)
 I can research what Churches do to celebrate Palm
Sunday, Good Friday and Easter Sunday. QV RBS
RE
 I can create a freeze frame of how Christians
would feel during holy week. RE RBS QV (see UC
resource My Life My Religion, Nathan and Lara)
 I can answer the big question- Why do Christians
call the day Jesus died Good Friday? IR
St David’s Day
 I can write 5 thought bubbles of what St David did
to inspire others. RBS QV
 I can compare using a grid Saint Patrick to Saint
David. SD C RBS QV
St Patricks’ Day
 I can create a timeline of St Patrick’s life. RBS
Salvation
Christians
Jesus
Live
Love
Death
Holy week
Easter
Palm Sunday
Good Friday
Events
Celebrations
Church

25
Irish dancers to school Ask and begin to reflect on questions
purpose.
LKS2- Summer Term One
CYCLE B
R.E.
2a.6 KINGDOM OF GOD:
When Jesus left what was
the impact of Pentecost?
ST GEORGES DAY
(23rd
April)
COMMUNICATION
IMPACT AND RESPOND
people’s lives
 I can create a mind map for the symbols
represented in the text of the Holy Spirit. QV RBS
RE
 I can highlight key information from a religious
text. RBS EF IR (Acts 2;41-47) (UC resource)
 I can write a list of how the Holy Spirit may help
Christians. RE C QV
 I can create an exciting timetable of activities to
celebrate the Pentecost birthday for Christians.RE
IR RBS C (UC resource)
 I can compare using a chart the difference of
giving the Holy Spirit then and now to Christians.
SD RE (UC resource BBC ‘My Life, My Religion:
Christianity’: Baptism –
www.bbc.co.uk/programmes/p02mwy4d)
 I can answer the big question- When Jesus left
what was the impact of Pentecost? IR
St Georges Day
 I can create a flow chart of St George and how he
defeated the dragon. IR RBS
Pentecost
Kingdom of God
Heaven
Earth
Stories
Holy spirit
God
Follower
emotions
Christ
Christians
Saint
England
symbol
LKS2- Summer Term Two
CYCLE B
R.E.
COMMUNICATION
context
 I can create a list of significant milestones in my
life. IR (with illustrations)
 I can create a milestone timeline for a Christian.
RBS RE
 I can compare how 2 ceremonies mark a significant
event. SD IR QV (bar mitzvah and baptism)
Love
Commitment
Promises
Religious
Non-religious
Ceremonies
Marriage

26
2.11 Why do some people
think that life is like a
journey and what significant
events mark this?
INTERFAITH WEEK
IMPACT AND RESPOND
people’s lives
 I can create a thought shower on what Love,
commitment, community and belonging mean to me.
IR RE
 I can answer the big question- Why do some
people think that life is like a journey and what
significant events mark this? IR
INTERFAITH WEEK
 I can create a shared Values poster with all the
religions on showing how we can all work together.
RBS QV RE IR
Baptism
Family
Together
Life
Journey
Respect
milestones
UPPER KEY STAGE TWO
Cycle A:
2020-2021
2022-2023
2024-2025
Christmas, Easter
UKS2 Progression of skills in R.E. A child who is working at ARE will be able to do the
following:
Additional Notes
UKS2- Autumn Term One
CYCLE A
COMMUNICATION
Select organise and deploy relevant
information to produce structured work
and begin to argue, using an increasingly
wider range of religious terms in context
 I can explain who memorises the Quran and why.
IR (4-part grid)
 I can write a mini fact booklet about the 3 Muslim
Groups. C RBS
Muslim
God
Prophet
Messenger
Qur’an

27
R.E.
2b.8 What does it mean to
be a Muslim in Britain today?
Visitor that follows Islam
Explain how ideas, feelings and
experiences are used to provide answers
to ultimate questions and ethical issues.
Explain how sources, practices
IMPACT AND RESPOND
Explain the effects of beliefs on
individuals and communities, and the
believer’s response to ethical issues
differences both within and between
religions
Explain what influences and inspires
themselves and others and shows a respect
for the beliefs of others
 I can recall what, where, when and why during the
Haji. RBS IR QV (pilgrimage)
 I can research the festival of Eid- ul -Adha. And
create a report. QV RBS (end of haij)
to be a Muslim in Britain today? IR
Visitor session.
 I can create a selection of questions to ask our
visitor and record a mind map of their responses.
QV
Five pillars
Connections
Beliefs
Practices
Britain
Bolton
Non-Muslim
Examples
studies
UKS2- Autumn Term Two
CYCLE A
COMMUNICATION
 I can plot on a timeline Incarnation as part of the
big story. RBS IR C (UC resource)
 I can act out the Transfiguration text in a group. C
(Matthew 17:1–13 or Luke 9:28–36) (UC resource)
Incarnation
Messiah
Big story
Bible

28
R.E.
2b.4 INCARNATION
Was Jesus the Messiah?
Christmas
DIWALI
IMPACT AND RESPOND
religions
record and put on the system, photo and annotation
in class book)
 I can plan a radio advert for a potential messiah. C
IR QV RBS (UC resource Incarnation sheet 1b)
 I can recall what a new messenger could say now. C
IR RE (UC Resource sheet 3)
 I can generate 3 good reasons why Christians want
to make Christmas about Christ. RE RBS QV
 I can answer the big question- Was Jesus the
Messiah? IR
Diwali
 I can share the similarities and differences
between the festivals Diwali and Passover SD IR
Christmas
 I can share how Christians celebrate Christmas
using a thought shower. RBS RE IR QV
Gospel
Prophecy
Texts
Connection
Theological
Christians
Christ
Christmas
Jesus
Saviour
Son of god
World
Importance
People
Lives
Wider impact
commitment

29
UKS2- Spring Term One
CYCLE A
R.E.
2b.1: GOD:
What does it mean if God is
Holy and Loving?
CHINESE NEW YEAR
COMMUNICATION
IMPACT AND RESPOND
religions
 I can create a thought shower of words I would
use to describe a God. IR
 I can identify words and phrases to show what God
is like. RBS (UC resource sheet 1)
 I can label parts of a cathedral and link these to
worshipping God. RBS QV RE
 I can write an advert to encourage Christians to
listen to Christian Music.IR QV RBS (UC resource)
 I can write my own version of the 10
commandments. RE IR
if God is Holy and Loving? IR
Chinese New Year
 I can create a flip book (Cortina) about how
Chinese New Year is celebrated across the UK and
locally. RBS IR RE
Bible
Texts
Stories
Gospel
Biblical
God
Theological
Christians
Practice
Worship
Church
Home
Families
World
Today
Past
Traditions
Insight
Beliefs
opinion

30
UKS2- Spring Term Two
CYCLE A
R.E.
2b.9 Why is the Torah so
important to Jewish people?
Easter
COMMUNICATION
IMPACT AND RESPOND
religions
 I can recall how a Sefer Torah is created, used and
treated. RBS QV (SACRE resources)
 I can record the kosher food laws and offer and
explanation on their effect on everyday lives. RBS
IR C (SACRE resources)
 I can compare an orthodox Jew and a progressive
Jew. SD
 I can find similarities and differences between an
Orthodox Synagogue and a Progressive one. SD
 I can answer the big question- Why is the Torah
so important to Jewish people? IR
Easter
 I can write speech bubbles for Jesus at different
points during holy week. IR RE (UC resource)
Jewish
Jew
God
Torah
Teaching
Traditions
Laws
Kosher
Practice
Prayer
Thanks
Family
Community
Ritual
Value
respect

31
UKS2- Summer Term One
CYCLE A
R.E.
2b.5 GOSPEL:
What would Jesus do?
COMMUNICATION
IMPACT AND RESPOND
religions
 I can share what I think Jesus would do from a
selection of scenarios. IR (UC resource sheet 1)
 I can explore what guides people to live by using a
biblical text as a reference. RBS RE
The parable of the two builders (Matthew 7:24–27)
resource sheet 3
 I can create a church display board of weekly
activities to make a connection to Jesus’ teaching.
IR
 I can compare the similarities and differences
between from Archbishop Desmond Tutu’s South
African Truth and Reconciliation Commission. SD
QV
 I can write a formula for forgiveness. IR RE RBS
 I can answer the big question- What would Jesus
do? IR
Gospel
Christians
Good news
Christ
Individual
Peace
Forgiveness
Teaching
Worship
Prayer
Church
Blessing
Preaching
Good news
Texts
Bible
interpretations

32
UKS2- Summer Term Two
CYCLE A
R.E.
2b.10 What matters most to
Humanists and Christians?
COMMUNICATION
IMPACT AND RESPOND
religions
 I can compare beliefs about good and bad,
Christian and Humanist. RBS C RE IR
 I can make links between the 10 commandments
and the laws in Britain today. RBS RE IR
 I can record reasons why it might be helpful to
follow a moral code in school and in society. QV IR
 I can debate why it might be difficult, offering
different points of view to stick to a moral code. C
SD QV RE (think of does the punishment fit the
crime)
 I can answer questions about how and why people
should be good. QV C
 I can answer the big question- What matters most
to Humanists and Christians. IR
Good
Bad
Humans
Humanist
Christian
Authority
Rules of law
Follow
Choice
Moral
Code
Question
Think
Persuade
Different
Traditional

33
human relationships and global issues.
UPPER KEY STAGE
TWO
Cycle B:
2021-2022
2023-2024
2025-2026
George
UKS2- Autumn Term One
CYCLE B
R.E.
U2.7 Part 1 Why do Hindus
try to be good?
NOV)
Visit to a Mandir
COMMUNICATION
sources and their practices, beliefs,
ideas, feelings and experiences
IMPACT AND RESPOND
Explain the reasons for the similarities
and differences both within and between
religions
 I can write a set of goals for living in comparison
to the four aims of life for a Hindu. RBS IR RE
(SACRE resource)
 I can create a thought shower of the four
asharmas and discuss the duties.RE IR RBS QV
(thought bubbles 1 for each)
 I can research how Hindu’s make a difference in
the wider world and compare this with locally. QV
RE RBS IR
 I can answer the big question- Why do Hindu’s try
to be good? IR
Visit to a Mandir
 I can recount what happened on our visit to the
Mandir and exchange what new knowledge I have
gained. IR EF
ST ANDREW’S DAY
 I know the story of the Fishers of men. RBS C
 I can write an explanation as to why he was called
the fishers of men. C IR
Hindu
Beliefs
Prayer
Karma
Dharma
Stories
Connections
Similarities
Differences
Live
Today
Britain
Locally
Change
Good
Bad
Mandir
duties

34
Pose their own questions and respond
with reasons to questions of identity,
belonging, meaning and purpose and
explain with some evidence the
contribution religion makes to human
UKS2- Autumn Term Two
CYCLE B
R.E.
U2.7 Part 2 Why do Hindus
try to be good?
COMMUNICATION
IMPACT AND RESPOND
religions
 I can recall the Hindu ideas for Dharma, karma,
samsara and moksha from research. RBS C
 I can record 5 values Hindu’s have and follow and
reflect on any similarities to how I live. RE IR
 I understand the word karma used by Hindu
believers and why it is important to Hindu’s. RE
RBS IR QV
 I can retell through a comic strip the story of
Mahabharata. QV RBS C
 I can create a flow chart showing the 4 steps of a
Hindu RBS C IR (dharma, artha, kama moksha)
 I can answer the big question- Why do Hindu’s try
to be good? RE IR
Karma
Dharma
Hindu
Important
Four stages
Life
death
Pathway
Following
Rituals
Impact
Belief
story

35
UKS2- Spring Term One
CYCLE B
R.E.
2b.2CREATION/FALL:
Creation & Science Conflict
or Complimentary?
COMMUNICATION
IMPACT AND RESPOND
religions
 I can plot the ‘big story’ on a timeline using the
frieze images. RBS RE C (UC resource)
 I can write the key message of the story of
Genesis (1.1-2.3) RBS QV RE
 I can match up 2 people’s opinions of Genesis. RBS
QV (UC Resource Sheet 3)
 I can draw 2 simple diagrams to explain my
understanding of Cosmology and Evolution. RE IR
 I can research Christians who are Scientists and
share their beliefs with the class. RBS QV SD IR
(UC resource)
 I can create a grid to answer the big question in a
debate – Creation and Science is it in Conflict or
is it complimentary? SD IR RE (possibly record
them and put on to the system under the child’s
work evidence)
Christians
Stories
Genesis 1
Difference
Creator
God
Science
Scientific
Proof
Belief
Cosmology
Evolution
opinion

36
UKS2- Spring Term Two
CYCLE B
R.E.
2b.6 SALVATION:
What did Jesus do to save
Human Beings?
ST DAVID DAY (1ST
March)
ST PATRICK DAY (17th
March)
COMMUNICATION
IMPACT AND RESPOND
religions
 I can create a freeze frame for a part of the
story. - Marks Gospel chapter 14-15 RBS C
 I can create a responsibility pie to show who was
responsible for Jesus death. IR RE (UC resource
sheet 2 Salvation)
 I can create a mind map of the reasons why Jesus
Died. RE IR RBS C
 I can compare the similarities and differences
between the way of celebrating Jesus death and
resurrection SD QV RBS (communion, last supper)
 I can answer the big question- What did Jesus do
to save Human beings? IR
St David’s day
 I can create a mind map of what Saint David
represents to Wales and how his life links to how
we treat other people in society. RBS QV
St Patricks Day
 I can create a script for a debate of whether
religions have tried to stop slavery. RBS RE IR QV
Big story
Bible
Christian
Death
Sacrifice
Saviour
Communion
Last supper
Incarnation
Salvation
Gospel

37
UKS2- Summer Term One
CYCLE B
R.E.
2b.8 KINGDOM OF GOD:
What kind of King is Jesus?
April)
COMMUNICATION
IMPACT AND RESPOND
religions
 I can make a list of 10 things found on earth that
may not be in heaven. RE IR
 I can record the qualities of a good king alongside
Jesus. RE RBS IR QV (UC resource sheet 1)
 I can give my opinion on how hard it is to forgive.
QV RE IR C (UC resource sheet 4)
 I can create a news report on how Oasis Churches
serve people. RBS C
 I can write my own manifesto (If I were queen of
the world I would… If I were king of the world I
would) C RE IR RBS EF
 I can answer the big question- What kind of king
is Jesus? IR
St Georges Day
 I can prove my opinion on whether the story of St
George is Fact or Fiction. IR (debate)
Bible
Biblical
Texts
Stories
Offering
Teaching
Modelled
Studies
Awareness
Kingdom
Heaven
Earth
God
Next to
Jesus
World
Today
Tradition
Beliefs
Practices
Love
Serving
Sharing
Kindness

38
relationships and global issues.
UKS2- Summer Term Two
CYCLE B
R.E.
U2.12 How does faith help
people when life gets hard?
INTERFAITH WEEK
COMMUNICATION
IMPACT AND RESPOND
religions
 I can generate a list of what matters most in my
life and compare this to a friend’s list. QV SD RE
IR
 I can record the similarities and differences of 2
ceremonies that mark death. SD QV (Christian
funeral vs Muslim burial)
 I can write a thankyou prayer to God to show
gratitude for life. IR RE
 I can create a Venn diagram exploring how religious
and non-believers help people to live. RE RBS QV
IR C (prayer, community, reading scriptures,
celebrating life)
 I can answer the big question using thought
bubbles- How does faith help people when life is
hard? C IR
INTERFAITH WEEK
 I can create a news report on how interfaith is
positive and the affect it can have when working
together. RE IR QV SD
Religion
World
Differences
Similarities
Shared
Teaching
Traditions
Insight
Family
Community
God
Connections
Life
Death
Good
Bad
Choices
Behaviours
Actions afterlife
reincarnation
Judgement
heaven

39
relationships and global issues.

CNR RE

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