About the units
Each unit in the scheme of work is designed to take approximately half a term (minimum six
hours). Although the units are sequenced in the scheme of work, they may be rearranged. In
reordering the units it will be necessary to take account of what has been studied previously.
The level of demand and expectation of each unit will also need to be adjusted to take account
of the age group to which it will be taught.
Summary of the scheme of work
| UNIT REFERENCE |
UNIT TITLE |
BUILDS ON RE UNIT(S) |
LINKS WITH RE UNIT(S) |
|
| Reception |
|
|
RA |
What are harvest festivals? |
|
2C |
|
| |
School-designed unit
|
|
|
|
|
RB
|
Who were the friends
of Jesus? |
|
1B,
1C,
2B |
|
| |
School-designed unit
|
|
|
|
|
RC
|
Who was Noah? |
|
3A
|
|
| |
School-designed unit
|
|
|
|
| Year 1 |
|
|
1A
|
What does it mean
to belong? (generic) |
RB
|
1B,
1D,
3A |
|
|
1B
|
What does it mean
to belong in Christianity? |
RB,
1A |
1C,
1D,
3A |
|
|
1C
|
Celebrations: Why
do Christians give gifts at Christmas? |
RB,
1A,
1B |
1D,
2C,
3A |
|
| |
School-designed unit
|
|
|
|
|
1D
|
Beliefs and practice
(generic) |
RA,
1A,
1B |
1D,
1F,
2B,
2C
|
|
|
1E
|
How do Jewish people
express their beliefs in practice? |
RA,
1A,
1B,
1D
|
2A
|
|
| |
School-designed unit
|
|
|
|
|
1F
|
What can we learn
from visiting a church? |
RB,
1D |
2A,
2D,
3A |
|
| Year
2 |
|
|
2A
|
What is the Torah
and why is it important to Jewish people? |
1E,
1F |
3D,
5C,
6C,
6D
|
|
| |
School-designed unit
|
|
|
|
|
2B
|
Why did Jesus tell
stories? |
RB,
1B,
1C,
1F
|
3D,
5C,
5D |
|
|
2C
|
Celebrations (generic)
|
RA,
1C,
1D |
3B,
4C |
|
| |
School-designed unit
|
|
|
|
|
2D
|
Visiting a place
of worship (generic) |
1F,
2A |
4A,
6A,
6B |
|
| Year
3 |
|
|
3A
|
What do signs and
symbols mean in religion? |
1B,
1C,
1F |
3B,
4A,
4C,
6A
|
|
|
3B
|
How and why do Hindus
celebrate Divali? |
2C,
3A |
4A,
6A |
|
| |
School-designed unit
|
|
|
|
|
3C
|
What do we know about
Jesus? |
RB,
1B,
1C,
2B
|
4B,
4C,
5D |
|
|
3D
|
What is the Bible
and why is it important for Christians? |
2A,
2B |
4B,
5C,
5D,
6C
|
|
|
3E
|
What is faith and
what difference does it make? |
2A,
3D |
5D
|
|
| Year
4 |
|
|
4A
|
How and why do Hindus
worship at home and in the mandir? |
2C,
3A,
3B |
4D,
6A |
|
|
4B
|
Celebrations: Christmas
journeys |
1C,
3C |
4C,
5D |
|
| |
School-designed unit
|
|
|
|
|
4C
|
Why is Easter important
to Christians? |
2B,
3A,
3C |
5D,
6F |
|
| |
School-designed unit
|
|
|
|
|
4D
|
What religions are
represented in our neighbourhood? |
1D,
1E,
1F,
2D,
4A |
5D,
6A,
6B,
6D
|
|
| Year
5 |
|
|
5A
|
Why is Muhammad important
to Muslims? |
1D,
4D |
5B,
6C,
6D |
|
| |
School-designed unit
|
|
|
|
|
5B
|
How do Muslims express
their beliefs through practices? |
1D,
4D,
5A |
6A,
6B,
6C,
6D,
6F |
|
| |
School-designed unit
|
|
|
|
|
5C
|
Where did the Christian
Bible come from? |
2A,
2B,
3D |
5D,
6C |
|
|
5D
|
How do the beliefs
of Christians influence their actions? |
2B,
3C,
3D,
4D,
5C |
6A,
6C,
6D |
|
| Year
6 |
|
| |
School-designed unit
|
|
|
|
|
6A
|
Worship and community
(generic) |
2D,
4A,
4D |
6B,
6C,
6D |
|
|
6B
|
Worship and community:
What is the role of the mosque? |
2D,
4A,
4D |
6E,
6F |
|
| |
School-designed unit
|
|
|
|
|
6C
|
Why are sacred texts
important? (generic) |
2A,
2B,
3D,
5C
|
6D
|
|
|
6D
|
What is the Qur'an
and why is it important to Muslims? |
2A,
2B,
3D,
5C,
6C |
Key stage 3 scheme
of work |
|
| |
School-designed unit
|
|
|
|
|
6E
|
What can we learn
from Christian religious buildings? |
2A,
2D,
4D,
6B
|
6F
|
|
|
6F
|
How do people express
their faith through the arts? |
3A,
4B,
4C |
Key stage 3 scheme
of work |
Example long-term plan 1: general plan
| Framework
for religious education Reception Year |
| HALF-TERM |
UNIT |
| Autumn
1 |
RA
What are harvest festivals? |
| Autumn
2 |
School-designed unit |
| Spring
1 |
RB
Who were the friends of Jesus? |
| Spring
2 |
School-designed unit |
| Summer
1 |
RC
Who was Noah? |
| Summer
2 |
School-designed unit |
| Framework
for religious education Year 1 |
| HALF-TERM |
UNIT |
| Autumn
1 |
1A
What does it mean to belong? (generic)
or
1B What does it mean to belong in Christianity? |
| Autumn
2 |
1C
Celebrations: Why do Christians give gifts at Christmas? |
| Spring
1 |
School-designed unit |
| Spring
2 |
1D
Beliefs and practice (generic)
or
1E How do Jewish people express their beliefs
in practice? |
| Summer
1 |
School-designed unit |
| Summer
2 |
1F
What can we learn from visiting a church? |
| Framework
for religious education Year 2 |
| HALF-TERM |
UNIT |
| Autumn
1 |
2A
What is the Torah and why is it important to Jewish people? |
| Autumn
2 |
School-designed unit |
| Spring
1 |
2B
Why did Jesus tell stories? |
| Spring
2 |
2C
Celebrations (generic) |
| Summer
1 |
School-designed unit |
| Summer
2 |
2D
Visiting a place of worship (generic) |
| Framework
for religious education Year 3 |
| HALF-TERM |
UNIT |
| Autumn
1 |
3A
What do signs and symbols mean in religion? |
| Autumn
2 |
3B
How and why do Hindus celebrate Divali? |
| Spring
1 |
School-designed unit |
| Spring
2 |
3C
What do we know about Jesus? |
| Summer
1 |
3D
What is the Bible and why is it important for Christians? |
| Summer
2 |
3E
What is faith and what difference does it make? |
| Framework
for religious education Year 4 |
| HALF-TERM |
UNIT |
| Autumn
1 |
4A
How and why do Hindus worship at home and in the mandir? |
| Autumn
2 |
4B
Celebrations: Christmas journeys |
| Spring
1 |
School-designed unit |
| Spring
2 |
4C
Why is Easter important to Christians? |
| Summer
1 |
School-designed unit |
| Summer
2 |
4D
What religions are represented in our neighbourhood? |
| Framework
for religious education Year 5 |
| HALF-TERM |
UNIT |
| Autumn
1 |
5A
Why is Muhammad important to Muslims? |
| Autumn
2 |
School-designed unit |
| Spring
1 |
5B
How do Muslims express their beliefs through practices? |
| Spring
2 |
School-designed unit |
| Summer
1 |
5C
Where did the Christian Bible come from? |
| Summer
2 |
5D
How do the beliefs of Christians influence their actions? |
| Framework
for religious education Year 6 |
| HALF-TERM |
UNIT |
| Autumn
1 |
School-designed unit |
| Autumn
2 |
6A
Worship and community (generic)
or
6B Worship and community: What is the role
of the mosque? |
| Spring
1 |
6C
Why are sacred texts important? (generic)
or
6D What is the Qur'an and why is it important
to Muslims? |
| Spring
2 |
School-designed unit |
| Summer
1 |
6E
What can we learn from Christian religious buildings? |
| Summer
2 |
6F
How do people express their faith through the arts? |
| Framework
for religious education Year 7 |
| HALF-TERM |
UNIT |
| Autumn
1 |
School-designed unit |
| Autumn
2 |
7A
Where do we look for God? |
| Spring
1 |
7B
What does justice mean to Christians? |
| Spring
2 |
School-designed unit |
| Summer
1 |
7C
Religious figure (generic)
or
7D Who was Gotama Buddha? |
| Summer
2 |
7E
What are we doing to the environment? |
| Framework
for religious education Year 8 |
| HALF-TERM |
UNIT |
| Autumn
1 |
School-designed unit |
| Autumn
2 |
8A
What does Jesus' incarnation mean for Christians today? |
| Spring
1 |
School-designed unit |
| Spring
2 |
8B
What does the resurrection of Jesus mean for Christians today? |
| Summer
1 |
8C
Belief and practice: (generic)
or
8D Belief and practice: How do beliefs of
Sikhs affect their actions? |
| Summer
2 |
8E Visit to a place of worship (generic)
or
8F What makes a Gurdwara special to Sikhs?
|
| Framework
for religious education Year 9 |
| HALF-TERM |
UNIT |
| Autumn
1 |
9A
Where are we going? Rites of passage |
| Autumn
2 |
School-designed unit |
| Spring
1 |
9B
Where did the universe come from? |
| Spring
2 |
9C
Why do we suffer? |
| Summer
1 |
9D
Why are some places special to religious believers? |
| Summer
2 |
School-designed unit |
Example long-term plan 2: Mixed-age classes
In schools where children of different ages are taught together, work in RE may be organised in
cycles over time. Successful plans for schools with mixed-age classes are characterised by:
- units that have a range of expected outcomes to match age and ability;
- cyclical planning that allows coverage of key aspects without repetition, for example
a two-year rolling programme for years 1 and 2, 3 and 4 or 5 and 6.
Examples of long-term plans for a mixed-age class are shown below. Such plans require close
monitoring of learning objectives and differentiation strategies to ensure that individuals and
groups within the class can make progress appropriate to their age, maturity and previous
experience.
| Half-term |
Years
1 and 2: Cycle 1 |
Years
1 and 2: Cycle 2 |
Autumn
1 |
Unit
1A What does it mean to belong? (generic) |
Unit
1B What does it mean to belong in Christianity? |
Autumn
2 |
Unit
1C Celebrations: Why do Christians give gifts
at Christmas? |
School-designed
unit (could be on Christmas) |
Spring
1 |
Unit
2A What is the Torah and why is it important
to Jewish people? |
Unit
1E How do Jewish people express their beliefs
in practice? |
Spring
2 |
Unit
1D Beliefs and practice (generic) |
Unit
2C Celebrations (generic) |
Summer
1 |
School-designed
unit |
Unit
2B Why did Jesus tell stories? |
Summer
2 |
Unit
1F What can we learn from visiting a church? |
Unit
2D Visiting a place of worship (generic) |
| Half-term |
Years
3 and 4: Cycle 1 |
Years
3 and 4: Cycle 2 |
Autumn
1 |
Unit
3A What do signs and symbols mean in religion? |
School-designed
unit |
Autumn
2 |
School-designed
unit (could be on Christmas) |
Unit
4B Celebrations: Christmas journeys |
Spring
1 |
Unit
3B How and why do Hindus celebrate Divali? |
Unit
3D What is the Bible and why is it important
to Christians? |
Spring
2 |
Unit
4C Why is Easter important to Christians? |
Unit
3C What do we know about Jesus? |
Summer
1 |
Unit
4D What religions are represented in our
neighbourhood? |
School-designed
unit |
Summer
2 |
Unit
4A How and why do Hindus worship at home
and in the mandir? |
Unit
3E What is faith and what difference does
it make? |
| Half-term |
Years
5 and 6: Cycle 1 |
Years
5 and 6: Cycle 2 |
Autumn
1 |
Unit
6A Worship and community (generic) |
Unit
6B Worship and community: What is the role
of the mosque? |
Autumn
2 |
School-designed
unit (could be on Christmas) |
School-designed
unit (could be on Christmas) |
Spring
1 |
Unit
6C Why are sacred texts important? (generic)
or Unit
6D What is the Qur'an and why is it important to Muslims? |
Unit
5A Why is Muhammad important to Muslims? |
Spring
2 |
Unit
5C Where did the Christian Bible come from? |
Unit
5B How do Muslims express their beliefs through
practices? |
Summer
1 |
Unit
6E What can we learn from Christian religious
buildings? |
Unit
5D How do the beliefs of Christians influence
their actions? |
Summer
2 |
School-designed
unit |
Unit
6F How do people express their faith through
the arts? |
|
