The heartbeat of learner improvement services

The Hertfordshire
Scheme of Work for Primary Religious Education

Based on the Hertfordshire Agreed Syllabus for Religious Education 2012-2017

Year 3 Unit Planner

Standards and School Effectiveness

01438 844889
www.hertsforlearning.co.uk
© Hertfordshire County Council 2012

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 AUTUMN

YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn A AT1 (Level 2) AT1 WHAT DO YOU ALREADY KNOW ABOUT NB for whole
Beliefs and CHRISTIANS AND MUSLIMS? (2.1, 2.2, 2.5) year: some
Interactive Overview teachings 2:1 to describe the key pupils will find it
(1 hour) Describe some aspects of religions  Designate an area of display to introduce offensive to
religious ideas and traditions that Christianity and Islam. Include artefacts, draw pictures of
For time allocation see from stories and influence the beliefs books, posters and questions comparing Muhammad/
Hertfordshire Agreed some basic and values of others; for example, a picture of a Mosque and a holy people.
Syllabus of Religious religious beliefs Church. How are these buildings different Allah should
Education page 6. and teachings, 2:2 to use key religious from one another? never be
using some vocabulary in represented
Minimum time religious communicating their Handy information pictorially.
requirements include RE vocabulary knowledge and  Pupils draw around hands, (some may It would be
visits, visitors to RE understanding; need a template), on each finger record inappropriate to
lessons and RE Religious one of five fantastic facts: one hand about ask Muslim
curriculum days but does practices and 2:5 to identify and Christianity and one about Islam. On the pupils to draw
not include: lifestyles begin to describe the palm of each hand pupils should write one pictures or make

1
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn A Describe some similarities and question which they can explore through models of God in
religious differences within and the unit. The hands can be displayed on a any incarnate
collective worship time objects/places/ between religions; washing line or tree. form of the
school productions/ people and Divine, from any
rehearsal time/celebration practices. Begin religious
assemblies to be aware of traditions.
similarities in Similarly, all of
religions. the prophets are
Vocabulary afforded great
In this unit reverence and
respect and
pupils will have
therefore
an opportunity
drawing pictures
to use words or or role-playing
phrases such them is
as:– considered
Islam equally
Muslim inappropriate.
Allah www.mcb.org.uk/
Muhammad downloads/Schoo
(pbuh) linfoguidance.pdf
Mosque

2
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn A (Masjid) PBUH: when
Christianity Muslims refer to
Christian Muhammad
God they say Peace
Jesus Be Upon Him
Church (pbuh)
Pupils should be
Artefacts encouraged to
Pupils will have write this next to
the opportunity the name of
to look at, Muhammad and
observe and any Muslim
possibly handle: pupils should be
Cross invited to share
Bible with the class
Qur’an and rihal how this is said.
(stand)
Prayer mat
(musalla)

3
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn A AT1 (Level 2) AT1 WHAT WAS MUHAMMAD'S LIFE LIKE? (2:2, Note: restrict
Beliefs and 2:3) this part of the
This unit is about: stories teachings 2:2 to use key religious  Discuss or listen to the changes in pupil’s work. It is not
of key religious leaders; Describe some vocabulary in lives, for example, the recent change from the main
some key Christian and religious ideas communicating their Key Stage 1 to Key Stage 2. How have purpose of the
Muslim beliefs and from stories and knowledge and these changes made them feel? Record RE.
practices. some basic understanding; these emotions.
(6 hours) religious beliefs  Introduce Muhammad and how he was a Islamic stories
and teachings, 2:3 about stories of the very special person for Muslims and set the by Anita Ganeri
using some lives of key religious scene (time and place) of life in Mecca. ISBN
religious people, the Explain the use of PBUH (see points to 0237520370
vocabulary. significance of these in note).
their own lives and in Before retelling the story of Muhammad’s Story cards of
AT2 (Level 2) the lives of believers life, give pupils the story on a set of 4 Muhammad’s
Human today; different coloured cards. In pairs or fours life see HGfL
Identity, read and sequence the story cards. Year 3
personality Chronologically the story should include the Additional
and following aspects: being an orphan, Resources
experiences growing up as an illiterate, working as an Word document
Describe and honest merchant, marrying his boss. Share – Life of
respond Muhammad

4
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn A sensitively to the story as a whole class. story and
their own and  Listen to the dramatic story of the ‘Life of feelings graph
other’s Muhammad‘. Record as Muhammad’s see HGfL Year
experiences and feelings graph. 3 additional
feelings  What Changed Muhammad’s Life? Focus resources
including on how the ‘Night of Power’ changed
characters in Muhammad’s life. Discuss the emotions he Note: The focus
stories with may have felt, eg. fear, overwhelmed, of this activity is
religious inadequacy. Highlight that Muhammad to empathise
meaning. could not read and had to learn the words with Muhammad
of Allah by heart. (pbuh) as he
Vocabulary  Divide the story into short parts that must learnt the words
In this unit be memorised in pairs. The pupils must from Allah by
pupils will have learn their part by heart in order to re-tell heart.
an opportunity the story as a whole class. (For example 15 Muslims believe
to use words or lines for a class of 30). Reflect on the the Qur’an to be
phrases such experience of learning words by heart as the book of
as:– Muhammad experienced. divine guidance
Mecca  Plenary activity: show class a version of the and direction for
Muhammad Qur’an explain that Muslims believe that mankind and
Mount Hira consider the

5
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn A Angel Gibril the Qur’an contains the words of Allah, original text, in
Allah revealed to Muhammad by the Angel Gibril. Arabic, to be the
Medina final revelation
Qur’an of Allah.
Artefacts
Pupils will have
the opportunity
to look at,
observe and
possibly handle:
Qur’an
Qur’an stand
(rihal)
Prayer mat
(musalla)
Compass
Prayer beads
(subha)
Head cover
(tigiyha)

6
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn A AT1 (Level 2) AT1 HOW WAS MUHAMMAD PROTECTED BY The story of
Beliefs and 2:3 about stories of the ALLAH? (2.3) Muhammad and
teachings lives of key religious  Tell the story of ‘Muhammad and the the Spider’s
Describe some people, the Spider’s Web’ web can be
religious ideas significance of these in  Explore Muhammad's relationship with found on
from stories and their own lives and in Allah, including: visits to Mount Hira to think http://www.bl.uk/
some basic the lives of believers and be alone, a visit from the Angel Gibril learning/cult/sac
religious beliefs today; (Gabriel), the messenger of Allah and red/stories
and teachings, Muhammad's escape, including his reason
using some for leaving. Link to Literacy
religious  Focus on the story of Muhammad and the script writing
vocabulary. Spider's Web, thinking about Muhammad's
faith in Allah's protection as he is safely Muslims hold
AT1 (Level 2) guided to Medina. holy people
Religious  Pupils discuss using some religious (Prophets of
practices and vocabulary to describe religious ideas from God) in great
lifestyles the story and develop understanding of why respect and
Describe some these beliefs, ideas and teachings are reverence. For
religious important for many Muslims. this reason the
objects/places  Create a script of the story told from the personification
people and of God or holy

7
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn A practices. point of view of passing travellers in the people, in the
Begin to be desert reporting what they saw of the shape of
aware of events. If appropriate, a dramatic point of images,
similarities in view description of the story, can be drawings,
religions. recorded, as a radio play. models, or in
role-playing
would offend
AT1 HOW DOES THE LIFE OF MUHAMMAD many Muslims
2:6 to investigate the AFFECT THE LIVES OF MUSLIMS TODAY?
significance of religion (2.6)
in the local, national  Invite a member of the Muslim faith (an See Faith
and global adult or pupil) Communities
communities;  Prepare the class for the visit and with the Directory HGFL
pupils generate questions that they want to RE General
ask. Documents-
Discuss how the life of Muhammad affects invite a Muslim
their life today. How does their faith affect speaker
the way they behave? Are pupils lives
similarly influenced by leaders, religious or
non -religious?

8
 YEAR GROUP, TERM,
UNIT TITLE,
TIME ALLOCATION
156 Hours over 4 years
(approximately
13 hours per term)
Y3 Autumn B
This unit is about: ways of
describing God
(3 hours)
For time allocation see
Hertfordshire Agreed
Syllabus of Religious
Education page 6.
Minimum time
requirements include RE
visits, visitors to RE
lessons and RE
curriculum days but does
not include:
collective worship time
school
productions/rehearsal
time
celebration assemblies
OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
ARTEFACTS Through direct
See teaching and a range
Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
AT1 (Level 2) AT1 HOW CAN GOD BE DESCRIBED? (2:4, 2:8,
Ways of 2:4 about individual 2:20)
Expressing beliefs and consider  Where do our ideas about God come from?
Meaning the ways in which For example, stories, prayers, Collective
Begin to members of faith Worship, family influences and experience
suggest communities describe of a religious community. Discuss: What is
meanings for their understanding of God like? (Eg. some stories reveal an
some religious God/gods; angry God, a forgiving God and a loving
actions and God. Acknowledge that some people
symbols. 2:8 about the way in believe but some don’t. Why is it hard to
Describe how which expressive and describe God?
religious belief visual arts are  Put these statements around the classroom ‘Opening up
is expressed in significant to the walls – If God was a flower / colour / plant / Christianity’
different ways practices and lifestyles tree / mineral / food / toy / building / light / RE Today
of religious believers; animal / drink / item of clothing / film ISBN: 978-1-
AT1 (Level 2) character, God would be… 905-893-48
Religious AT2 because…Pupils choose 6 prompts and
practices and 2:20 to develop their write their own ideas about God into some
lifestyles sense of curiosity metaphors on ‘Post-It’ notes. In 2/3s look at
Describe some about life, death, one sheet and summarise for the class
religious relationships and the
9
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn B objects/places/ natural world and what the metaphors say about God. (Teachers
people and express personal Display in or around a question mark Resource –
practices. Begin opinions; headed ‘What is God?’ with pictures Allah’s 99
to be aware of surrounding the chosen flowers, animals, beautiful names;
similarities in etc. website
religions.  Explain that Muslims have '99 Beautiful http://www.sufis
Vocabulary Names' for Allah. Discuss the meanings of m.org/society/as
In this unit some of these a “Creator”, “Forgiver”, the ma/ for 99
pupils will have “Loving” and “Majestic”. names)
an opportunity  Pupils sit in circle in turn choose one of the Literacy link –
to use words or selection given from the 99 names. Pupils metaphors
phrases such could play as a memory game Story: - 'The
as:– remembering those that have gone before Hundredth
Creator or could add their own definition to these Name' by
Forgiver Muslim examples, (for example, the Shulamith
Loving invisible, the proud…) Levey
Majestic  Look at examples of Islamic Art and Oppenheim.
Artefacts Calligraphy. Choose a name which Boyds Mills
Pupils will have describes God and illustrate it beautifully. Press.
the opportunity Pupils could experiment with font and (1-56397-694-3)
to look at,

10
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn B observe and colour on Word Art. Explore tessellating Link to Spirited
possibly handle: patterns using printing methods, Arts
Examples of symmetrical programmes and geometrical www.spiritedarts
Islamic shapes. .org.uk
Calligraphy Links to ICT, Art
and Numeracy
This unit is about: AT1 (Level 2) AT1 CHRISTMAS ANGELS (2.8, 2.12) Link to Angel
Christmas Religious 2.8 about the way in  Focus on the Angel Gabriel bringing news Gibril above
(3 hours) practices and which expressive and about the baby Jesus to Mary. Explore a
lifestyles visual arts are range of pictures and paintings of angels National Gallery
Describe some significant to the and discuss pupils’ own ideas about website
religious practices and lifestyles angels.
objects/places/ of religious believers;  Focus on the angels bringing the news of 'Jesus Through
people and the birth to the shepherds. Look at and Art' by Margaret
practices. Begin AT2 discuss the words of 'While shepherds Cooling ISBN
to be aware of 2.12 how religious watched their flocks by night.' Write their 978-
similarities in festivals are related to own poem/carol to describe the way the 1851751198
religions. key figures, events and shepherds might have felt.
stories and how these  Discuss how news is transmitted at
are observed within Christmas. Look at Christmas cards - short

11
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn B AT2 (Level 2) families and religious printed message, or long newsy personal Art link
Questions of communities; message. Make a Christmas card or Literacy link for
meaning and collaborative painting, depicting the angels poetry writing
purpose and the shepherds. What messages would
Ask questions they like to give about others at Christmas? Picturing Jesus
about puzzling  Visualisation exercise – if an angel visited pack by Lat
aspects of life you what message would it bring? Blaylock ISBN:
and experience 9781904024590
and suggest www.REtoday.o
answers, rg.uk
including
religious ones. ’Don’t just do
Vocabulary something, sit
In this unit there’ Mary
pupils will have Stone ISBN-13:
an opportunity 978-
to use words or 1851751051
phrases such
as:–
Angel Gabriel
(Gibril)

12
 YEAR GROUP, TERM, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO
UNIT TITLE, VOCABULARY PROGRAMMES OF EXAMPLES TO SUPPORT NOTE AND
TIME ALLOCATION AND STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
156 Hours over 4 years ARTEFACTS Through direct
(approximately See teaching and a range
13 hours per term) Hertfordshire of strategies such as
Agreed Syllabus enquiry, exploration,
Pages 39-40 for discussion, asking and
the eight level answering questions,
scale of artefacts, visits and
attainment to faith visitors, pupils
differentiate should be actively
and pages 43- engaged in learning:
44 for pupil- (See Hertfordshire
friendly targets Agreed Syllabus pages
20-22):
Y3 Autumn B Mary
baby Jesus
shepherds
Artefacts
Pupils will have
the opportunity
to look at:
Christmas cards

13
 SPRING

YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Spring A AT1 (Level 2) AT1 WHAT WAS JESUS’ LIFE LIKE? (2.3) http://www.world-
Expressing 2:3 about stories of the  Setting the scene. Place key events in faiths.com/Year%2
This unit is about: Meaning lives of key religious Jesus’ life on a timeline; include 09%20Projects/jes
events in the life of Begin to suggest people, the Muhammad as a reference point too. us_timeline.htm
Jesus meanings for some significance of these in  Discuss What do you know about Jesus?
(total 13 hours) religious actions and their own lives and in Who was he? Who were his family and ‘Christianity’ by
symbols. Describe the lives of believers friends? What did he do? What was he Sue Penney ISBN
For time allocation how religious belief today; like? Discuss any common misconceptions 100435304666
see Hertfordshire is expressed in AT2 that may arise. Create a passport for Jesus
Agreed Syllabus of different ways. 2:25 examples of the using some of the gathered information. Establish that
Religious Education ways in which personal Jesus was Jewish.
page 6. AT2 (Level 2) and religious beliefs WHAT STORIES DID JESUS TELL? (2.25)
Values and may influence their  Retell one or more of the following stories to Choose from the
Commitments behaviour and that of demonstrate the teachings of Jesus; The stories -
Recognise and others. Lost Coin (Luke ch15 v8-10); The Houses presentations,

14
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Spring A describe some Built on Rock and Sand (Matthew ch7 v 24- drama etc. should
religious values in 27); The Mustard Seed (Matthew ch13 v 31- focus on the
Minimum time relation to matters of 32);The Sower (Mark ch4 v 1 - 9, 14 - 20) message of the
requirements include right and wrong. The Widow’s Mite (Luke ch21 v 1-4). stories and what
RE visits, visitors to Make links between  Split the class into groups and give each they mean to
RE lessons and RE these and their own group a story. Make presentations using, for Christians today,
curriculum days but values. example, music and movement, mime, not simply retelling
does not include: drama, film etc. Focus on what Jesus was them.
collective worship Vocabulary trying to teach people by telling these
time In this unit pupils will stories and why they are important to
school productions/ have an opportunity Christians today.
rehearsal to use words or AT1
time/celebration phrases such as:– 2:3 about stories of the WHAT DID JESUS DO? (2.3, 2.25)
assemblies Jesus lives of key religious  Tell the story of Zaccheus the tax collector Margaret Cooling
Christian people, the and discuss why Zaccheus didn’t have ‘Jesus Through
God significance of these in friends at the start of the story. Art’ pages 25-26
sin their own lives and in  In pairs think of words to describe ISBN 978-
forgiveness the lives of believers Zaccheus' personality and feelings at the 1851751198 'Two
parable today; start of the story or in small groups 'hot tax gatherers.'

15
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Spring A Zaccheus AT2 seat’ characters from the story. Why did
disciples 2:25 examples of the Jesus choose Zaccheus to be his friend? PSHE link
miracle ways in which personal  Class make list of ways Zaccheus changed Ensure that the
and religious beliefs by listening to Jesus, (before and after). story is related to
Artefacts may influence their  How does this story help us to understand the key Christian
Pupils will have the behaviour and that of why Jesus is important to Christians? belief (Zaccheus
opportunity to look others.  Retell the story of the paralysed man being was damaged by
at, observe and let through the roof to Jesus by his friends. his own greed but
possibly handle:  Either: In groups invite the pupils to act out changed when he
Bibles the story. Freeze frame the action and invite met Jesus)
the pupils in role to describe their thoughts
and feelings, e.g. lawyers – Why are you Luke (ch19
angry with Jesus? Paralysed man – Who do v 1 – 9)
you think this man Jesus is? Draw out the
Christian belief that Jesus speaks with Luke (ch5
authority and forgives sins. v 18 – 20)
 OR Write a report from the viewpoint of one
of Jesus’ friends.
 How might this parable influence their

16
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Spring B Beliefs and AT1 behaviour towards others at school?
teachings 2:3 about stories of the HOW DID JESUS OVERCOME Matthew (ch4
This unit is about: AT1 (Level 2) lives of key religious TEMPTATION? (2.3, 2.25) v 1 – 11)
events in the life of Describe some people, the  Give pupils scenarios in which they might
Jesus religious ideas from significance of these in be tempted (eg, stealing). In pairs, try to http://www.watford
(total 13 hours) stories and some their own lives and in tempt each other into eating something you schoolstrust.org/
basic religious the lives of believers shouldn’t, owning something you shouldn’t,
For time allocation beliefs and today; taking over in a game you didn’t start. How 'Easter' Pub,
see Hertfordshire teachings, using did it feel to be tempted? Identify the Wayland ISBN 0
Agreed Syllabus of some religious AT2 effects of your actions on others. 7502 2832 6
Religious Education vocabulary 2:25 examples of the  Either: Retell the story of Jesus being
page 6. ways in which personal tempted by the devil in the wilderness. Jesus Christ in the
Values and and religious beliefs  Or: show PowerPoint animation to tell the Wilderness by
commitments may influence their story of Jesus being tempted in the Kramskoy can be
AT2 (Level 2 also behaviour and that of wilderness. downloaded from:
see Level 3) others.  Show pupils the painting Christ in the http://www.cgfaonli
Recognise and Wilderness by Ivan Kramskoy - talk about neartmuseum.com/
describe some what Jesus might have been thinking and k/p-kramskoy3.htm
religious values in feeling at this time.

17
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Spring B relation to matters of AT1 HOW DO CHRISTIANS CELEBRATE LENT ‘Godly play’ activity
right and wrong. 2:12 how religious AND EASTER? (2.12, 2.16) based around the
Minimum time Make links between festivals are related to  Explore Shrove Tuesday and the traditions temptation of
requirements include these and their own key figures, events and of eating pancakes. Explain links with Jesus available at
RE visits, visitors to values. stories and how these Jesus’ life and fasting during his time in the http://www.barnab
RE lessons and RE are observed within wilderness. Share pancakes in class. asinschools.org.uk/
curriculum days but Religious practices families and religious  Draw up a timeline which places the pages/data.asp?la
does not include: and lifestyles communities; Christian dates from Shrove Tuesday yout=page.htmand
collective worship AT1 (Level 2 also through to Easter Day and discuss the sorts Type=andId=944
time see Level 3) AT2 of things which Christians give up for Lent. Emphasize the gap
school productions/ Describe some 2:16 about the  Discuss Easter and the 20th century of 40 days
rehearsal religious significance of their traditions (eggs/new life). Link aspects of between Shrove
time/celebration objects/places/ own religious, cultural the Easter story with present day Easter Tuesday and Good
assemblies people and and family traditions traditions in different families, (for example, Friday
practices. Begin to and how these relate Easter vigil, attending Church, sunrise http://www.woodla
be aware of to the experiences of services, Easter cards, egg ndsjunior.kent.sch.
similarities in others; rolling/painting/hunting.) uk/customs/shrove
religions.  What special times do the pupils have in .html
their families? Explore different aspects of Lent powerpoint

18
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Spring B Human identity and Easter Celebrations. Create a class book. see HGFL Year 3
experience Additional
AT2 (Level 2 also Resources
see Level 3) Use pupils’ own
Describe and experiences
respond sensitively
to their own and
others’ experiences
and feelings,
including characters
in stories with
religious meaning.

Vocabulary
In this unit pupils will
have an opportunity
to use words or
phrases such as:–
Shrove Tuesday

19
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Spring B temptation
wilderness
Lent
fast
Palm Sunday
Good Friday
Easter
Artefacts
Pupils will have the
opportunity to look
at, observe and
possibly handle:
Palm leaves
(blessed)
Holy oil
Cross
Crucifix necklace

20
 SUMMER

YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Summer AT2 (Level 3) AT2 WHAT RULES DO MUSLIMS FOLLOW? Note: Restrict this
Values and 2:24 about religious (2.24) part of the work. It
This unit is about: commitments codes of conduct and  Collectively review your class rules. Talk is not the main
rules and how they Recognise and rules of living, about which rules influence behaviour and purpose of the RE
influence actions begin to ask considering the effect actions? For example, we should treat See HGfL Year 3
(8 hours) important questions of these on daily life; books with respect, so we have a book Additional
about how religious monitor. How do rules help us to live a good Resources
For time allocation and moral values, life? Ramadan
see Hertfordshire commitments and  Introduce the Five Pillars of Islam; explain PowerPoint
Agreed Syllabus of beliefs can influence each one linking the Muslim beliefs to This should be
Religious Education behaviour. pupil’s own lives, eg. 'All the time I more than a
page 6. Vocabulary believe…', 'Every day, I intend to …', 'If I description of what
In this unit pupils will chose to be generous, I would...', 'My happens during
have an opportunity ambition for the next year is…', 'In my Ramadan
to use words or lifetime, I hope to…'.

21
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Summer phrases such as:–  Focus in on Sawm (Fasting) and how Opening Up
behaviour Muslims fast during the month of Ramadan. Islam. Joyce
Minimum time Sawm Discuss how you would feel if you fasted all Mackley. ISBN:
requirements include Ramadan day Write a letter to a friend explaining 9781905893331
RE visits, visitors to Hajj what your family does during the month of
RE lessons and RE Shahadah Ramadan.
curriculum days but Salah  Explain about the traditions associated with
does not include: Zakat Id (food, clothes, gifts, cards, family
collective worship Id-ul-Fitr celebrations). Using calligraphy work
time Parable (Autumn Term) to design an Id card.
school productions/ Artefacts
rehearsal Pupils will have the
time/celebration opportunity to look
assemblies at, observe and
possibly handle:
Qur’an
rihal
musulla
tigyha

22
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Summer AT 2 (Level 3) AT2 WHAT RULES DO CHRISTIANS FOLLOW? Luke (Ch 10
Values and 2:24 about religious (2.24) V 25 – 37). Often
commitments codes of conduct and  Explain that Jesus gave his followers two called the ‘Golden
Recognise and rules of living, important rules for living (love God and love Rule’
begin to ask considering the effect your neighbour).
important questions of these on daily life;  Tell the story of The Good Samaritan. Numeracy Link-
about how religious Explain that many Christians consider this Jesus Through Art
and moral values, to be one of the most important parables –page 36-69 by
commitments and Jesus told. Margaret Cooling
beliefs can influence  Discuss who might be a neighbour? What ISBN 978-
behaviour. can this story teach Christians about their 1851751198
own behaviour? Discuss the idea that the
'hero' of the story is the despised and ‘Picturing Jesus’ by
afflicted person. Latimer Blaylock
 Explore in further detail who is your ISBN
neighbour? Discuss actions which affect 9781904024590
other people (eg. dropping litter). How can
you treat your neighbour kindly? How can An animated film of
we treat people who live a long way away the Good

23
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Summer kindly? Are both neighbours? Samaritan can be
 Compile a ‘Good Neighbour Recipe’. Write downloaded from
measurements in order of importance (eg. a www.request.org.u
heaped tablespoon of kindness, pinch of k/main/bible/jesus/
understanding etc.) goodsam/goodsam
01.htm
AT2 (Level 3) AT2 DOES GIVING TO CHARITY HELP OUR
Values and 2:24 about religious NEIGHBOURS? (2.24) Links Numeracy
commitments codes of conduct and Explain that both Christian and Muslims believe with Data Handling
Recognise and rules of living, that giving to charity is important for their faith.
begin to ask considering the effect Find out what charities pupils have heard of.
important questions of these on daily life; Why do people give to them? Create a graph to
about how religious show which charities are supported.
and moral values, Community of enquiry, use image and
commitments and question,
beliefs can influence How much money would you be prepared to
behaviour. give?

24
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Summer AT1 (Level 3) AT1 WHAT MEANING AND SIGNIFICANCE ARE 'Religious
Religious practices 2:13 about places of ATTACHED TO SPECIAL PLACES AND Buildings' -
This unit is about: and lifestyles religious importance, SACRED SPACES? (2.13) Wayland (0 7502
special places and Know the function of preferably exploring 3225 0 )
sacred spaces objects/places/ through visits; the way The Mosque and the musulla
including those for people within each place is used and  Remind pupils of Muhammad’s special http://www.hitcham
Christians and religious practices its meaning and thinking place (Mount Hira). Ask pupils s.suffolk.sch.uk/mo
Muslims and lifestyles. Begin significance; which places are special to them. Explain sque/default.htm
(5 Hours) to recognise key that the mosque is important to Muslims,
similarities and with the first mosque being built in Medina. See Faith
For time allocation differences. Explore the mosque, preferably through a Communities
see Hertfordshire visit. Directory HGFL
Agreed Syllabus of AT2 (Level 3)  Label a drawing of the outside of a typical RE General
Religious Education Human identity, mosque, including dome and minaret Documents
page 6. personality and (tower). Who goes there and why? How do
experience Muslims behave in a mosque/ Link to art and
Recognise what  Show a musulla (prayer mat). Explore how design
influences them in it is used to make any place into a sacred
their lives. Identify space. Consider the way it is used to show Religious Artefacts

25
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Summer the influence religion respect (facing Mecca, removing shoes, by Pamela
has on lives, cultures covering head) Draycott ISBN
Minimum time and communities  Design their own musulla showing all the 9781851000944
requirements include including their own. features.
RE visits, visitors to Vocabulary Link to ICT, use a
RE lessons and RE In this unit pupils The Church digital camera
curriculum days but will have an  Explore the church, preferably through a
does not include: opportunity to use visit. Divide the class into groups to
collective worship words or phrases research different areas of the church for
time such as:– example, font, altar, pulpit.
school productions/ Sacred  Find out about the function of each part of
rehearsal Mosque the church. Take pictures of each area and
time/celebration musulla create a class book or Powerpoint
assemblies minaret presentation or Storyboard 3.
dome  Each group make a presentation to the rest
Muezzin of the class or the school based on the area
mihrab they have researched.
Church
altar, font,

26
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Summer pulpit AT2 WHAT HAVE YOU LEARNT FROM
pews 2:24 about religious CHRISTIANITY AND ISLAM? (2.24, 2.25)
Artefacts codes of conduct and
Pupils will have the rules of living, Handy information
opportunity to look considering the effect Plenary session: Draw around pupils hands.
at, observe and of these on daily life;Give pupils the hands on which they first
possibly handle: displayed ‘Five Fantastic Facts’ at the start of
musulla 2:25 examples of the the topic. Revisit the Key Questions explored
mihrab ways in which personal throughout the year. Generate five new
altar, font, pulpit and religious beliefs observations to reveal what pupils have learnt
may influence their from Christianity and Islam.
AT2 (Level 3) behaviour and that of
Values and others.
commitments
Recognise and
begin to ask
important questions
about how religious
and moral values,

27
 YEAR GROUP, OBJECTIVES, HERTFORDSHIRE SUGGESTED KEY QUESTIONS AND POINTS TO NOTE
TERM, VOCABULARY AND PROGRAMMES OF EXAMPLES TO SUPPORT AND
UNIT TITLE, ARTEFACTS STUDY (2.1-2.25) TEACHING AND LEARNING RESOURCES
TIME ALLOCATION See Hertfordshire Through direct
156 Hours over 4 Agreed Syllabus teaching and a range
years (approximately Pages 39-40 for the of strategies such as
13 hours per term) eight level scale of enquiry, exploration,
attainment to discussion, asking and
differentiate and answering questions,
pages 43-44 for artefacts, visits and
pupil-friendly targets faith visitors, pupils
should be actively
engaged in learning:
(See Hertfordshire
Agreed Syllabus pages
20-22):
Y3 Summer commitments and
beliefs can influence
behaviour.

28