Non-Statutory Curriculum Planning Guide Page 7
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63Non-Statutory Guidance 2012
Section 1 - Curriculum Planning
create mosaics from shapes as part of a display on Islam
explore religious symbols, eg. cross, fish, stars and crescent moon, Star
of David, Khanda
look at story/picture books containing patterns, eg Jane Ray - ‘Noah’ and
‘Creation’; Jataka stories; ‘Circle of Days’ – collage
use shapes/jigsaws to create pictures or models of places of worship
encourage reflection on the themes of order and pattern eg. in nature,
the seasons etc
talk with children about time, the passing of time and how we should use
our time
D
Knowledge and understanding of the world
RE related experiences and opportunities:
children ask and answer questions about religion and culture, as they
occur naturally within their everyday experiences
children visit places of worship
they listen to and respond to a wide range of religious and ethnic groups
they handle artefacts with curiosity and respect
having visited a local place of worship, children learn new words
associated with it
Examples
learn about religion in their own community, eg. visit the local church to
role play an infant baptism or wedding; invite the minister, vicar or person
from another faith tradition to share aspects of their faith and culture
use senses and silence to explore the features, purpose and atmosphere
of a place of worship
experience festivals from the pattern of the Christian year eg.
Christmas, Easter, Pentecost and Harvest
use festivals from a variety of faiths to explore and experience the ways
in which religions celebrate significant events and people, eg story, food,
music, symbols, rituals, clothing etc, and help children to see connections,
similarities and differences
hear stories from religions about care of the natural world and spiritual
responses to it, eg. Creation and our duty to care for the world, stories
about endangered species
experience festivals which celebrate creation and the natural world, eg
saying thank you at Harvest, the changing year
7
Section 1
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