Non-Statutory Curriculum Planning Guide Page 8
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63Non-Statutory Guidance 2012
Section 1 - Curriculum Planning
explore artefacts and other religious material through the senses, eg.
touch artefacts, textures like cloth and stone; taste special foods; hear
music, chants, bells; smell incense; see posters, pictures, places, videos,
symbols
set up an interactive table eg. shrine or display and encourage discussion
explore variety and beauty in nature through visiting a local park or wood
create a quiet area in the classroom and grounds for children to use
E
Physical development
Examples
talk with children about appropriate ways of moving and behaving in a
religious building
use visual images and the children’s own experiences to explore symbolic
religious actions eg. kneeling, praying with hands together
use movement or dance and dressing up in response to a variety of
religious music to develop body awareness, express feelings, re-tell
stories
reflect on the concept of well-being : physical, emotional and spiritual
make and experience different sorts of foods eg. at festival times
use materials to construct models of religious buildings or artefacts, and
to respond imaginatively to stories eg making a junk model of Noah’s Ark
F
Creative development
RE related experiences and opportunities:
using religious artefacts as a stimulus, children think about and express
meanings associated with the artefact
children share their own experiences and feelings and those of others
and are supported in reflecting on them
Examples
create displays with the children to show the connections between
religion and colour, texture, shape and form
give opportunities for children to express feelings, beliefs and responses
eg. to stories and at festival times through a variety of media, including
art, music, role play, drama and dance
encourage expression of their sensual responses in a variety of ways to
religious stimuli eg. paintings, artefacts, places
8
Section 1
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