Year 4

Curriculum Map

Outcome

To describe three things that Jewish people believe about God and connect at least one of them to the shema.

Outcome

To begin to identify the impact of the Torah on the lives of Jewish people.
To describe what Jews believe about creation and connect this with what happens at Shabbat.

Outcome

To explore and explain the symbolism behind Jewish practice at Pesach.

Outcome

To apply the idea of marking an important religious event with symbolic food (e.g. Rosh Hashanah) and actions to an event in my own life.

Outcome

To use religious vocabulary to describe aspects of lives and teachings of inspiring leaders, giving examples of how these have influenced the lives of followers.

Outcome

To describe similarities and differences between the codes for living used by Christians and the followers of at least one other religion or non-religious belief system.

Outcome

To describe events in the life of at least one modern day Muslim or Sikh making links between their actions and the teachings and example of Prophet Muhammad or Guru Nanak.

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To identify the qualities they admire in their heroes/ role models, explain why they admire them and how this may influence their own lives.

Outcome

To ask some questions and suggest some answers about what different people believe about creation and the natural world including non-religious perspectives.

Outcome

To make links between the Biblical creation story and the activities of Christians relating to care for the Earth.

Outcome

To make links between their own values about animals and the idea of God as creator of the world.

Outcome

To learn how the Christian story of the ‘Fall’- ‘The story of Adam and Eve’ (Genesis 2-3) messed up the relationship between humans and God, and with the natural world.

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To describe and show understanding of sources and teachings of other religions about creation and human responsibility for the environment.

Outcome

To identify and describe the impact of these beliefs on how people live.

Outcome

To learn from stories and teachings from Christianity and other religions and beliefs which show human responsibility to care for the natural world: o Biblical creation story: Genesis 1-2 o Jewish Story of Creation o Hindu creation story e.g. Brahma creating the world; The trimurti as an understanding of God: Brahma as creator, Vishnu as sustainer and Shiva as destroyer.

Outcome

To reflect upon and express their own understanding of ideas and beliefs about care for creation in the light of their learning, through story, art, drama, music and ICT.

Outcome

To use religious vocabulary to describe and explain why baptism and confirmation are important to some Christians.

Outcome

To use religious vocabulary to describe what happens in a ritual of belonging and say why it is important for young people from that religion.

Outcome

To describe the impact of ceremonies that mark important stages in people’s lives and make links to their own lives and the important stages and ceremonies that may mark these.

Outcome

To express their own responses to questions of meaning and purpose showing understanding of religious ideas and using a variety of media.

Outcome

To describe some values that matter to Humanists and some values that matter to Christians, being able to understand similarities and differences between Christian and Humanist values.

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To identify some of their own values and consider what behaviour goes with a value like forgiveness, truth telling or kindness to animals.

Outcome

To ask and respond to questions about values and why we find it hard to always be good.
To make links between what matters most to Humanists or Christians and what matters most to them.

Outcome

To make links from their own ideas about good and bad to other people’s ideas and apply ideas about values in Christianity and Humanism for themselves.

Knowledge Organisers

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