What do Christians learn from the creation story ?

Make sense of belief:

• Place the concepts of God and Creation on a timeline of the Bible’s ‘big story’
• Make clear links between Genesis 1 and what Christians believe about God and Creation
• Recognise that the story of ‘the Fall’ in Genesis 3 gives an explanation of why things go wrong in the world

Understand the impact:

• Describe what Christians do because they believe God is Creator (e.g. follow God, wonder at how amazing God’s creation is; care for the Earth – some specific ways)
• Describe how and why Christians might pray to God, say sorry and ask for forgiveness

​​​​​​​Make connections:

• Ask questions and suggest answers about what might be important in the Creation story for Christians and for non Christians living today

How do festivals and family life show what matters to Jewish people ?

Make sense of belief:

• Identify some Jewish beliefs about God, sin and forgiveness and describe what they mean
• Make clear links between the story of the Exodus and Jewish beliefs about God and his relationship with the Jewish people
• Offer informed suggestions about the meaning of the Exodus story for Jews today

Understand the impact:

• Make simple links between Jewish beliefs about God and his people and how Jews live (e.g. through celebrating forgiveness, salvation and freedom at festivals)
• Describe how Jews show their beliefs through worship in festivals, both at home and in wider communities

​​​​​​​Make connections:

• Raise questions and suggest answers about whether it is good for Jews and everyone else to remember the past and look forward to the future
• Make links with the value of personal reflection, saying sorry, being forgiven, being grateful, seeking freedom and justice in the world today, including pupils’ own lives, and giving good reasons for their ideas.

What is it like for someone to follow God ?

Make sense of belief:

• Make clear links between the story of Noah and the idea of covenant

Understand the impact:

• Make simple links between promises in the story of Noah and promises that Christians make at a wedding ceremony

​​​​​​​Make connections:

• Make links between the story of Noah and how we live in school and the wider world.

How do festivals and worship show what matters to a Muslim ?

Make sense of belief:

• Identify some beliefs about God in Islam, expressed in Surah 1
• Make clear links between beliefs about God and ibadah (e.g. how God is worth worshiping; how Muslims submit to God)

Understand the impact:

• Give examples of ibadah (worship) in Islam (e.g. prayer, fasting, celebrating) and describe what they involve.
• Make links between Muslim beliefs about God and a range of ways in which Muslims worship (e.g. in prayer and fasting, as a family and as a community, at home and in the mosque

​​​​​​​Make connections:

• Raise questions and suggest answers about the value of submission and self-control to Muslims, and whether there are benefits for people who are not Muslims
• Make links between the Muslim idea of living in harmony with the Creator and the need for all people to live in harmony with each other in the world today, giving good reasons for their ideas.

What kind of world did Jesus want ?

Make sense of belief:

• Identify texts that come from a Gospel, which tells the story of the life and teaching of Jesus
• Make clear links between the calling of the first disciples and how Christians today try to follow Jesus and be ‘fishers of people’
• Suggest ideas and then find out about what Jesus’ actions towards outcasts mean for a Christian

​​​​​​​Understand the impact:

• Give examples of how Christians try to show love for all, including how Christian leaders try to follow Jesus’ teaching in different ways

Make connections:

• Make links between the importance of love in the Bible stories studied and life in the world today, giving a good reason for their ideas. 

How and why do people try and make the world a better place ?

Make sense of belief:

• Identify some beliefs about why the world is not always a good place (e.g. Christian ideas of sin)
• Make links between religious beliefs and teachings and why people try to live and make the world a better place

​​​​​​​Understand the impact:

• Make simple links between teachings about how to live and ways in which people try to make the world a better place (e.g. tikkun olam and the charity Tzedek)
• Describe some examples of how people try to live (e.g. individuals and organisations)
• Identify some differences in how people put their beliefs into action

Make connections:

• Raise questions and suggest answers about why the world is not always a good place, and what are the best ways of making it better
• Make links between some commands for living from religious traditions, non-religious worldviews and pupils’ own ideas
• Express their own ideas about the best ways to make the world a better place, making links with religious ideas studied, giving good reasons for their views.