Year 2 Content

Religious Education

Is the world a fair place?

At the end of this unit, most children should:

  • Know that all human life is precious and that all humans have basic needs
  • Understand that not everyone has their basic needs met
  • Identify aspects of charity work that campaign for change
  • Know which aspects of charity work might link with a religious belief
  • Know that they can make a difference in our world
  • Understand that buying fair trade products makes a difference to the lives of people across the world
  • Be able to appreciate that what they think is unfair might not be to another person
  • Compare their ideas of unfairness with those of others


Why is Harvest a world-wide celebration?

At the end of this unit, most children should:

  • Describe how Harvest is celebrated and why it is a time to be thankful
  • Know how Christians like to say thank you to God for Harvest
  • Identify occasions when they want to say thank you and talk about the reasons why
  • Identify foods that come from different countries
  • Discuss and suggest reasons why people want to help others
  • Identify ways in which what we do (e.g. being wasteful) has an effect on others
  • Know that food comes from different places around the World
  • Make comparisons between different Harvest celebrations, identifying some beliefs


How do Christians follow Jesus?

At the end of this unit, most children should:

  • Identify ways Christians try to follow Jesus’ example of ‘loving God’ and ‘loving others’
  • Identify some links between Christian behaviour and Christian belief
  • Talk about how Jesus showed care for others
  • Ask questions about their own and others’ feelings and experiences
  • Identify ways of being a good example to others
  • Share experiences of being a leader or being led
  • Consider how they like to be treated and why
  • Suggest why a Christian might ‘love God’ and ‘love others’
  • Make links between what they and other people think is important, giving reasons for beliefs, attitudes and actions


What might ‘God’ be like?

At the end of this unit, most children should:

  • Suggest reasons why some people might believe ‘God’ exists and others might not
  • Compare their own and other people’s ideas about ‘God’
  • Recognise that some questions about ‘God’ are difficult to answer
  • Express their own thoughts, experiences or feelings about ‘God’
  • Recall events from stories that talk about ‘God’
  • Begin to show an awareness of similarities and differences in ideas and beliefs about 'God'
  • Use a range of vocabulary to describe and compare beliefs about ‘God’


What signs are there in the Christmas story?

At the end of this unit, most children should:

  • Identify places in the Christmas story where signs appear
  • Talk about what the signs mean in relation to the Christmas story and Christmas celebrations
  • Identify what Christians believe about the signs associated with Christmas
  • Talk about aspects of the Christmas story which puzzle them
  • Choose a sign and explain what it means
  • Compare their choice with another child’s and suggest reasons for the choices


What are your big questions?

At the end of this unit, most children should:

  • Recall events from creation stories
  • Begin to show an awareness of similarities between religions
  • Use a range of religious vocabulary to describe and compare key features of religions
  • Talk about things that they find puzzling
  • Identify questions that cause them to wonder
  • Respond to the world with a sense of wonder and appreciation
  • Realise that some questions that cause people to wonder are difficult to answer
  • Compare their own and people’s ideas about questions that are difficult to answer


Why did Jesus tell parables?

At the end of this unit, most children should:-

  • Recall aspects of stories that Jesus told and know they are called parables
  • Explain what they think the meaning of a parable is
  • Understand that Jesus told stories to teach people important truths
  • Describe what a Christian might learn from the parables
  • Recognise that some stories have special meaning and are important to people
  • Express how they think a parable might affect someone’s behaviour
  • Talk about what is important in the parable for them and others
  • Consider how people might change if they were to meet Jesus today


Why is Easter important to Christians?

At the end of this unit, most children should

  • Recall aspects of the main events of the Easter story
  • Recall and retell the main events of the Easter story
  • Compare the sadness of Good Friday with the joy of Easter Sunday
  • Explain why Easter is important to Christians
  • Link Christian beliefs about Easter with the events of the story
  • Reflect on emotions associated with Easter
  • Realise that some questions are difficult to answer
  • Talk about and explain why the people in the story felt as they did and about how Christians feel at Easter


Why is the Qur’an special to Muslims? Who is Muhammed (PBUH)?

At the end of this unit, most children should:-

  • Name the Qur’an and demonstrate how it should be treated
  • Retell stories about Muhammad (pbuh) and explain why he is important to Muslims
  • Link the way that the Qu’ran is treated with the Muslim belief that it contains the holy words of Allah
  • Suggest what it means to treat someone with respect and talk about people they respect
  • Explain why Muhammad (pbuh) is important to Muslims
  • Make links between some of the things that have learned by heart and the reasons why Muslims learn to recite the Qu’ran


Who us Allah?

At the end of this unit, most children should:-

  • Use religious words when talking (e.g. Allah)
  • Suggest what some of Allah’s names might mean
  • Explain why Allah’s names might be considered ‘beautiful’ by a Muslim
  • Link the ways that the names are decorated with Muslim beliefs about images
  • Identify the different names that they call people special to them
  • Describe the character/qualities of someone close to them
  • Explain how reflecting on Allah’s names might help a Muslim


How do Muslims pray?

At the end of this unit, pupils should:-

  • Use some religious words
  • Explain how the different prayer positions might help a Muslim to pray
  • Describe how Muslims wash before praying
  • Describe similarities and differences in the way different faith communities pray
  • Identify regular practices at home and at school
  • Recognise that other people have different preferences for the way they do things
  • Make comparisons between their ideas about prayer and the views of others


How can we make the World a better place?

At the end of this unit, most children should:-

  • Talk about things that are the same for different groups of people, comparing stories
  • Know which groups they belong to
  • Understand that they are part of a wider global community
  • Suggest ways in which different communities make the World a better place
  • Identify the impacts of beliefs and practices on people’s lives
  • Identify ways of being a ‘good neighbour’ to others
  • Identify a situation either from their own experience or world-wide in which they have a role to play
  • Compare their own lives with the lives of others