For all years 1 to 4 complete planning all terms. Easily adaptable up or down, so will save you hours. Catholic in flavour but other religions included. Contains powerpoints, planning, worksheets, info etc. Why not look at the bundles. Incredible value and it’ll save your precious Sundays. Ideal if you have been chosen to deliver R.E. N.B. You will need to spend some time organising as I am retired. Also not a great deal of year 2 stuff. If you want superorganised stuff, please look at my RE powerpoint stuff, sample planning : Learning and growing as the People of God: Short-term Planning Unit I – Easter Most children will know that the four Gospels contain accounts of the Resurrection of Christ. They will be able to understand the transforming effect this had upon the disciples. The children will know that the Ascension reminds Christians of the promise of Christ to remain always with them. Less able children will be able to recall parts of the Resurrection story from some of the Gospels. More able children will have a greater understanding of the importance of the Resurrection for Christians today and of their belief in the presence of Christ in the Church and in their lives. Start date: Finish Date Additional details including groupings, differentiation Vocabulary and Key Questions Resources Prayer Revise with children previous learning about the Church’s celebration of Easter. Recall that it is a season of fifty days and revise some of the colours and symbols of the season that are used in the Church’s liturgy. Activity: In groups - give children the colours and the symbols to match. White Easter light innocence purity joy triumph glory Red Feasts of the Lord’s Passion, Blood and Cross the Passion blood fire God’s Love martyrdom Palm Sunday Purple Good Friday penance humility melancholy Gold Easter joy Children to read one of the four Gospel accounts of the Resurrection: Matthew 28: 1-15, Mark 16: 1-17, Luke 24: 1-43, John 20: 1-21 Group Activity: Must - Highlight the words and actions of the disciples and the women and the words and actions of Jesus. Should/Could -Create a resurrection appearance table. Include in the headings: What the disciples were doing, what they saw, and what Jesus said and did. (Use the above Gospel accounts to fill in the table). Plenary: Children to imagine that they are about to meet somebody who had never heard of Jesus before. What would they tell this person about the resurrection? What would be the most important information that they would need to pass on? What were the words and actions of ____ at the resurrection of Christ? Markers Remind the children that prayer time is an important opportunity for us to recognise the presence of Jesus in our lives. Provide moments for silent prayer. Use music and appropriate Easter focus, Use the Resurrection and Ascension stories during Collective Worship. Other links/Homework

Got me a job so must be reasonable! A simple lesson plan, worksheet, powerpoint. Great for discusiing with pupils. I have plenty of maths, literacy, languages and Literacy stuff so have a look after downloading this freebie.

A freebie. A nice powerpoint on the religious aspect of Christmas. I’m hoping to interest you in buying my series of Christmas lesson on R.E.

Great planning. Powerpoints and worksheets plus a week plan. sample planning : Ask children to think about their literacy lessons – TTYP and name the important details that are needed in telling a story (e.g. time, place, characters and events). Ask children to the recall names of the four main Gospels. Do they all tell the same story? (Essentially yes but lead children towards idea that they are different versions of the same story). Use analogy of an incident occurring on the playground – would each child tell the same incident in the same way? No they would tell their version of the same event – some details and word choices would differ. Talk about today’s WALT and explain that we are going to be looking at some different Gospel accounts of the birth of Jesus Christ. Explain to ch that, in order to achieve their WALT, they will need to be comparing and contrasting everything which they read. Explain briefly that three out of the four Gospels deal with the birth or Christ; there are many similarities and many differences in the way in which the Gospels record and explain the event. For today’s lesson we are going to focus on Matthew’s Gospel and Luke’s Gospel. Discuss possible reasons for the differences in the two accounts. They are coming from two different people; points of view; written at different times but the basic story is the same. Briefly recap last lesson. Which two Gospels did we look at? Which story were we reading? Did both Gospels tell the story in exactly the same way? Refer to the list which was made in the plenary last lesson - which other characters were involved in the Christmas story? Re-read the story of the birth of Jesus in Matthew’s Gospel. Continue to read until Chapter 2 verse 12. Why did the message of Jesus’ birth first come to shepherds rather than King Herod? Why did Herod want to get rid of Jesus? What words would you use to describe the threat that this baby was to Herod? What do you think led men to come from the east by the light of a star to find this child? Herod assumed the King of the Jews sought by the wise men was a conventional king and thus a rival to his throne. TTYP – what were the names of the three gifts which the wise men brought to the baby Jesus? Briefly recap the unit so far. Who are the main characters in the Christmas story? Which two Gospel accounts of the birth of Christ have we looked at? What are the similarities and differences between them? Share the WALT and explain that this lesson will focus on the birth of Christ according to St John’s Gospel. Explain that in St. John’s Gospel there is no account of the birth of Christ, but there is a poem at the beginning that speaks about him. Use PPT to explain a prologue.

Nice powerpoint on the Ascension. Plus Teaching Strategies Lent Vigil Explained. Vigil four parts explained.

Nice worksheet on Ramadam. Plus other nice bits and bobs on Islam and other religions.

Materials for teaching Easter and Jesus and his disciples. Planning powerpoints etc. Road to Emmaeus board game.

Simple powerpoint. Real product has no references on it i.e. it’s clean

A 297 page pdf with Catholic RE planning. Suitable for years 4 and 5. Easily adaptable for personal use. Lots of references to the bible. Topics covered include Holy Week, Lent, Easter, Christmas, Advent, Creation, Baptism, Parables, Miracles etc There’s an assessment sheet that pupils can write on and insert into their books. sample: Explore with children words we might use to describe significant people in our lives and what they do for us (e.g. friend, parent, brother, etc.) l What words and statements would the children use to describe God? l Provide children with blank alphabetical word bank sheets to record words they would use for God. This activity could be done in small groups. l Share findings with the rest of the class and reasons for choosing certain words. l The Bible is a source of knowledge for Christians about what God is like. Explain to the children that in this unit of work we will be learning about some important images of God that we find in the Old Testament. l Recall some of the images of God that the children have suggested. Explain that an important image of God for Christians and indeed for the Jewish people is that of the Creator. l What does it mean to create something? What responsibility does this entail? L2 That every human person is made in the image and likeness of God and is called to reflect God’s love. l Know the story of the creation of human beings in the Book of Genesis. l Understand what being created in the image and likeness of God means. l Understand that human beings have similarities and differences that should be valued and respected by everyone. l Explore ways in which Christians can work to value other people, especially those who are different from them. l Research, discuss and write about the story of Creation of human beings and explore ways in which we can work to value other people especially those who are different from us.

Save your Sundays! From my time teaching in Catholic schools. Re planning and worksheets. Concentrates on the Creation, St Francis of Assisi, Padre Pio and Hinduism. Consists of planning, powerpoint, worksheets. Plus cloze worksheets on Aesop. 37 mb of stuff so good value.

Save your Sundays!] Short term RE Catholic based lesson plans. Cut and paste and adapt for your school and enjoy a rest on Sunday. Short plans on: Pentecost Advent Christmas Creation Easter Family and celebrations Holy Week Lent Multicultural Pentecost Prayer Sharing in Jesus’ Life

A great unit on Islam for primary school kids. You get 14 pdf files 11 powerpoints 11 microsoft word documents The planning is all there. The subjects include introduction to Islam, Mosques, Ramadan, pilgrims, the 5 pillars of Islam example of text from worksheet : Islamic Place of Worship The ____________ is the place of worship for Muslim people. Most of these have a large dome above the main prayer hall. This is because the dome helps to _________________________________________________________________________. Outside the mosque, there is a _______________. This is a tower where the muezzin calls Muslims to prayer. Inside the mosque there is a space to store shoes. This is because __________________________________________________________________________. There is also a place where the Muslims can wash. This is because __________________________________________________________________________. There are no seats in the main prayer hall because _________________________________________________________________________ . The ____________ on the wall show the times that Muslims must pray. The ____________ wall is a wall which faces Mecca. In this wall, there is a _____________, which is a small cove pointing towards Mecca. The minbar is a platform where the leader of the service (called the __________) gives his sermon. This section may be blocked by a ________________. The mosque is also used as a place for _______________________________________________________________________. Islamic Place of Worship The MOSQUE is the place of worship for Muslim people. Most of these have a large dome above the main prayer hall. This is because the dome helps to ECHO THE PRAYERS AROUND THE MOSQUE. Outside the mosque, there is a MINARET. This is a tower where the muezzin calls Muslims to prayer. Inside the mosque there is a space to store shoes. This is because MUSLIMS ARE NOT ALLOWED TO WEAR SHOES INSIDE THE MOSQUE. There is also a place where the Muslims can wash. This is because MUSLIMS ALWAYS WASH BEFORE PRAYING. There are no seats in the main prayer hall because MUSLIMS KNEEL ON MATS ON THE FLOOR DURING PRAYER. The CLOCKS on the wall show the times that Muslims must pray. The QIBLA wall is a wall which faces Mecca. In this wall, there is a MIHRAB, which is a small cove pointing towards Mecca. The minbar is a platform where the leader of the service (called the IMAM) gives his sermon. This section may be blocked by a SCREEN. The mosque is also used as a place for TEACHING, MEETINGS AND QUIET MEDITATION.

Four Weeks Gandhi work. Plus stuff on Roald Dahk Matilda. All on word documents. lots of great ideas. A few other goodies thrown in for good measure. Plenty of grammar as well with some great powerpoints. the zip file contains loads. I have uploaded a few examples too so you get the feel. sample planning : L.O: Understand who Mahatma Gandhi was. Success Criteria  Use limited information to deduce and infer.  Describe why Mahatma Gandhi was so well known and influential.  Consider what you would like to find out about him. Start by showing the phrase ‘An eye for an eye makes the whole world blind.’ In table groups discuss what you think this means and what type of person you think may have said it. Feedback, discuss and put on working wall. Reveal that it was a man called Mahatma Gandhi who said this. Show the trailer to ‘Gandhi’ DVD (1982). All groups to complete a KWL grid. What do I know? What do I want to know? What have I learnt? APP links: L.O: Use L5 adjectives to analyse a real character from history. Success Criteria  Take useful notes on a subject.  Generate L5 adjectives and phrases.  Use alliteration if possible. Use PowerPoint to discuss Gandhi’s life further – children to make notes in SODA books. Give each pair a minute to decide on one fact they think should be on working wall. Make notes on working wall about his life to include: Helped free Indian people from British Rule Non violent protest based on courage and truth Different ways of protesting Started in South Africa then India Governments were forced to listen to him and negotiate Encouraged people to make their own resources rather than buying British. Used fasting as a protest and a penance Spent time in prison Is known as the ‘Father of the Nation’ Birthday is a public holiday in India. Children to have a picture of Gandhi in the middle of their page. Annotate with L5 adjectives and phrases to describe him. Fire group (AA): Extended by CN to include alliterative phrases that could be newspaper headlines of his life. Water Group (A): Working independently. Air group (BA): Supported by assistant.

Lots of great planning. The unit covers: Start to understand the structure of the Bible. Research some different styles of writing found in the Bible. Discuss some of the important figures in the OT and understand why and how they had a special relationship with God. Analyse The story of the fall. Know the story of Cain and Abel. Relate the story to our relationships with friends and family. Know the story of Manna from Heaven. (Exodus 16: 1-18) Understand why God provided for the needs of his people. Empathise with all involved. Explain how we can show our love for God through our obedience of the ten commandments. Sample planning : Introduce the new unit to the children and explain that, through this five week unit of RE, we will be learning about some of the different styles of literature found in the Bible. We will also be learning about some significant people from the Old Testament and their relationship with God. Introduce the LO. Display the word ‘ancestors’ on the board and children to TTYP and discuss the meaning of the word. Take feedback from class. Share meaning and address any misconceptions. Children to think about stories that they know about their family and the ancestors that went before them. Talk about people who research their family tree – they are researching their ancestors. The people who came before them. Discuss the program ‘Who do you think you are?’ on BBC 1. Show the opening credits http://www.youtube.com/watch?v=vCeWuSgiqHI Discuss the title of the program. Don’t these celebrities already know who they are? They know their own names, their dates of birth, their parents’ names: what else are they looking for? Discuss how a knowledge of where we have come from, might help us to understand or plan where we need to go to. Bring this back to the Bible. The Bible is a library of books which gives us information about our ancestors – the people of God. Explain to the children that the Bible contains the story of the Jewish people in the Old Testament and is the foundation of the story of the Christian people in the New Testament. Revise work from Year 4 about the Bible being a library of books rather than just one book. (Use the ‘books of the Bible’ slide on PPT). Ch to count up how many books in the Bible – 39 in OT, 27 in NT – 66 in total

Hannukah teaching Materials 5 Powerpoints 4 Word Documents Nice visual topic. Interesting.

For all year 5 complete planning all terms. Easily adaptable up or down, so will save you hours. Catholic in flavour but other religions included. Contains powerpoints, planning, worksheets, info etc. Why not look at the bundles. Incredible value and it’ll save your precious Sundays. Ideal if you have been chosen to deliver R.E. Note : zip file contains loads more files than the list you see. sample planning