Your new design will be uploaded in:
...
Please contact Delivery Team on
0113 3200 750 if you have any queries.
X

Church Lane, Doncaster, South Yorkshire, DN5 7EZ

01709893125

admin@barnburghprimary.com

Barnburgh Primary School

Learning to shine together

RespectCouragePerseveranceAmbitionIndependence

RE Portfolio

Please see our evidence for each 'Big Question' within the three strands of Religious Education; Believing, Expressing and Living.

Examples from EYFS

Harvest festival The Nursery children learnt about why we celebrate Harvest festival. They found out about where fruit and vegetables come from and why families come together in church to celebrate harvesting crops. We enjoyed using vegetables to make prints.

Harvest Festival 

The children in Reception celebrated with KS1 for a special Harvest Festival assembly. The children donated store cupboard items to support the local food bank. The children sang songs relate to Harvest time and listened carefully to Reverend Kathryn's story all about the meaning of Harvest Festival.

15th December - Christingle Service - This week, during our RE lesson, we have been learning all about the Christian tradition of Christingle. We were joined on zoom by Reverend Kathryn who has taught us all about what a Christingle is and how this is represented using an orange, candle, red ribbon, cocktail sticks and sweets / dried fruit. The children then made their own Christingle and were able to share what they had learned about this tradition. 

Believing 

Religious beliefs, teachings, sources; questions about meaning, purpose and truth

Reception - Which stories are special and why?

Reception thought about their favourite story and why they thought it was special. We then heard some special stories from the Bible and learned about a man named Jesus. 

We thought about what Jesus might look like. 

Reception - Which People Are Special and Why?

The children talked about the people who are special to them including family, friends and pets. The children created pictures of the people who are special to them.

Reception - Which People Are Special and Why?

The children created friendship bracelets using pipe cleaners and beads to give to someone who is special to them. We talked about why that person is special. 

Reception - Which times are special and why?

This unit links closely with our current topic, 'Celebrations'. We looked at objects linked to different celebrations including some family photos. Here you can see children talking about the different celebrations that are special to them such as the birth of a sibling, a birthday, a dedication Christmas and Diwali. During our RE learning, we always focus on our core value, respect and discuss how we acknowledge and show for the values and beliefs of each other especially where the beliefs of others may differ from our own. 

Reception - Which stories are special and why?

The children have been learning about books that are special within Christianity. We talked about the Bible and how this is special to Christians. We shared the story of Jesus and the Storm. The children then worked in small groups to act out the story. Some children created the storm using instruments and fabric and one child was Jesus. When "Jesus" woke up, the children shouted "be still" and held up their hands.

Reception - Which stories are special and why?

The children have been learning about books and stories that are special to Muslims. As a class, we discussed "what is a message?" The children shared these answers:

"it's like a text"

"a phone call"

"telling someone who you are not close to what you want them to know"

"a letter"

"giving someone a birthday message in a card"

The children learned that Muslim's follow the religion of Islam. The children learned that Muhammad was a special messenger and he spread the word of Allah to lots of people.

We demonstrated this by Miss Allison whispering a message to a child, who then shouted the message to the rest of the class.

The children spent time independently creating their own messages. 

Reception - Which places are special and why?

This half term, our RE lessons will focus on places that special to different people. This week, the children talked about the spaces within our school that are special to them. The children then used a photograph of a place within school to create their own jigsaw. 

Year 1 - Who is a Christian and what do they believe? 

Year 1 - What do Christians believe God is like?
From looking at Christianity this half term we then looked at What Christians believe God is like. We picked some objects and items as a whole class and the children were able to give a reason as to why they picked it. E.G. God is like an eye because he can see everything.

Year 1 - We looked at 'Jonah and the Fish'. The children were encouraged to sequence the story and talk about the meaning behind the story. We worked as a whole class to think of words to describe God. The children were able to identify parts of the story that showed these words such as 'kind'.

Year 1 - We looked at the Creation story and we then had a whole class discussion about what we think God has created in the world in relation to the creation story. The children enjoyed talking about their pictures and linking it back to the story from the Bible.

Year One:  Year 1 read the story of 'Feeding the 5,000'  We used this story to discuss why Jesus is inspiring to Christians.  

 

"Jesus makes miracles come true" - Ewan 

 

"Jesus listens to people" - Heidi

 

"Jesus helps everybody and is always kind"- Poppy

 

We created a picture to represent the five loaves and 2 fish which were shared among the 5000 people. The children were able to discuss the importance of listening and being kind as well as why Christians believe Jesus is inspiring.

Year One: The children looked at the bible story 'The Good Samaritan'. The children discussed what the meaning behind the story was and what they think a good samaritan is. The children spoke about how they could show good in the world such as helping their family, comforting upset friends and making others smile and we also discussed 5 points to represent the samaritan in the story. The children said the Samaritan was...

  • Kind. 
  • Helpful.
  • Friendly.
  • Good at sharing.
  • A good listener.

Year 1

Learning Question: Why do Christians pray?

To start the session, the children watched a young Christian attend church, she explained some of the reasons that Christians pray and explained the routines that they follow on a Sunday.

The children used their new learning to discuss some of the reasons that Christians may pray. We then looked at 'The Lords Prayer' and had a go at joining in with some of the lines.

Year 1

Learning Question: Which stories are important to Christians?

The children listened to ‘The First Christmas’ story and took part in a class discussion about the key events that occurred throughout. They then independently sequenced the story and were encouraged to explain why this bible story might be important to Christians. By the end of the session, the children had sequenced the story and were able to explain its importance.

“ I think it is important to Christians because it is when Jesus was born and he is important to them” (Isabella V-H)

Year 1

Learning Question: Who is a Christian?

The children gathered all of their new learning together in a class discussion. They thought about the question and discussed some of the things that Christians do as part of their religion.

As a class they were very knowledgeable and were able to both define the term 'Christian' and name some of the artefacts that are special to them. As well as the celebrations they are a part of.

Year 1

Learning Question: What is a Mosque and who is it sacred to?

The children were able to talk about their previous knowledge of sacred places and their importance to believers. They were introduced to the Mosque and the group of religious people that attend the mosque. They were also able to talk about why they think the place may be sacred.

" A Mosque is a sacred place that is important to Muslims" (Buddy)

"A Mosque is a place of worship" (Jaxon)

"Muslims go to Mosque to pray" (Charlie)

Year 1

Learning Question: What is a Mosque like for believers?

The children watched a video of a Muslim child attending Mosque. They were given an insight into what happens during their visit and were able to identify Muslim artefacts that are used within the Mosque. By the end of the session, the children could confidently talk about the rules inside a Mosque and explain what they think it may be like for a believer.

"Muslims take their shoes off when they go into Mosque to keep it clean and show respect" (Fletcher)

"Men and women have to sit at different sides of the Mosque" (Isabelle M)

" I think it will feel very special for the believers" (Austin)

" I think that they will feel safe there because they pray" (Bella N)

Year 1

Learning Intention: To describe how places of worship are similar and different.

The children were able to use their knowledge of the three sacred places they had learned about to identify similarities and differences. They were able to compare the similarities and differences between the sacred places and the artefacts used within them.

" They all have a symbol but they're different symbols" (Joseph)

"They have different colours and patterns" (Pearl)

" Christians and Muslims have a special holy book but Jews have a Torah" (Isabel F)

" The bible and Quran are made of paper and the Torah is made of animal skin" (Bella V-H)

Year 1

Learning Intention: To explain why places of worship are important to our community.

The children were encouraged to recap their knowledge of sacred places in the community. They spoke about their personal experiences where the Church played a big part in the community e.g. flower festival, harvest festival, carol singing, foodbanks and summer fayres. The children looked closely at flyers for community events and created their own version. BY the end of the lesson, the children could confidently explain why places of worship are important to the community.

                           Who is a Muslim and what do they believe? (Year 2)

LQ: Who or what is important to you?

This half term our big question in RE is Who is a Muslim and what do they believe? The children had the opportunity to recap on the Muslim artefacts to recall on their previous lesson. The children then spoke about what Muslims believe and who they pray to.  The children then had to think about who or what is important to them. The children spoke about things such as families, friends, teachers, toys and pets. The children had to think about why they were important to them. What did they do for them? (e.g. make them smile, feed them or teach them). By the end of the lesson, the children were able to talk about their pictures they had drawn and why they were important to them.

"My mum is important to me because she cooks me dinner."- Henley

"My family are important to me because they look after me." - Heidi

                                                                                 Who is a Muslim and what do they believe? (Year 2)

This half term our big question in RE is Who is a Muslim and what do they believe? The children had the opportunity to look at a range or artefacts which have a variety of uses in the religion of Islam. The children had to make a prediction about the role the artefact before researching its true purpose or meaning. The children were encouraged to draw an artefact of their choice using sketching pencils. By the end of the lesson, the children were able to identify and name the Muslim artefacts presented to them and speak about there uses.

 

Year 3 - Seeing is Believing’ – is it? What do I think about believing in God?

Year 3 played a game of ‘I-spy’ in the imagination, in which other pupils close their eyes and try to ‘see’ what they think is being described. This helps to get across the ideas that sometimes we can ‘see’ things in our heads which we can’t always see with our eyes, and that sometimes, drawing on the same information, people ‘see’ different things. This then led us into a conversation about believing on God if he is someone that can't be seen.

Year 4 - Believing - Christians - Why is Jesus inspiring to some people?

Year 4 - What does the word 'inspiring' mean? Who is inspiring to you?

Year 4 learnt what the word inspiring meant to each other and who was inspiring to the different people in the class.

Year 4 - What do we know about Jesus' life story? Is his story inspiring for some people?

Year 4 showed each other how they thought Jesus looked. They then learnt about how Jesus was represented in Art and drew a picture to reflect this. 

Year 4 - What do we know about Jesus' life story? Is his story inspiring for some people?

Year 4 explored Jesus' life story and identified significant points that could be considered inspiring to others.

Year 4 - Was Jesus inspiring because of his actions?

Year 4 explored the stories of 'Feeding the 5,000' and 'Jesus walks on water' through drama. We used these stories to discuss why this might make Jesus inspiring to Christians. 

Year 4 - Was Jesus inspiring because of his actions?

The children in Year 4 created comic strips of Holy week to highlight actions of Jesus they thought were inspiring.

Year 4 - What did Jesus teach? Was he a good teacher? Was he an inspiring teacher?

Year 4 learnt what qualities we each thought a good teacher should have. We decided that Jesus was a good teacher. We learnt that good lives are built on good foundations. We completed bricks in a wall to show the things that make up our personal foundations. 

Year 4 - What did Jesus teach? Was he a good teacher? Was he an inspiring teacher?

Year 4 learnt what qualities we each thought a good teacher should have. We decided that Jesus was a good teacher. We created a mind-map to show all the positive qualities we came up with.

Year 4 - Why is Jesus inspiring to some people?

Year 4 learnt about the story of 'The Unforgiving Servant'. They explored the story through Drama, showing a freeze frame of the characters at different points in the story. We learnt about why this story might be inspiring to Christians. 

Year 4 - Did Jesus' teachings inspire people? How and why?

We learnt about Jesus' teachings and what these sayings mean. We learnt what makes us feel 'blessed' or happy. 

Year 4 - Who did Jesus say he was? Why is he so important to Christians?

Year 4 learnt about the sayings that Jesus said starting with "I am the....". We explored what these sayings might have meant. 

Year 4 - What image of Jesus for the 21st Century do we want to create? 

Year 4 learnt about images of Jesus and representing him through art. 

Year 5 - Why do some people believe in God?

Year 5 learnt about different religious and non-religious beliefs about God. They learnt the correct terms for someone who believes in God (theist), someone who does not believe in God (atheist) and someone who is unsure (agnostic). We looked at how Christians feel about God. We learnt how different people feel by reading quotes and deciding whether these would be said by a theist, atheist or agnostic person. 

Year 5 - Why do some people believe in God?

Year 5 learnt about different religious and non-religious beliefs about God. They learnt the correct terms for someone who believes in God (theist), someone who does not believe in God (atheist) and someone who is unsure (agnostic). We thought about what makes something a fact, opinion or belief and came up with our own examples. In terms of religious beliefs, we focused on Christian beliefs and what they think about God and how they believe the world began. They finished by writing a debate to show both sides of the argument about believing in God.

Y3 The children of year 3 have been focusing on what people from different religions believe in God and how they show faith.

During this lesson,children were asked what question they would ask God. A question mark of candles was paced in the centre of the room. For ever question a child asked, a candle was lit. When all the candles were lit, they were very carefully rearranged into symbols from different religions; a Cross, a Crescent and a Star of David.

Children were encouraged to share their thoughts about how many of their questions could be as important in any religion.

Finally, we recited our school prayer while the candles formed a heart.

Year 5 - What would Jesus do? Can we live by the values of Jesus?

During this topic, we learnt about how Christians view Jesus. We learnt about different things that Christian's believe Jesus said and we tried to interpret these and see things from other people's point of view. 

 

Year 5 discuss what Jesus and the bible say about love. Following on from this, they decided their own views on love and then created their own image of love inspired by 'Four Hearts' by Jim Dean.

Year 5 learnt about Jesus' parables related to forgiveness. They interpreted these in different ways and decided if they agreed with his views or not.

What did Jesus teach about generosity and greed? Year 5 learnt about some quotes that Christians believe Jesus spoke and discussed what these could mean for modern day Christians.

Expressing 

Religious and spiritual forms of expression; questions about identity and diversity

Year 1- What makes some places sacred?

During this topic, we discussed different religious ways of life and places of worship for Christians and Jewish people. We discussed the  purpose of places of worship, what they are used for and their significance to those who follow the religion.

Year 1

Learning Question: Where do you feel safe?

We held a circle time to discuss a place that we felt safe. The children realised that these differed dependent on the person. Below are some of the places that were given by the children:

  • Home
  • In their bed
  • swimming with their swimming teacher
  • at school 
  • at their grandparents
  • with their mummy and daddy

Once we had discussed our safe places, we discussed the fact that not everyone's safe place was the same and that for some people religious places are their safe place because they feel protected by their God.

Year 1

Learning Question: Where is a special place for believers to go?

The children thought about religious places in their local area. They were encouraged to discuss who could attend those religious places and compared two local places 'Barnburgh Church' and 'Doncaster Mosque'.

By the end of the session, the children had a deeper understanding of special places for believers in their local area and were able to discuss which place belonged to which religion. 

Year 1

Learning Question: Which place of worship is sacred for Christians?

The children were encouraged to think back to when they learnt about Christianity. They were very knowledgable about this religion and were able to discuss why the church is important to Christians. We thought about special celebrations that happen inside a church and chose one of the important artefacts to explain.

Year 1

Is a church still important and sacred to someone who isn't a Christian?

The children were encouraged to think about a time that they might have visited a church. We discussed the fact that not all children in our class are Christian but there are times where we may have visited a church for special celebrations or occasions. 

As well as these, the children were able to identify that sometimes there are other times that the church may play an important role in someone's life. Some of these include:

  • play groups
  • birthday parties
  • flower festivals
  • harvest festival
  • Christmas carol services
  • food banks
  • summer fayres

 

Year 1

Learning Question: What is a synagogue and why is it important?

The children recapped previous learning of places of worship. They were able to understand that a Synagogue is a place of worship for Jewish people/ people who believe in Judaism. We watched a virtual tour of a Synagogue and were able to talk about the artefacts shown to them and why they might be special to jews.

By the end of the lesson, the children could identify what a Synagogue is and why it might be important to Jews. They could also identify some Jewish artefacts, explain their uses and make links to other religions.

"Christians have the Bible, but Jewish people have a Torah. It is made out of animal skin" (Bella N)

" A Synagogue is a place that Jews go to. The ladies and men have to sit separate when they go there" (Buddy)

"I think it is important to them because it is where they pray" (Fletcher)

" It is important to them because they feel safe there" (Ava)

Year 1- How and why do we celebrate special and sacred times?

Year 1- Engage

The children were encouraged to think about a time when they celebrated something special. They bought in photographs to help them explain what happened on that day and what made it special. They were encouraged to think about the decorations that were used, the food that was eaten, special songs that were played and the people that were there. By the end of the lesson, the children were able to confidently talk about their personal celebrations such as birthdays, weddings, sports days, christenings and other special occasions.

Year 1

Learning Intention: To talk about features in Easter stories that made people feel happy or sad and compare them to parts of celebrations that make others happy or sad.

The children were encouraged to discuss the parts of the Easter story that may have made believers feel happy or sad. They were able to identify and explain their reasons for feeling that way and compared them to celebrations that they have celebrated in the past or celebrations that other people may have experienced.

Year 3: The children have learnt when Muslims pray. Kenan supported us with this and shared with us his experiences. The children also learnt what position they pray is and the reasons behind it. They then looked and why and how Christians pray. 

Year 4: The children discussed what a journey meant to them. We recorded what we thought would happen at certain points in the journey of our lives.

In Year 4, we learnt about what Baptism is and why it is significant to Christians.

Year 4 have studied how Jewish people mark becoming an adult.

Year 4 discussed why some people choose to get married and some don't. We looked at the importance of marriage within different religions and how the ceremonies differ. We recorded our ideas in a table.

In Year 4, we studied the question 'Are all Journeys similar?' As a class we looked at the significant events that both Jewish people and Christians go through and compared the similarities and differences of the two religions.

Year 5 Is God is everywhere, why go to a place of worship?

During this topic, we discussed the different places of worship and why they are important to their followers. We compared and contrasted these and looked at where else people might worship their God.

What is a place of worship? What is it for? Year 5 learnt about what places of worship mean to different people. The symbolised this through drawings and text.

What is a Christian place of worship? Year 5 learnt about two different types of church: Anglican and Baptist. They looked at the similarities and differences and why they are both important to Christians.

Hindu places of worship. Year 5 had a virtual tour of a Mandir and a Hindu home shrine. They learnt about the similarities and differences and why these rituals are important to Hindu people.

What is a Jewish place of worship? Year 5 learnt about two different types of synagogue. They learnt about the similarities and differences between the two. They learnt why they are important to Jewish people.

Living

Religious practices and ways of living; questions about values and commitments

Year 2

LI: To discuss and explore the mezuzah and what it reminds Jewish people about.

The children recapped on Jewish artefacts and why they are important to Jewish People. The children looked at Mezuzah's in more detail. They found out that the Mezuzah is a scroll which Jewish people keep inside a case. It is placed on door frames to constantly remind Jewish people of God's presence. The children also discussed the importance of the scroll and how it is there to remind Jews of their obligations toward God. By the end of the lesson, the  children were beginning to show a better understanding of Jewish artefacts and their beliefs.

Year 2

LI: To discuss why objects and people are special to us and Jewish People.

The children were encouraged to bring an item or photo in from home and explain why it is important or precious to them. The children then looked at what items may be important to Jewish people and we looked at Jewish artefacts. The children were encouraged to ‘look through the keyhole’ of a Jewish home and draw items that they would consider important to their religion.

”I love my cat because I love him and he loves me” (Ava)

”I love my dog because we go for walks” (Noah)

“my dog loves me and I love my dogs. They are so cute and make me smile” (Oliver)

”I love my mum because she cares for me and always makes me happy” (Heidi)

”I have had my teddies since I was really small. I love giving them cuddles. (Logan) 

“My Bunny rose is special because when I was born my big brother brought it to the hospital for me and now it is my favourite”. (Hettie) 

Collective Worship

Please see below some of our collective worship

Virtual Harvest Festival 

Usually we visit St. Peters Church to celebrate harvest. This year, we gathered 'virtually' and came together to share our learning, prayers and thoughts. 

Year 4 wrote acrostic poems linked to Harvest. We found out about Harvest through our Guided Reading learning. We applied what we had learnt through this and our English lessons, on similes and alliteration, to produce some high quality poems. These were completed as part of remote learning.

KS2 Harvest Assembly - we joined together to learn and celebrate Harvest. Reverend Kathryn came to share her learning with us too.