	Original Scheme of Work - Introduction
	Author's Notes The Primary Vision scheme of work was written over a period of four years from 1996-2000 when I was employed by the Christians in Schools Trust as an Advisory Teacher for Religious Education. The scheme was written to meet the specific requirements of Stockport's Agreed Syllabus at that time. This has now been superseded by the 2004 revision of the Agreed Syllabus which can be viewed on the Stockport LEA website, http://www.stockportmbc.gov.uk/curriculum/re/re.htm. Reception At the time Stockport's Agreed Syllabus for RE had no requirements relating to Early Years, so I provided 36 lessons for Reception based around the three questions Who am I?, Who are you? and Who is God?. Key Stage 1 At Key Stage 1, the Stockport syllabus required teaching on three aspects of Christianity: Jesus, the Bible and the Church. In my scheme, children visit these aspects at both Year 1 and Year 2, focussing on a different emphasis in each year. As well as Christianity, the children were briefly introduced to the foundations of five other principal religions - Buddhism, Hinduism, Islam, Judaism and Sikhism. This was done through five topics: The Natural World, Celebrations, Stages of Life, Life Styles, Rules and Issues, and Relationships. Those familiar with the history of RE over the previous twenty years will know that these topics are identical to the Life Themes explored in poster packs produced by the Westhill Project in the late 1980s. Key Stage 2 At Key Stage 2, schools following the original Stockport Agreed Syllabus have to teach Christianity, Judaism and Hinduism, plus an option to teach Islam. The mandatory status of Hinduism at this stage was intended as a way of introducing children to a religion outside the Judeo-Christian-Islamic tradition. I have opted not to include teaching about Islam in my scheme of work, in order to allow more time to explore the other three religions in greater depth. I do however provide lessons on Islam in the Additional Lessons section of this resource. Coverage In writing this scheme of work, I have tried to make the lessons as challenging as possible, both in terms of the pupils' intellectual abilities and their preconceptions about the subject and about religion itself. Hopefully I have included sufficient material in each lesson module to allow teachers to meet the needs and abilities of all their pupils, as well as helping teachers in their own professional development. Mark Hamill
	A Primary Vision resource provided by Stockport Christians in Schools Trust

Original Scheme of Work - Introduction

Author's Notes

The Primary Vision scheme of work was written over a period of four years from 1996-2000 when I was employed by the Christians in Schools Trust as an Advisory Teacher for Religious Education. The scheme was written to meet the specific requirements of Stockport's Agreed Syllabus at that time. This has now been superseded by the 2004 revision of the Agreed Syllabus which can be viewed on the Stockport LEA website, http://www.stockportmbc.gov.uk/curriculum/re/re.htm.

Reception

At the time Stockport's Agreed Syllabus for RE had no requirements relating to Early Years, so I provided 36 lessons for Reception based around the three questions Who am I?, Who are you? and Who is God?.

Key Stage 1

At Key Stage 1, the Stockport syllabus required teaching on three aspects of Christianity: Jesus, the Bible and the Church. In my scheme, children visit these aspects at both Year 1 and Year 2, focussing on a different emphasis in each year.

As well as Christianity, the children were briefly introduced to the foundations of five other principal religions - Buddhism, Hinduism, Islam, Judaism and Sikhism. This was done through five topics:

Those familiar with the history of RE over the previous twenty years will know that these topics are identical to the Life Themes explored in poster packs produced by the Westhill Project in the late 1980s.

Key Stage 2

At Key Stage 2, schools following the original Stockport Agreed Syllabus have to teach Christianity, Judaism and Hinduism, plus an option to teach Islam. The mandatory status of Hinduism at this stage was intended as a way of introducing children to a religion outside the Judeo-Christian-Islamic tradition. I have opted not to include teaching about Islam in my scheme of work, in order to allow more time to explore the other three religions in greater depth. I do however provide lessons on Islam in the Additional Lessons section of this resource.

Coverage

In writing this scheme of work, I have tried to make the lessons as challenging as possible, both in terms of the pupils' intellectual abilities and their preconceptions about the subject and about religion itself. Hopefully I have included sufficient material in each lesson module to allow teachers to meet the needs and abilities of all their pupils, as well as helping teachers in their own professional development.