Year 2 Units and Outcomes

Why is the Bible an important book for Christians?

At the end of this unit most children should:-


  • Know that the Bible is made up of the Old and New TestamentRE_year_2
  • Identify some of the people who are in the Bible
  • Recall events from a Bible story
  • Retell stories from the Bible and talk about why they might be important for Christians
  • Bring in their own special or favourite book and talk about why it is special to them
  • Talk about elements of the Bible that are puzzling e.g. miracles
  • Talk about why a story might be important for Christians


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
  • Know that food comes from different places around the World
  • 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
  • Make comparisons between different Harvest celebrations, identifying some beliefs


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


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 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

 Why do Jewish families celebrate Hanukkah?

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


  • Recall events from the Hanukkah story
  • Retell the story of the miracle of the oil and suggest what it might mean
  • Recognise that questions about the miracle of the oil are difficult to answer
  • Describe some of the traditions linked to Hanukkah and explain their symbolism
  • Talk about things that are important to them e.g. how they feel when they celebrate
  • Suggest how a Jewish child might feel when they celebrate Hanukkah

 What is the Torah and why is it important?

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

  • Recall facts about the Torah or synagogue
  • Identify some of the things Jews learn from the Torah
  • Identify possible meanings for the Ten Commandments
  • Suggest why light is used to symbolise God’s presence in the synagogue
  • Identify books that are of value to them and why
  • Talk about different places where they go to learn and what they learn there
  • Explain what it means to treat something with respect and suggest why the Torah is valued by Jews

 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 (Peace Be Upon Him (pbuh)) and explain why he is important to Muslims
  • Link the way that the Qur’an 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 they have learned by heart and the reasons why Muslims learn to recite the Qur’an


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 belief 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

 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

 How can we make the World a better place?

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

  • Talk about things that 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 practises 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

 Why should we look after our World?

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

  • Recall elements of the creation story
  • Retell the creation story
  • Suggest why they think Christians, Muslims and Jews believe that they should care for the World
  • Talk about ways to care for the local environment
  • Respond to the World with a sense of wonder and appreciation
  • Realise the some questions about creation are difficult to answer
  • Suggest why and how they should demonstrate care for their environment


What made Moses a good leader?

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

  • Recall some things that Moses did as a leader of the Israelites
  • Retell stories from the life of Moses
  • Recognise that some questions about the life of Moses, e.g. plagues, miracles are difficult to answer
  • Suggest why Moses is an important leader in Jewish history
  • Identify leaders within their own lives and say what they do
  • Talk about how it feels to be a leader and what qualities are needed to be a good leader
  • Identify why we need leaders and what would happen if we did not have them

 What are symbols and why do religions use them?

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

  • Recognise and name religious symbols
  • Explain what each symbol means and which religion it belongs to
  • Identify similarities and differences in symbols from different religions
  • Identify the meaning of everyday signs and symbols
  • Consider why symbols might have value for another person

 What happens in a church?

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

  • Recall some of the different things that happen in churches
  • Identify Sunday as the special holy day for Christians
  • Talk about what Christians believe
  • Suggest ways in which Christians worship e.g. praying, singing
  • Talk about times they have had to get ready for a special occasion and explain why this was important
  • Sit quietly in a church and reflect on how the building makes them feel and how it might make Christians feel
  • Ask questions about aspects of church services that puzzles them
  • Express their own ideas about worship

 Why did Jesus tell parables?

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

  • Recall aspects of stories that Jesus told and know that 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