Writing links between QCA schemes of work and NLS writing objectives
Year 6
Curriculum 2000: Religious Education
The QCA schemes of work for Religious Education at Y6 are 6A, 6B, 6C, 6D, 6E and 6F.
The mapping shown below is based on writing activities suggested in the units that directly relate to NLS non-fiction objectives. The units also offer other opportunities for purposeful writing.
Y6 TERM 1 |
QCA schemes of work: RE |
NLS writing objectives |
Unit 6C. Why are sacred texts important?
Introduce some facts and history about the sacred text being studied, and show the children the text if possible. Tell stories, such as the revelation of the Qur'an to Muhammad or Guru Gobind Singh announcing the Guru Granth Sahib.
Writing activity identified in the unit:
Ask children to work in groups to rewrite the story so it can be told and made significant to younger children. |
NLS non-fiction text focus: recount
T14 to develop the skills of biographical and autobiographical writing in role, adopting distinctive voices… through, eg:
- composing a biographical account based on research
- describing a person from different perspectives, eg police description, school report, newspaper obituary
T18 to use IT to plan, revise, edit writing…
S5 to form complex sentences…
S6 to secure knowledge and understanding of more sophisticated punctuation marks…
|
Y6 TERM 1 |
QCA schemes of work: RE |
NLS writing objectives |
Unit 6F. How do people express their faith through the arts?
Compare and contrast the use of art in worship in Christianity and Islam.
Writing activity identified in the unit:
Ask children to work in pairs to produce a booklet which explains and illustrates the differences. |
NLS non-fiction text focus: report
T17 to write non-chronological reports linked to other subjects
T18 to use IT to plan, revise, edit writing…
S5 to form complex sentences…
S6 to secure knowledge and understanding of more sophisticated punctuation marks… |
Y6 TERM 2 |
QCA schemes of work: RE |
NLS writing objectives |
Unit 6A. Worship and community
How does being part of a community with certain beliefs affect your actions?
Writing activity identified in the unit:
Ask the children to write a newspaper-style article for the school magazine or make a display showing the actions of a religious community and their beliefs. Encourage them to include questioning and debate designed to challenge the reader. |
NLS non-fiction text focus: persuasion/discussion
T18 to construct effective arguments:
- developing a point logically;
- supporting and illustrating points persuasively;
- anticipating possible objections;
- harnessing the known views… of the audience;
- tailoring the writing to a formal presentation where appropriate
T19 to write a balanced report on a controversial issue:
- summarising fairly the competing views;
- analysing the strengths and weaknesses of different positions
S3 to revise work on complex sentences |
Unit 6D. What is the Qur'an and
why is it important to Muslims?
The Qur'an. What does it teach about guidance?
In groups, prepare a class debate on whether young people should be encouraged to read books, magazines and other texts (including ICT materials) that have a good influence on them.
Writing activity identified in the unit:
Ask the children to write an article for a magazine recommending books and other materials which they think would influence children and young people to grow up to become responsible citizens. |
Y6 TERM 3
In Y6 T3, the NLS objectives consolidate the writing of all non-fiction text types so the writing activities from any unit of work would be relevant.
