Buddhism
- be aware of the food customs of Buddhists;
- be able to explain Buddhist vegetarianism;
- be aware of the Four Noble truths as central to Buddhist thinking.
Christianity
- become aware of varieties in the practice of baptism and have a simple understanding of the reasons for these variations;
- show an understanding of Communion;
- be aware that Christians believe that Jesus is the best way to find out about what God is like.
Hinduism
- understand the significance of practices associated with the selection, preparation and serving of food;
- be aware of the pattern of morning puja and of religious practices associated with food and how they influence Hindu family life;
- begin to understand the symbolism of the different items used in home puja;
- be able to appreciate the role of religion in affirming family relationships in a Hindu home.
Islam
- be aware of the significance of halal food;
- be aware that Muslims use the Qur'an as their guide for living;
- be aware of the special status of Muhammad as Messenger of God.
Judaism
- know about kashrut and understand how it affects Jewish life;
- show knowledge and understanding of bar mitzvah customs;
- know the use and significance of the tallit and tefillin in relation to bar mitzvah;
- appreciate the significance of the reading of the Torah by a Jew at his bar mitzvah;
- appreciate that being bar mitzvah involves obedience to the Torah;
- be aware of the new responsibilities and status that follow a boy's bar mitzvah;
- be aware of God's role in the story of the deliverance;
- understand how the story encouraged Jews to see themselves as a people with new responsibilities;
- understand the importance Jews attach to keeping the Ten Commandments and the Torah.
Sikhism
- understand Sikh naming customs;
- be familiar with stories and practices which illustrate the Sikh moral values of caring for the poor, hospitality and honest living;
- be able to explain the langar in terms of unity and provision for others;
- be aware that men and women are considered equal and that children are valued and important.
Personal Search
- begin to recognise rites of passage as marking stages in life-cycles;
- begin to explore their responses to life-cycles (and the questions these pose);
- be aware of the benefits of belonging to groups - family, friends, clubs and be able to identify simple rules which apply in these groups;
- be aware of the consequences of the breaking of rules in the above situations;
- be able to make simple statements about the benefits of rules and the rewards for keeping them;
- develop their awareness of what is important to them;
- be able to respond to views which are different from their own;
- begin to identify the teachings of religions about values.