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An interactive sorting game where the child sees a clue — a holy book, a place of worship, a festival, a key belief — and decides whether it belongs to Christianity, Islam, or BOTH religions. The “both” option is important because many things ARE shared: belief in one God, the importance of prayer, holy books, places of worship, festivals.

Wrong answers give an explanation. The game gently builds the understanding that religions are different in some ways and similar in others — the heart of KS1 RE.

A ten-question quiz on the KS1 RE content covered in this pack. Five questions on Christianity, five on Islam, with a final question testing whether the child can spot what’s shared between them.

Best taken after the worksheet and e-learning. Questions are written neutrally — the quiz tests UNDERSTANDING of what believers believe, not whether the child personally agrees.

The vocabulary children need to discuss the two religions at KS1. Each card pairs a key term with a clear, neutral, age-appropriate definition. The deck covers shared concepts (God, prayer, holy book, festival, place of worship) alongside specific terms from each religion.

A five-page activity book inviting children to explore religion in their own lives and community. Page 1 is a “places of worship near me” investigation — drawing the nearest church and the nearest mosque. Page 2 compares Christmas and Eid celebrations side-by-side. Page 3 retells a religious story. Page 4 is the most important — a “what do I believe?” reflection page that respects whatever the child thinks (religious, non-religious, unsure). Page 5 is a respect poster the child designs.

This activity book emphasises RE’s “learning from religion” strand — not just learning facts, but reflecting on big questions.

A planning companion for the KS1 RE unit covering Christianity and Islam. Maps the legal RE framework (Education Act 1996, RE Council 2013), gives detailed sensitivity guidance for teaching religion in a mixed classroom, lists the most common pupil misconceptions for both traditions, and lays out a 6-lesson scheme.

Particularly important is the section on visual representation of the Prophet Muhammad (peace be upon him), which this pack strictly avoids — and which teachers should be aware of in their wider classroom material.