Religious Education

The study of Religious Education enhances pupils’ awareness and understanding of religions, beliefs, teachings and practices, developing their spiritual, moral, social and cultural development. This enables children to understand the influence of beliefs, values and traditions on individuals, communities, societies and cultures.

As a result of our Religious education curriculum, learners will develop a sense of identity and belonging as citizens in a multi-faith society and global community. They will be given opportunities for personal reflection to enable them to develop respect for and tolerance/sensitivity towards others, in particular those whose faiths, beliefs and practices are different from their own.

Pupils are encouraged to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions. Children will be able to develop their own questioning skills through opportunities to reflect on the ‘big’ questions of life and death, meaning and purpose. They will develop their ability to make reasoned and informed judgements about religious and moral issues, enabling them to develop respect for other people’s right to hold different beliefs. 

Teaching and learning in RE is enriched by a range of trips, visits and first hand experiences of places, people and artefacts. Experiences of this kind enable pupils to learn about and from other religions in meaningful ways.

Our aspiration is that children are inspired to be curious about different faith, practices, beliefs, values and traditions, developing a positive attitude towards living in a society of diverse religions, both in and out of school.

To be successful, learners must:

  • develop their knowledge and understanding of Christianity and the other principal religions represented in Great Britain (Sikhism, Hinduism, Judaism and Islam)

  • know key facts about major world religions that they have studied

  • engage in developing their knowledge and understanding with Religious Education, regardless of their own beliefs and values

  • reflect on their own beliefs, values and experiences and consider how they relate to and differ from those of other people.

  • Use appropriate vocabulary and subject-specific terminology in order to articulate and communicate their thoughts, opinions and feelings when exploring aspects of Religious Education

  • Connect learning within different aspects of RE and between RE and other subjects (e.g. history, geography and international learning)

Religious Education will be taught in accordance with the National Curriculum Programmes of Study and the Locally Agreed Syllabus for RE. ALL schools have the statutory obligation to teach Religious Education to ALL pupils. RE should be taught to all pupils in full-time education in schools, except for those withdrawn at the written request of their parents. (REFERENCE ‘EDUCATION ACT’ 1944, ‘RE IN ENGLISH SCHOOLS: NON-STATUTORY GUIDANCE 2010, DCSF).

RE Policy

Collective Worship Policy

Implementation

EYFS – Knowledge and Understanding of the World

During the Reception Year, pupils MUST encounter Christianity PLUS at least one other religion from Hinduism, Islam, Judaism and Sikhism.

In Foundation Stage RE is taught through the Knowledge and Understanding section of the Foundation Stage Curriculum. Through a cross-curricular approach, pupil will develop an understanding of their own needs, feelings and beliefs and those of others. It is expected that learning will be experiential and thematic during the EYFS.

Toddlers and young children will be learning to:

  • Make connections between the features of their family and other families

  • Notice differences between people.

3 and 4-year-olds will be learning to:

  • Continue developing positive attitudes about the differences between people

  • Talk about members of their immediate family and community.

  • Name and describe people who are familiar to them.

Children in reception will be learning to:

  • Understand that some places are special to members of their community.

  • Recognise that people have different beliefs and celebrate special times in different ways.

Year 1

Autumn Term

Spring Term

Summer Term

What are religions and worldviews and how do we find out about them?

 

What did Jesus teach his followers and how did he teach?

 

How and where did Judaism start?

 

What is the story of Jesus and how do Christians remember him?

 

What role does the church play in the life of a Christian?

 

What role does the synagogue play in Jewish life?

 

Year 2

Autumn Term

Spring Term

Summer Term

What do Christians believe about God and why?

 

What beliefs and values are most important to Hindus and why?

 

What do different religions and worldviews have in common?

 

How and where do different Christians worship and celebrate?

 

What might Hindus learn from traditional stories?

 

What happens in families where there is no religion?

 

Year 3

Autumn Term

Spring Term

Summer Term

What might it look like to live as a Sikh?

 

What is the Guru Granth Sahib and why is it important to Sikhs?

 

How did Jesus teach his followers to show friendship?

 

What role does the Gurdwara play in Sikh life and worship?

 

Why is Easter important to Christians?

 

Can observing behaviour reveal what people believe and value?

 

Year 4

Autumn Term

Spring Term

Summer Term

What role does the Mosque play in Muslim life?

 

Where do ideas about right and wrong come from for Christians?

 

How does reading sacred texts help people understand the beliefs and values of others?

 

Who is Prophet Muhammad and why is he important to Muslims?

 

How and why do Christians try to make a difference in the world?

Where do ideas about right and wrong come from for non-religious families?

 

Year 5

Autumn Term

Spring Term

Summer Term

What shapes a person’s worldview?

 

How does the Bible teach Christians to be wise?

 

What is the role of Jewish sacred texts and tradition?

 

Why is the Bible important to some Christians in worship both in church and at home?

 

How and why do Christians show commitment to God?

 

What influences the way Jewish people respond to local and global issues of social justice?

 

Year 6

Autumn Term

Spring Term

Summer Term

How is The Bible interpreted by different Christians?

 

How well does faith help people cope with matters of life and death?

 

What might it look like to live like a Buddhist in different parts of the world?

 

How do Christian beliefs influence the way people respond to local and global issues?

 

How do sacred texts and traditions help Buddhists understand their identify and purpose?

 

What influences a non-religious and/or Humanist response to local and global issues of social justice?

 
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